In developing their curriculum, schools should involve learners, parents, carers, partner agencies and the local community. These statements are therefore an essential part of schools’ curriculum design. Practitioners should also seek to collaborate and draw on a range of experts and stakeholders who can contribute to learning, providing learners with distinct and enriching experiences. Staff have focussed on explicit discussion of the 4 purposes with pupils and a concerted effort to embed them across the curriculum. Learners should be informed about the process the school is taking to design the curriculum and should be given opportunities to be involved in decision-making. Curriculum for Wales. Curriculum and assessment. Practitioners should use the descriptions of learning to bring together a broad range of experiences, knowledge and skills. In some Areas, disciplines also become more explicit in the descriptions of learning themselves towards the end of the continuum, as the essence of learning in an Area becomes more specialised. Practitioners should use a range of contexts, perspectives and topics to contribute towards learning within a statement. As it is implemented, a school’s curriculum should: Learning and teaching should be informed by sound evidence and expertise. With a new Curriculum for Wales introduced from 2022, the 12-week consultation called Qualified for the Future suggests principles that will shape the range of qualifications for 16-year-olds. However, this should be a process of evolution, with learners gradually having greater opportunity to specialise. In selecting curriculum content, schools and practitioners must use the principles of progression to inform their approach to progression. All provisions must now use the new Curriculum for Wales documentation to plan, teach and monitor pupils’ progress. Ensuring the well-being of all learners should be an important and integral part of the process, recognising the needs of individuals, while also supporting both continuity and progression in their learning. Implementation and practical considerations, draw on a range of sound evidence, including disciplinary-specific expertise where appropriate, learning from professional inquiry, intelligence from research and local and national information, be co-constructed, encouraging learners, parents, carers and the local community to understand and contribute to curriculum development; it should also draw on a wider range of experts and stakeholders who can contribute to learning, be reflected upon and revised, based on understanding gained from all aspects of learning and teaching, and supported by professional inquiry, disciplinary-specific expertise which will become increasingly relevant in developing a curriculum as learners progress; the guidance promotes inter-disciplinary approaches but also recognises the importance that disciplinary-specific expertise plays in that, understanding from high-quality educational research and evidence, relevant information about learners and their communities, evidence and expertise shared through local, cluster, regional and national networks, partnership with further and higher education. Considering learners’ perspectives on a daily basis in the classroom through participatory pedagogy. In advance of September 2022, all schools will be required to design their curriculum, including the supporting assessment arrangements, ready for its adoption. The Curriculum for Wales Framework is being developed for settings and schools in Wales. Ensuring that feedback on the outcomes of learner voice contributions are given to learners and staff and that this is factored into the timescales for curriculum design. the holistic development of cognitive, social, emotional and physical skills, learning through extended periods of play or recreation and open-ended exploration both indoors and outdoors, learners initiating, choosing and directing their own learning, along with sensitive interactions from adults who elicit learning from learner-led play or recreation and exploration, the planning of an environment that can support experiential and schematic learning, opportunities for physical movement which underpin learning in all Areas, practitioners who, while respecting learners’ interests, seek to introduce and stimulate new opportunities for knowledge and understanding, a strong focus on early language acquisition, learning through first-hand, practical and authentic experiences. Welsh Ministers, working with regional consortia and other stakeholders, are developing networks to support and disseminate learning for practitioners to support understanding of the Curriculum for Wales Framework. What is absolutely clear is that a variety of pedagogical approaches should … As learners progress, they should have greater opportunity to specialise and the disciplinary contexts for descriptions of learning should become increasingly apparent in curriculum design. Ensuring that consultation, analysis of learners’ views and feedback are included as steps in the curriculum design and evaluation process. Sept 2023– 2026 New Curriculum due to be rolled out for Year 8 to Year 11 on an annual basis Secondary school teachers must begin using the new Curriculum for Wales documents on a roll out basis, ending in 2026 with Year 11. Pedagogy is at the heart of curriculum. This should also mean making links across Areas as appropriate. Schools and practitioners should collaborate to develop an understanding of what underpins successful approaches and practices. Schools will be expected to enable all learners to access a range of courses of study and to take suitable qualifications at the end of compulsory education. It needs to be safe, enabling and inclusive, and it is of itself a valuable learning experience, supporting inquiry and critical thinking. Schools and practitioners also play a critical role in ensuring learners, parents, carers and communities understand the vision and ethos underpinning the curriculum. Designing your curriculum. On a daily basis teachers will: The new curriculum will not imply an emphasis on any particular teaching approaches – the decision about teaching and learning are very context and select experiences, knowledge and skills – the statements of what matters sum up the ‘big ideas’ or key principles of each Area and content selected should enable learners to develop understanding of the statements of what matters, understand how learning should support learners’ progression – learning should contribute to an increasingly sophisticated understanding and application of the statements of what matters, allow learners to explore topics and activities through different lenses – the same subject matter can and should be considered by learners through different statements allowing learners to experience a topic holistically, helping them to make, help learners to make sense of a range of, enable learners to make progress towards the four purposes, be suitable for learners of different ages, abilities and aptitudes, provide for appropriate learner progression, include the mandatory curriculum components of religion, values and ethics, relationships and sexuality education, Welsh and English, embed the mandatory cross-curricular skills, incorporate a range of assessment approaches which support learner progression, provide choice for learners in what they study at 14 to 16 but still ensure every learner has learning in each Area, provide a breadth of learning, drawing together a range of experiences, knowledge and skills across a range of contexts, topics and activities, making links across Areas, provide for, over time, an increasing depth and sophistication of learning, be developmentally appropriate and drive learners’ progression. If pupils lack a solid grounding they will never fully … Chapter 5 of Successful Futures sets out 12 pedagogical principles that underpin the new curriculum. Different forms of participation will be appropriate at different points in curriculum design. Education and skills. While it is relevant for all learners, pedagogy for the early progression steps should prioritise: It is proposed that schools will be required to implement their curriculum from September 2022 for learners up to and including Year 7. These reflect well-documented evidence about effective pedagogy. It explains that there will be a greater emphasis on digital skills and preparing young people for an online world. In 2022, a new Welsh curriculum for young people aged 3-16 will be rolled out in all schools across the country. As the curriculum is rolled out, schools should consider how their curriculum should be revised in response to learning. Schools and practitioners must use the statements of what matters to guide the development of curriculum content, using them to: Curriculum content must link back to the statements of what matters. They should be explored through a range of contexts, topics and activities selected in the process of curriculum design. While the learning continuum is the same for each learner, the pace of progress through it may differ. The new curriculum: poster. a high-quality learning environment which provides opportunities to move freely between continuous, enhanced and focused activities, located indoors and outdoors. Understanding the individual components will support your team to confidently embed the New Curriculum for Wales 2022 to achieve high-quality teaching for Children and Young People’s successful futures and lifelong learning. This allows learners to link and reinforce their learning across different disciplines. Practitioners should also recognise that learners will progress at different paces. 12 Pedagogical Principles Wales - Wales This factsheet explores the changes to the curriculum for Wales. 'S 12 &ccesgfthl *ear-kers . The Committee recognises that the Bill’s approach means that the new curriculum will not be uniform across all schools but urges that it must still be consistent. These are arranged in five progression steps which provide reference points for the pace of that progression. enable learners to make progress towards the four purposes 2. be broad and balanced 3. be suitable for learners of different ages, abilities and aptitudes 4. provide for appropriate learner progression 5. include all six Areas 6. cover every statement of what matters 7. include the mandatory curriculum components of religion, values a When considering descriptions of learning or a specific context, topic or experience, the principles of progression help practitioners to understand how learners should progress with greater sophistication or depth. The new curriculum will bring this about by making learning more experience-based, the assessment of progress more developmental, and by giving teachers the flexibility to deliver in more creative ways that suit the learners they teach. ›› Inspiring leadership. Collecting qualitative feedback after learning experiences, which informs ongoing curriculum design. Schools should ensure that practitioners have a deep and thorough understanding of the pedagogical principles and the research on which they are based. These expectations are expressed from the learner’s perspective and are framed broadly so that they can sustain learning over a series of years. Wales (United Kingdom) is on the path to transform the way children learn, with a new curriculum aimed to prepare its children and young people to thrive at school and beyond. Namely: Good teaching and learning maintains a consistent focus on the overall purposes of the curriculum. Wales will introduce a new Curriculum Bill in 2022 replacing the National curriculum introduced in 1988 after members of the Senedd voted to pass it on Tuesday. Nothing is so essential as universal access to, and acquisition of, the experiences, knowledge and skillsand that our young people need for employment, lifelong learning and active citizenship. Schools will be required to publish a summary of their curriculum and revise the summary if they make changes to the curriculum. ERW Curriculum Team 10/12/2020 Professional learning. Ensuring that learners are informed about the school’s process of curriculum design in an accessible language and format and that they know what opportunities there are to get involved. With 114 skill pathways in the three frameworks, it is essential that you are teaching pupils to master the fundamentals in all three. Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales (2015) Good teaching and learning: 01 Maintains a consistent focus on the overall purposes of the curriculum. New curriculum updates. Communicating effectively with parents and carers on an ongoing basis is an important way to foster positive relationships in order to engage them in purposeful and meaningful dialogue. They are not designed as stand-alone tasks, activities or assessment criteria. Secondary schools will then be expected to roll out their curricula on a year-by-year basis, with Year 8 in September 2023 through to Year 11 in September 2026. It involves exploring and reflecting on which teaching strategies will best support learning in a given context, and inquiring about the impact of this on learners. Pontarddulais Primary as a Pioneer school is already working hard to prepare for the new Curriculum for Wales, due to be published in January 2020. Curriculum design for all learners is underpinned by twelve pedagogical principles, which state that good learning and teaching: To support the curriculum, pedagogy should help learners to develop: The learning environment is a key enabler for the curriculum. Secondary schools will be required to design a curriculum for all year groups in advance of 2022, but will need to continue to refine this design in line with the phased roll-out of the curriculum beyond 2022 and to take account of the details of qualifications when they are confirmed. As such, schools and practitioners must use these principles to inform all learning in supporting progression. As learners progress, this process should be supported by discipline-specialist teaching, which, along with the multi-disciplinary approach to curriculum design, should prepare learners who seek to specialise further during learning post-16. It will also be relevant for funded non-maintained nursery settings, pupil referral units (PRUs) and those responsible … Effective transition is about facilitating the smooth movement of all learners along the learning continuum, supporting them as they move between different groups, different classes, different years and different settings. Curriculum design should also use a participation structure that ensures all groups of learners can participate, including those who can be marginalised. Most say they need detailed guidance whilst acknowledging the need for freedom for confident teachers to do things differently. A new curriculum for Wales Health and well-being. The incorporate opportunities for learning and consideration of cross-cutting elements, which: allow learners to consider local, national and international contexts, develop understanding of careers and work-related experiences, develop understanding of human rights education and diversity. Schools will be required to keep their curriculum under review so that they can respond to the outputs of professional inquiry, changing needs of learners and social contexts and needs. Education has never been more important. Following a feedback period which ended in July 2019, the refined version will be available in January 2020, which will be used throughout Wales from 2022. These are: A school’s curriculum must cover all of the statements of what matters from age 3 to 16, providing engagement with their key concepts in a developmentally appropriate way. This vision will recognise the integral role of the learning environment in supporting effective learning. It should: The twelve pedagogical principles describe good pedagogy for all the early stages of learners’ development. In particular collaboration across settings, schools and further education supports the following. 4 August 2020 The Welsh Government introduced the Curriculum and Assessment (Wales) Bill to the Senedd on 6 July. maintains a consistent focus on the overall purposes of the curriculum, challenges all learners by encouraging them to recognise the importance of sustained effort in meeting expectations that are high but achievable for them, means employing a blend of approaches including direct teaching, means employing a blend of approaches including those that promote problem-solving, creative and critical thinking, sets tasks and selects resources that build on previous knowledge and experience and engage interest, means employing assessment for learning principles, regularly reinforces the cross-curricular skills of literacy, numeracy and digital competence, and provides opportunities to practise them, encourages learners to take increasing responsibility for their own learning, supports social and emotional development and positive relationships, critical, creative, problem-solving skills, encourage learners to be independent, to have a say in their own learning and to take increasing responsibility for it, allow learners of all ages to experience authentic learning opportunities both indoors and outdoors, enable learners to apply, use, consolidate and extend skills, form positive and respectful relationships with learners and support good relationships between peers, plan engaging and developmentally appropriate learning opportunities informed by regular observation and ongoing assessment of learning and the learner’s stage of development, prompt learners to think about and reflect upon their learning in order to extend thinking and make connections, challenge learners and have high expectations, actively engage with parents, carers and the wider community as partners in learning. In this respect, combining a range of statements of what matters in different Areas can allow learners to consider curriculum content from a range of perspectives and disciplines. While learners should have opportunities to specialise, the curriculum must remain broad and balanced and each learner should continue to draw on learning from each Area throughout their time in compulsory education. As learners progress, they should have greater opportunities to engage with different disciplines and to specialise within them, particularly when they reach the later progression steps. This supports learners to make sense of everything they learn throughout the continuum of learning. ›› Inclusivity. Pedagogy Teachers explored the 12 pedagogical principles highlighted in ‘Successful Futures’, identifying two to be developed further in their planning, namely Learners’ views about their experiences and about what, how and where they learn should be taken seriously when a curriculum is being designed. Curriculum for Wales. It then goes on to layout 12 pedagogical principles for the development of this new curriculum. Learners, parents, carers and the local community should also have opportunity to contribute to curriculum design. Our new curriculum will be a curriculum for all of the children and young people in Wales – a curriculum for life. Curriculum design for all learners is underpinned by twelve pedagogical principles, which state that good learning and teaching: maintains a consistent focus on the overall purposes of the curriculum challenges all learners by encouraging them to recognise the importance of sustained effort in meeting expectations that are high but achievable for them This will require specialists to teach and specialists to design. Descriptions of learning are designed to sustain learning over a period of years and this gives practitioners scope to use them to select content that provides both breadth and depth of learning. teaching and learning approaches. The new curriculum for Wales intends to create a better learning experience for students, to engage teachers’ professionalism, and to contribute to the overall improvement of Welsh education. Learners can be informed about decisions, can be consulted about decisions, can share decision-making with adults or can own decision-making and set their own areas and questions for consideration by the wider school community. They will also be required to work with their clusters and with other secondary schools. Experts say the new curriculum will be too generalised and a lot will be left to individual teachers. What learning environment do we need to create to fully support our vision for learning. Darllenwch y dudalen hon yn Gymraeg Assessment proposals will be part of the draft Curriculum for Wales 2022, to be published on 30 April 2019. Curriculum for Wales 2022 CwricwlwmiGymru2022 Curriculum for Wales 2022 consists of: • a national-level framework • school-level design and planning Curriculum for Wales 2022 is a national curriculum. Humanities (including RE which should remain compulsory to age 16) Languages, literacy and communication (including Welsh, which should remain compulsory to age 16, and modern foreign languages) Mathematics and numeracy. The whole school attended a virtual launch of the 'ERW Principles for Excellence (PFE)' programme with a focus on PP11, building positive relationships. needed to teach the new curriculum. This should help learners to apply the descriptions of learning in increasingly challenging contexts and allow for diversion, reinforcement and reflection as their understanding and application of the key learning develops and becomes more sophisticated over time, provoking deep thinking, discussion and inquiry. NACE is supporting schools in Wales to move forward with ambitious curriculum delivery and design, informed by the 12 pedagogical principles set out in the Successful Futures report. Get it right for Literacy, Numeracy & Digital skills – In the new curriculum there are 3 cross curricular responsibilities, Literacy, Numeracy & Digital Competence. In particular the four Published in 2019, the draft Curriculum for Wales 2022 seeks to allow for a broadening of learning, supporting settings and schools in being more flexible in their approaches, and provides educational leaders and practitioners with greater agency, enabling them to be more Progression in learning should always be at the heart of curriculum design rather than starting with a theme and fitting the learning to it. find out what others are doing and what is working through sharing practice and being able to collaborate. This guidance has been developed to support approaches which draw together different disciplines in curriculum design. This provides learners with a more coherent learning experience, as they seek to make meaningful connections between the different things they learn. Practitioners should support learners to engage with descriptions of learning in increasing depth and sophistication over a period of time. It will empower both school leaders and teachers in planning a whole school approach for the changes that Curriculum for Wales 2022 brings by providing them with a depth of understanding with regards to pedagogy. Schools should consider how collaboration can support the planning of a continuum across different transitions, particularly for the most vulnerable learners. Languages, Literacy and Communication brings languages together in Curriculum for Wales, and is based on the premise that any learning in one language - whether it is the development of vocabulary, grammar, skills or appreciation of literature - can support learning in all subsequent languages. How will we ensure the pedagogy of the Foundation Phase is developed and built on? Ensuring that resources are identified to support participation. The learner should be at the centre of the transition process. Involving learners in setting priorities for the curriculum and for learning content. Where overlaps in learning exist, descriptions of learning are designed to be considered through a range of different disciplinary lenses and practitioners should seek to incorporate these disciplinary perspectives into learning. The new curriculum: poster | GOV.WALES. Teachers: 1. Curriculum design for learners of all ages and abilities should be underpinned by pedagogical principles. Involving learners directly in the designing of their curriculum could include the following steps. Progression and the Curriculum for Wales 2022 ‘Successful Futures’ recommended a change… Introduction to Curriculum for Wales guidance. Science and technology (including computer science). This is your chance to get to know the new curriculum. 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