The concepts that learners are introduced to will become increasingly complex, and understanding the way in which concepts connect will contribute to a growing understanding of the ideas within this Area. 1 0 obj Progression steps will now be in place at age 5, 8, 11, 14 and 16 years of age, relating to broad expectations of a childs progress. responding to communications when listening, reading, or receiving language in other ways. As the project progresses, we will look to and learn from the latest international approaches and good practice from within Wales to inform the design, development and delivery of CAMAUs work. Ethical, informed citizens who are ready to be citizens of Wales and the world. Progression Step 1: Nursery and Reception. 2 0 obj Background - Cross-curricular skills and the Frameworks Literacy, numeracy and digital competence are mandatory cross-curricular skills within the Curriculum for Wales Framework. used to prevent cross site request forgery. by default and whilst you can block or delete them by changing your browser settings, some % For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. Heres when the new curriculum will be taught: The curriculum will then roll out year by year until it includes year 11 by 2026 . Skip to main content Skip to navigation Mast navigation Register Sign In Search our site All All Resources Articles Oral language precedes and underpins pre-literacy skills. By continuing to use this site, you agree to our use of cookies. the statements represent progression along a continuum the statements within a step are consistent and accurate there are any gaps in terms of developmental progress. Read details Part of: Curriculum for Wales First published: 22 February 2019 Last updated: 29 March 2019 Documents Preparing for the new curriculum PPT 3 MB It aims to encourage learners to transfer what they have learned about how languages work in one language to the learning and using of other languages. endobj <> 4 0 obj September 2022:All maintained schools and settings using the new curriculum and assessment arrangements. Understanding how learners progress is critical to learning and teaching and should inform curriculum design, classroom planning and assessment. A lot of development has already been achieved. This multilingual and plurilingual approach is intended to ignite learners curiosity and enthusiasm and provide them with a firm foundation for a lifelong interest in the languages of Wales and the languages of the world; and thus to make them ambitious, capable learners, ready to learn throughout their lives. been dismissed. It will include learning about healthy relationships, keeping safe including online, and being confident to raise issues with responsible adults. Practical support for curriculum development, quality assurance and self-evaluation, Introduces the four purposes, what's new, why it's changing and who the curriculum guidance is for, Explains the legal status of the curriculum guidance, the proposed legal duties on schools and what these mean in practice, General guidance for designing your curriculum across all areas of learning and experience, Guidance and information for designing assessment arrangements within a school curriculum, The purpose of this guidance is to support schools with a common set of expectations, priorities and supporting information for curriculum design, Our preparations for rolling out the Curriculum for Wales. Learners gradually develop greater awareness of language and more sophistication in using this awareness to achieve intended purposes in interpreting and producing communications in speech or writing or through other means. Increasing breadth and depth of knowledge, Refinement and growing sophistication in the use and application of skills, Making connections and transferring learning into new contexts, Developing a vision for curriculum design: progression, improve our website by collecting and reporting information on how you use it, asking increasingly sophisticated questions, making evaluative and critical judgements about the ideas and viewpoints and the means of communication in what they hear, read, and view. For younger learners the acquisition of language follows the same sequence as for older learners, although the speed at which it does so can vary considerably. Now, the world of work is different, technology is different, society is constantly changing. In the Mathematics and Numeracy Area the model of progression is based on the development of five interdependent proficiencies, outlined below. Skills in learners first and second languages enable learning in subsequent languages. We've saved some files called cookies on your device. This is important to help them: spot any issues or extra support they need. The data from this cookie is anonymised. Progression as a concept is built in to Professor Graham Donaldsons blueprint for curriculum reform and supports the understanding that childrens learning is an expedition, with stops, detours and spurts, rather than as a linear process. file type: PPT, file size: 679 KB, , The way children learn in primary and secondary schools will be different. The new Curriculum for Wales is for all students aged 3 to 16 and has been created following the Donaldson report. Progression can be considered through the identification of Progression Reference Points through which children will journey as they experience the curriculum. Progression Steps | Important Information for Teachers - Twinkl An 'awsUploads' object is used to facilitate file uploads. Non-essential cookies are also used to tailor and improve services. You can change your cookie settings at any time. As learners experience increasingly complex concepts, they should also develop an understanding of the relationships between and within these concepts. It will not be used to make a one-off judgement at a set age or point in time. Second language learners may use formulaic language with few mistakes initially and, as they progress and when being more ambitious and spontaneous in their use of language, they may appear to make more mistakes. Curriculum for Wales. This includes the social and cultural aspects of language. experiences and skills for careers and the workplace, learning about local, national and international contexts. The four statements that express what matters in this Area should be addressed holistically. PDF The Curriculum for Wales Progression Code - Welsh Government This linguistic knowledge and these skills are needed to participate confidently and empathetically in society, which contributes to developing learners as ethical, informed citizens of Wales and the world. As learners experience, engage with, understand and apply increasingly complex ideas and language awareness, accuracy and fluency in using communication skills grow. As learners experience, understand and effectively apply increasingly complex concepts and relationships, fluency in remembering facts, relationships and techniques should grow, meaning that facts, relationships and techniques learned previously should become firmly established, memorable and usable. In all phases of the project, teachers, pupils, policymakers and researchers assume the role of co-investigators with the shared aspiration of developing high quality, well-informed curriculum, pedagogy and assessment arrangements for Wales. This allows learners to form and develop strong relationships and the confidence to use their voice in society. Languages, Literacy and Communication: Introduction - Hwb Non-essential cookies are also used to tailor and improve services. Expressive Arts: Introduction - Hwb These are: Progression Step 1 - age 3-5 Progression Step 2 - age 5-8 Progression Step 3 - age 8-11 Progression Step 4 - age 11-14 Progression Step 5 - age 14-16 Children can be anywhere on the progression line, though. This understanding can be deepened as learners are afforded opportunities to learn multiple languages. The introduction of new symbols will add to the breadth of knowledge and the communication with symbols will contribute to refinement and growing sophistication in the use and application of skills. The teachers, pupils and parents of Ysgol Bro Edern tell us about their experiences of developing the curriculum in their school. Curriculum for Wales Guidance - Twinkl The change includes a move to online Personalised Assessments from National Tests. Assessment will take place on a day to day basis to assess each individuals progress, agree next steps and monitor progress over time. An increasing breadth of knowledge is achieved through the learners being introduced to new mathematical concepts. functionality such as being able to log in to the website will not work if you do this. These changes will all complement the new curriculum. Yr Athrofa, University of Wales Trinity Saint Davids (UWTSDs) Institute of Education, enjoys fruitful collaborations with a number of organisations. For more information Repository - Hwb (gov.wales). GOV.WALES uses cookies which are essential for the site to work. Preparing for the new curriculum | GOV.WALES Unfortunately, owing to the size of the school our classes don't fall into neat little compartments. As outlined in Successful Futures: Progression Steps will be described at five points in the learning continuum, relating broadly to expectations at ages 5, 8, 11, 14 and 16. CfW Descriptions of Learning Statements Spreadsheets - Twinkl They also progress in their breadth and depth of conceptual knowledge by encountering ideas in languages and literature, initially in more personal and local contexts and moving as they progress to connect with more complex communications in a multilingual world. This incorporates biology, chemistry, physics,computer science anddesign and technology. Understanding linguistic concepts in the language of instruction, for example, can be applied to learning a new language, which facilitates progression in that language as well as improving understanding of the way in which their own languages work. As such, CAMAU, through collaborative working, aims to support the development of progression frameworks or route maps for the young people of Wales during a period of significant transition. Theyll work with their teachers to understand how well theyre doing. Learners develop an increasingly sophisticated understanding of linguistic concepts that support the more conscious and self-aware development of skills to communicate effectively through speech, writing, gestures, images or other media. The New Curriculum for Wales progression steps will be implemented in September 2022. Healthy, confident individuals who . Second language or bilingual learners may not necessarily show the same pattern of linguistic progression as first language learners. This incorporates geography, history, religion, values andethics, business studies and social sciences. file type: PPT, file size: 700 KB, , UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. 2 0 obj Building on the strengths of our strategic partnership, and working closely and collaboratively with the pioneer school network, the CAMAU project seeks to develop a shared understanding of progression in the context of Successful Futures. Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. 1~C~%!8ude:KB@# 8>IGn'``+\:sa&P tp 1M$.v!Bph tt*D+U'KL-N.$`;YbhZ@zn;0Hw`.& \c@:8mu0LzK0[$Kas\AO>g$A\e@ebE! % GCSEs will still exist but the qualifications your child studies from 14-16 will fit with the new curriculum, so may look different from todays GCSEs. In addition, there is a Literacy and Numeracy Framework and a Digital Competency Framework which will embed literacy, numeracy and digital skills throughout all curriculum areas. Each childs learning continuum functions as a journey through the curriculum; while the route map will be common to all learners, this journey should allow for variety of pace, diversion, repetition, and reflection, as appropriate for each individual to make progress in learning. file type: PPT, file size: 432 KB, , All maintained schools and settings using the new curriculum and assessment arrangements, ambitious, capable learners ready to learn throughout their lives, enterprising, creative contributors, ready to play a full part in life and work, ethical, informed citizens of Wales and the world. By continuing to use this site, you agree to our use of cookies. They should apply logical reasoning about these relationships and be able to justify and prove them. <> Mathematical concepts and ideas should be built on, deepened and connected as learners experience increasingly complex mathematical ideas. The principles of the Foundation Phase will remain, but will become a part of one seamless curriculum for children aged 3 to 16, providing more joined-up learning. It also means that learning about and through literature should be seen as contributing to all aspects of learning about languages. The learner grows holistically in their understanding and purposeful use of languages, literacy and communication when listening and reading, when speaking and writing and when interacting and mediating in a wide range of contexts. stream Learners will have varying proficiencies in their languages and, to ensure a robust foundation for second and subsequent languages, early steps (such as grapheme-phoneme correspondence) are revisited in each language. Understanding 'progression' in the context of the new Curriculum Learning and experience in this Area aims to enable learners to communicate effectively using Welsh, English and international languages. The learner grows holistically in their understanding and purposeful use of languages, literacy and communication when listening and reading, when speaking and writing and when interacting and mediating in a wide range of contexts. UPDATED Curriculum for Wales 2022 Progression Steps 1-3 (All AoLEs) This means that different languages should be explored in relation to one another, so too the skills of listening, speaking, reading and writing. HWB.GOV.WALES uses cookies which are essential for the site to work. Wales' new curriculum and assessment arrangements are built on progression in learning.Discover how learning will be planned and progress will be assessed: . There will be a new curriculum, made in Wales by teachers, partners, practitioners, and businesses and shaped by the best ideas from around the world. Progression Step 1 Nursery to Reception. These are: Progression Step 1 - age 3-5 Progression Step 2 - age 5-8 Progression Step 3 - age 8-11 Progression Step 4 - age 11-14 Progression Step 5 - age 14-16 Children can be anywhere on the progression line though. A cookie is used to store your cookie preferences for this website. producing them when speaking and writing or through other means of communication. The new curriculum is based on a continuum of learning as pupils progress. As learners progress, they will be able to make links within and between ways of communicating, making good choices about effective methods of communication. Frameworks will be designed by and for the profession and, from the outset, will be developed to be fully inclusive to make sure they account for all learners. Curriculum for Wales Changes to the Curriculum for Wales guidance Supporting materials for curriculum, assessment and evaluating learner progress Practical support for curriculum development, quality assurance and self-evaluation Learn more Getting started Introduction to Curriculum for Wales guidance file type: PPT, file size: 483 KB, , These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. Learners should become increasingly independent in recognising and applying the underlying mathematical structures and ideas within a problem, in order to develop strategies to be able to solve them. Enterprising, creative contributors who are ready to play a full part in life and work. Learners should understand that the symbols they are using are abstract representations and should develop greater flexibility with the application and manipulation of an increasing range of symbols, understanding the conventions of the symbols they are using. %PDF-1.4 3 0 obj Key Stages 2, 3 and 4 will disappear. Contents Introduction Statements of what matters Principles of progression Descriptions of learning It is important that as children and young people move through the education system in Wales, they are not viewed as aiming towards the four purposes, but rather seen as living the four purposes during their time at school. pz Development of fluency and accuracy reflects the refinement and a growing sophisticationinthe use and application ofskills. Introduction. Watch our video outlining how learning will be planned and progress will be assessed (on YouTube, GCSEs will still exist but the qualifications your child studies from 14-16 will fit with the new curriculum, September 2022 Up to year 6 and some of year 7. curriculum for wales four purposes new curriculum for wales progression steps rse curriculum framework of objectives halloween curriculum for wales display new curriculum for wales curriculum for wales progression steps progression steps wellbeing back to school all about me wales 4 purposes progression step 1 welsh curriculum what matters Some descriptions of learning at these foundational progression steps are, therefore, duplicated across some statements of what matters, where directly relevant, to better support planning for learning progression. Non-essential cookies are also used to tailor and improve services. Education is changing | GOV.WALES Advice and support will be given to learners choosing their options as they prepare for their future careers. Guidance to help schools and settings develop their own curriculum, enabling learners to develop towards the four purposes. The importance of play and playful learning, being outdoors, observation and authentic and purposeful learning. How 'Areas of Learning and Experience' are - A curriculum for life <>/Font<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI] >>/MediaBox[ 0 0 594.96 842.04] /Contents 4 0 R/StructParents 0>> How do I track progression in the new Curriculum for Wales? If you need a more accessible version of this document please email, , 6 Areas of Learning and Experience from 3 to 16, 3 cross curriculum responsibilities: literacy, numeracy and digital competence, progression reference points at ages 5, 8, 11, 14 and 16. achievement outcomes which describe expected achievements at each progression reference point. GOV.WALES uses cookies which are essential for the site to work. Learn more about descriptions of learning, improve our website by collecting and reporting information on how you use it. These can be considered as both longitudinal and cross-sectional. Refinement and growing sophisticationinthe use and application ofskills will be demonstrated through the application of increasingly sophisticated logical reasoning. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. The Government is taking forward its manifesto commitment to review the school year, through a national conversation, with opportunities for parents, students, education staff, private and public sector workers and employers to give their views. The Languages, Literacy and Communication Area of Learning and Experience (Area) addresses fundamental aspects of human communication. Curriculum for Wales 2022 | Mount Stuart Primary The Four Purposes will be at the heart of our new curriculum. Principles of progression Mandatory In the Mathematics and Numeracy Area the model of progression is based on the development of five interdependent proficiencies, outlined below. Bringing to bear different knowledge, skills and understandings to explore how progression might best be described and developed in relation to the Areas of Learning and Experience (AoLEs), CAMAU has an important role in the creation of our new national curriculum. Literacy, Numeracy and DCF Spreadsheet Pack: PS 1 - 5 - Twinkl The thinking needed to understand and to communicate all learning is closely related to that which enables learners to develop receptive, interpretive and expressive language skills. Descriptions of learning provide guidance on how learners should progress within each statement of what matters as they journey through the continuum of learning. Given that a key aspect of effective language learning is the willingness to experiment and take risks in trying out new structures, sounds and patterns, learning and experience in this Area can empower learners to be creative and to persevere when facing challenges. Curriculum for Wales: Progression Code | GOV.WALES Curriculum for Wales Enabling Pathways guidance HWB.GOV.WALES uses cookies which are essential for the site to work. The necessary cookies set on this website are as follows: A 'sessionid' token is required for logging in to the website and a 'crfstoken' token is xX[o6~7Gi^D([3DNmEC;Yh lI\CqA~}pzDX/5J' bV z8X +1Rwrd*c!QI!sX`Tyt9 ->ASkz7|D8u8x9, There is therefore a greater responsibility for schools and teachers to ensure that learning is child-focused, since the details and pace of each journey are set according to the requirements of the learner, in order to ensure challenging, sustainable and effective learning takes place.
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