progression steps new curriculum wales

Each child's 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. 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. Learners demonstrate conceptual understanding through being able to explain and express concepts, find examples (or non-examples) and by being able to represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract. Enter your email address to follow this blog and receive notifications of new posts by email. Teaching will be age-appropriate, gradually building learners knowledge, skills and ethical values. Progression Step 1 Nursery to Reception. Skills in learners first and second languages enable learning in subsequent languages. Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. By continuing to use this site, you agree to our use of cookies. 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. Mathematical concepts and ideas should be built on, deepened and connected as learners experience increasingly complex mathematical ideas. 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. Faith groups and others representing childrens interests have helped teaching professionals to develop the code. 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. This incorporates physical health anddevelopment, mental health and emotionaland social well-being. While learners may be at different points of progression in different languages, a focus on plurilingualism allows them to call upon their knowledge of a number of languages to make sense of a spoken or written text, whatever their command of that language, and to increasingly understand and learn from the relationships between different languages. responding to communications when listening, reading, or receiving language in other ways. 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. xZn8}7TwivIbM4vk;]/w[9lY:.p83d/^]N} @qg`eiwu?Pk-usOn_{y1bZe^K.t This means that different languages should be explored in relation to one another, so too the skills of listening, speaking, reading and writing. Learn more about descriptions of learning. Principles of progression Descriptions of learning Designing your curriculum 3. An 'awsUploads' object is used to facilitate file uploads. Numeracy involves applying and connecting these proficiencies in a range of real-life contexts, across the curriculum. They will be the starting point for all decisions on the content and experiences developed as part of the curriculum to support our children and young people to be: The curriculum will be organised into 6 Areas of Learning and Experience: This area incorporates art, dance, drama, film and digitalmedia and music. For more information Repository - Hwb (gov.wales). Our cookies ensure you get the best experience on our website. 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. Effective multilingual skills deepen this ability as they enable learners to respond in many more contexts. AoLE groups are working on this area over the Summer term. Non-essential cookies are also used to tailor and improve services. used to prevent cross site request forgery. 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. Ethical, informed citizens who are ready to be citizens of Wales and the world. Unfortunately, owing to the size of the school our classes don't fall into neat little compartments. 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. Non-essential cookies are also used to tailor and improve services. functionality such as being able to log in to the website will not work if you do this. Stories about how Wales is reforming its education system to equip our young people to survive and thrive in a rapidly changing world, improving standards and increasing equality of opportunity as it does so. <>/Font<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI] >>/MediaBox[ 0 0 594.96 842.04] /Contents 4 0 R/StructParents 0>> 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. We use endobj The way children learn in primary schools will be different. The ability to transfer existing knowledge and skills into new contexts is an integral part of progression in this Area. 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. 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! 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. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents Curriculum for Wales: Progression Code PDF 603 KB This file may not be accessible. 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 Heres when the new curriculum will be taught: The curriculum will then roll out year by year until it includes year 11 by 2026 . The new curriculum framework features overarching topics in the form of: an Introduction; Summary of Legislation; Designing your Curriculum, and Supporting learner progression: Assessment. 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. pz Curriculum for Wales. Progression in the refinement and sophistication of skills moves from literal and simple communicative purpose to more abstract, inferred or implied and nuanced levels of meaning with more complex purposes. 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. endobj One of its most significant is that currently being undertaken with colleagues at the University of Glasgow, on behalf of the Welsh Government. These are demonstrated in: Drawing on a learner's whole linguistic repertoire however uneven that may be enables them to progress in all languages. ]N(qf`CK}V\jBhB5@7im7sXfK/-%7D1%D-s;x.9 n*ilit\\cl@fcvmKlgx~ya6u Progression in health and well-being occurs across a wide range of skills, including: physical, emotional, psychological and social skills. <>/OutputIntents[<>] /Metadata 495 0 R>> Healthy, confident individuals who . 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. Each proficiency may relate to multiple overarching principles of progression, as set out below. This allows learners to form and develop strong relationships and the confidence to use their voice in society. Progression Steps and Achievement Outcomes . using language effectively to convey their own ideas and viewpoints on various topics. 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. While Key Stages 2, 3 and 4 will disappear the principles of the Foundation Phase will remain the same but will become a part of one seamless curriculum for children aged 3 to 16 providing more joined up learning. 4 0 obj We've saved some files called cookies on your device. It will not be used to make a one-off judgement at a set age or point in time. 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. As they move along the continuum of learning, learners will build on basic linguistic skills to develop a capability that enables them to overcome a range of communicative challenges successfully. 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. Justifications and proof should become increasingly abstract, moving from verbal explanations, visual or concrete representations to abstract representations involving symbols and conventions. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. Education and skills. Exploration of the world around us at progression steps 1 and 2 provides the foundation for learning across statements of what matters in science and technology. The nationalcurriculum was first introducedin 1988 before on-line shopping, Google and the Cloud. This intrinsic part of successful language learning leads to becoming more fluent and accurate language users. Engaging with this Area also helps learners to become healthy, confident individuals, ready to lead fulfilling lives as valued members of society as the skills promoted through languages, literacy and communication are key to enabling learners to express themselves effectively, to be open to other peoples points of view and to develop positive relationships. Professor Dylan Jones and Dr Jane Waters, Yr Athrofa: Institute of Education, UWTSD. The first teaching of all year groups from primary school to Year 7 will begin in September 2022 and the new curriculum will roll out year-on-year from this point. The change includes a move to online Personalised Assessments from National Tests. From 31 January 2023, the Curriculum for Wales framework guidance has been updated. endobj file type: PPT, file size: 3 MB, Additional learning needs in the context of Curriculum for Wales 2022, , In humanities for example a topic like climate change can be looked at holistically through geography, history and impact on society. You can change your cookie settings at any time. In the Mathematics and Numeracy Area the model of progression is based on the development of five interdependent proficiencies, outlined below. It introduces new concepts and uses a brand new levelling structure called (Welsh) Progression Steps. The following interdependent proficiencies have been used in developing the descriptions of learning and are central to progression at each stage of mathematics learning. We've saved some files called cookies on your device. By continuing to use this site, you agree to our use of cookies. This presents a unique opportunity to craft an education system, with learner progression at its heart, of which we can all be truly proud. To ensure progress in any mathematics learning, proficiencies should be developed and connected in time and should also develop over time. In 2022 a new code will make clear what should be taught within RSE. Guidance to help schools and settings develop their own curriculum, enabling learners to develop towards the four purposes. The Curriculum for Wales framework guidance will be updated annually in January of each year. Progression Steps will take the form of a range of Achievement . The curriculum has been reformed at a national level in order to raise standards, reduce the attainment gap between students and equip young people with the skills they need to live in todays ever-changing society. Cookies are used to help distinguish between humans and bots on contact forms on this 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 Non-essential cookies are also used to tailor and improve services. But its work is the sum of many parts and we are indebted to the many collaborators who have joined us on this journey. The teachers, pupils and parents of Ysgol Bro Edern tell us about their experiences of developing the curriculum in their school. The aim is to encourage learners to engage critically with languages and literature in order to help them develop not only their own sense of identity, but also an understanding of the relationship between their own cultures and communities and those of other people. HWB.GOV.WALES uses cookies which are essential for the site to work. Developing a vision for curriculum design: progression, improve our website by collecting and reporting information on how you use it. A cookie is used to store your cookie preferences for this website. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. The first phase of the project, funded by UWTSD and the Welsh Government, is concerned with the co-construction of evidence-based progression frameworks. 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. And of course it features the Six Areas of Learning and Experience (Areas), which are: An increasing breadth of knowledge is achieved through the learners being introduced to new mathematical concepts. Literacy, numeracy and digital competence will be taught to all throughout their schooling. You can change your cookie settings at any time. You can change your cookie settings at any time. Yr Athrofa, University of Wales Trinity Saint Davids (UWTSDs) Institute of Education, enjoys fruitful collaborations with a number of organisations. file type: PPT, file size: 517 KB. Non-essential cookies are also used to tailor and improve services. <> At which point they already have a vocabulary of around 200 words. An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have Sf5a Skip to main content Skip to navigation Mast navigation Register Sign In Search our site All All Resources Articles This is important to help them: spot any issues or extra support they need. % The importance of play and playful learning, being outdoors, observation and authentic and purposeful learning. Learn more about descriptions of learning, improve our website by collecting and reporting information on how you use it. % The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. Progression in this Area is represented as a coherent continuum. 3 0 obj 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. HWB.GOV.WALES uses cookies which are essential for the site to work. These frameworks are mandatory cross-curricular frameworks, and are to be developed in all curriculum areas to ensure progression in these skills. xX[o6~7Gi^D([3DNmEC;Yh lI\CqA~}pzDX/5J' bV z8X +1Rwrd*c!QI!sX`Tyt9 ->ASkz7|D8u8x9, GOV.WALES uses cookies which are essential for the site to work. How do I track progression in the new Curriculum for Wales? The second phase is designed to review and learn from trial implementation of the draft progression frameworks and the third phase will finalise these arrangements. Specific subjects will still be taught, but schools can decide to combine them so learners understand the links between them. Curriculum for Wales Preparing for the new curriculum Guidance Preparing for the new curriculum Presentations and videos about the Curriculum and Areas of Learning and Experience. These can be considered as both longitudinal and cross-sectional. It also means that learning about and through literature should be seen as contributing to all aspects of learning about languages. Together, these skills can build learners confidence to grasp new opportunities and to adapt to different roles which in turn can develop them as enterprising, creative contributors, ready to play a full part in life and work. As learners become more accomplished, they can adapt and manipulate language to communicate effectively to a range of different audiences. 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. The development of an understanding of relationships between mathematical concepts and the development of justifications and proofs, leads to a growing understanding of the nature of mathematics and helps learners make connections and transfer learning into new contexts. Wales' new curriculum and assessment arrangements are built on progression in learning.Discover how learning will be planned and progress will be assessed: . As learners develop an understanding of additional languages, patterns of language use are identified, adapted and applied in new contexts. Progression is reflected in the statements of what matters, the descriptions of learning for each of these statements and is also the primary purpose of assessment. 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. 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. Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. These include, for example: They will develop the language skills necessary to discuss and evaluate their learning in 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. In this Area, languages are seen as a key to social cohesion, which can promote better local, national and global understanding. Progression in this Area is also seen in the production of language. file type: PPT, file size: 313 KB, , You can change your cookie settings at any time. W*&G)u?-+tz*::AewKO,mfxP\DeTVi#Hj0g3]!_:t.=j>3[.xvFdk "iF#fJ7TFCayB31[L&^6-IOnTJbnNCE{^L;!POxv>(/GbtbV?S%1p &R@)U>T8_q!Z"vHLbmqM!_dvl27 .t!(x. file type: PPT, file size: 700 KB, , <>/OutputIntents[<>] /Metadata 664 0 R>> The data from this cookie is anonymised. .ckl(ChpmuVE\E)k These guides explain the new curriculum in a straightforward way. Guidance to help schools and settings develop their own curriculum, enabling learners to develop towards the four purposes. The Languages, Literacy and Communication Area of Learning and Experience (Area) addresses fundamental aspects of human communication. It aims to support learning across the whole curriculum and to enable learners to gain knowledge and skills in Welsh, English and international languages as well as in literature. UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. Assessment will be part of your child's learning every day and they'll work with their teachers to understand how well they're doing. Guidance to help schools and settings develop their own curriculum, enabling learners to develop towards the four purposes. Introduction. Curriculum for Wales Science and Technology Descriptions of learning AREA OF LEARNING AND EXPERIENCE Science and Technology Guidance to help schools and settings develop their own curriculum, enabling learners to develop towards the four purposes. <> Now, the world of work is different, technology is different, society is constantly changing. Pupils Working Below Progression Step 1 Progression Step 1 starts at the typical development level of a 3-year-old. A Parent Governor, pupils and parents talk about the changes at Pembroke Dock Community School. These changes will all complement the new curriculum. endobj 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. This readiness to learn is further supported since effective language skills help learners to make sense of concepts across the curriculum, for example by enabling them to articulate their reasoning when solving problems and analysing information. The introduction and application of a new concept will involve developing an understanding of how symbols or expressions are abstract representations that succinctly describe a range of situations, thus contributing to a growing understanding of the nature of mathematics. a revised journey to curriculum roll-out section to reflect the fact that the curriculum is now being implemented, corrections to issues with definitions and hyperlinks, more clarity through minor amends to narrative following feedback, Introduction to Curriculum for Wales guidance, Curriculum for funded non-maintained nursery settings, Curriculum in Wales: Planning and priority guide, Consultations on additional Curriculum for Wales guidance, Education is changing: information for parents, carers and young people, improve our website by collecting and reporting information on how you use it. A Guide to the New Curriculum for Wales; . 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. By continuing to use this site, you agree to our use of cookies. 1 0 obj It also supports making connections and transferring learning into new contexts and developing increasing effectiveness as a learner. We've saved some files called cookies on your device. This incorporates Welsh,English andinternational languages as wellasin literature. 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 understanding can be deepened as learners are afforded opportunities to learn multiple languages. 2 0 obj Progression Steps Progression Step 2 Languages, Literacy and Communication Languages, Literacy and Communication Writing Genres - New Curriculum for Wales 5.0 (1 review) Y1 Writing Assessment I Can Statements with Worked Examples Assessment Pack 5.0 (6 reviews) Branwen's Battle Comic Hundred High Frequency Words Activity Book 4.9 (17 reviews) <> Progression in this Area is represented as a coherent continuum. %PDF-1.4 Development of fluency and accuracy reflects the refinement and a growing sophisticationinthe use and application ofskills. Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. 4 0 obj 3 0 obj 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. The four statements that express what matters in this Area should be addressed holistically. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. 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. 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. The Welsh Progression Steps covers the typical developmental range for students aged 3 to 16 years old. Progression can be considered through the identification of Progression Reference Points through which children will journey as they experience the curriculum. Key Stages 2, 3 and 4 will disappear. 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. file type: PPT, file size: 372 KB, , Learning will include skills and experiences, as well as knowledge. Progression Step 1: Nursery and Reception. 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. The New Curriculum for Wales progression steps will be implemented in September 2022. Some cookies are necessary in order to make this website function correctly. 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. How an understanding of child development is applied to support progression for all learners. Learning will include skills and experiences, as well as knowledge. |$ Non-essential cookies are also used to tailor and improve services. As learners experience increasingly complex concepts, they should also develop an understanding of the relationships between and within these concepts.

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