Diweddariad Cwricwlwm i Gymru Curriculum for Wales update Tm - - PowerPoint PPT Presentation

Diweddariad Cwricwlwm i Gymru Curriculum for Wales update

Tîm Cwricwlwm ac Arloesedd Curriculum and Innovation Team

Cwricwlwm i Gymru Curriculum for Wales

Come to the edge, he said. We can't, we're afraid! they responded. Come to the edge, he said. We can't, we will fall! they responded. Come to the edge, he said. And so they came. And he pushed them. And they flew.

Guillaume Apollonaire 1880-1918

Nod y sesiwn Aims of the session

• The story so far
• Feedback messages and actions
• Key messages
• Change and the current climate
• Reflection
• Supporting development and determining

next steps

“Our children and young people only have a relatively short time at school. We must use that time judiciously and productively to help each one of them to grow as a capable, healthy, well-rounded individual who can thrive in the face of unknown future challenges.” Professor Graham Donaldson Successful Futures

Pam newid? Why change?

Cenhadaeth ein Cenedl Our National Mission

Our national mission 2017- 2021 sets out the Welsh Government’s plan: "… to raise standards, reduce the attainment gap and deliver an education system that is the source of national pride and confidence." Kirsty Williams, Cabinet Secretary for Education

Adborth Feedback

Adborth Feedback

• Too much information
• Not enough information
• Time, resources and PL implications
• Curriculum design

In the guidance:

• Simplified language,

concepts, structure and presentation

• Greater depth and detail in

certain places to help practitioners and teachers understand how to implement the curriculum in practice.

Awgrymiadau Suggestions

Quality Improvement Schools Innovation Schools National Network Schools

Hydref 2019 Autumn 2019

Dispelling the Myths

• Part 1

Dispelling the Myths

• Part 2

Chwalu’r Mythau Myth Busting

• Curriculum for Wales 2022 is a new National

Curriculum.

• The documentation can be used as a syllabus or a

guide for organising timetables.

• The Curriculum is skill-based.
• This curriculum should be learner led.
• Every 'What Matters' should be covered in every

topic.

Camdybiaethau Misconceptions

• Assessment Objectives (AO) / Key Skills

and Experience (KSE) now Descriptions

• f Learning
• Moderation
• Progression not outcomes
• Qualifications
• Formative vs summative
• Four purposes

Asesu Assessment

• What does the learner need to get from here to

here successfully and progressively?

• What do I need to know?
• How do I gather that information?
• What do I do with it?
• Who else needs to know?
• Who else needs to be involved?

Cynnydd Progression

Assidēre

Hanfod y Dysgu Essence of learning

• Four purposes
• Broad and deep
• Core concepts, ideas

and inquiries

• What Matters
• Transference
• Specificity

Paentio llun o'r byd Paint a picture of the world

Creativity, imagination, expression, motor, communication, understanding, recall, memory, mastery, observation, improving, refining...

Hanfod y Dysgu Essence of learning

Hanfod y Dysgu Essence of learning

4Ps Descriptions

• f Learning

What Matters Guidance and Support for Design

Driver Essence of learning and Progression Contexts

Trefnu'r dysgu Organising Learning

Vision Descriptions

• f Learning

Curriculum Design Classroom Practice (AoLEs)

Trefnu'r dysgu Organising Learning

High level, low detail – descriptions of the essence/ conceptual learning (Whole- school) Key considerations for schools when designing their curriculum (Whole-school) Learning activities in the classroom – content/topics (linked directly to descriptions

• f learning)

Llythrennedd, rhifedd a chymhwysedd digidol Literacy, numeracy and digital competence

Mae’r sgiliau trawsgwricwlaidd, sef llythrennedd, rhifedd a chymhwysedd digidol…

yn sail i bron pob math o ddysgu ac maent yn hanfodol er mwyn i ddysgwyr allu cymryd rhan yn llwyddiannus ac yn hyderus yn y byd modern. Mae angen ystyried llythrennedd, rhifedd a chymhwysedd digidol wrth gynllunio cwricwlwm lefel ysgol ar draws pob maes dysgu a phrofiad.

The cross-curricular skills of literacy, numeracy and digital competence…

support almost all learning and are essential for learners to be able to participate successfully and confidently in the modern world. Literacy, numeracy and digital competence need to be considered as part of school-level curriculum design across all areas of learning and experience.

Mae’r sgiliau trawsgwricwlaidd, sef llythrennedd, rhifedd a chymhwysedd digidol…

yn sail i bron pob math o ddysgu ac maent yn hanfodol er mwyn i ddysgwyr allu cymryd rhan yn llwyddiannus ac yn hyderus yn y byd modern. Mae angen ystyried llythrennedd, rhifedd a chymhwysedd digidol wrth gynllunio cwricwlwm lefel ysgol ar draws pob maes dysgu a phrofiad.

The cross-curricular skills of literacy, numeracy and digital competence…

support almost all learning and are essential for learners to be able to participate successfully and confidently in the modern world. Literacy, numeracy and digital competence need to be considered as part of school-level curriculum design across all areas of learning and experience.

Mireinio → Trawsnewid Enhance → Transform

Mireinio → Trawsnewid Enhance → Transform

Principles Four purposes Learning experiences Assessment

Myfyrio a Thrafodaeth Reflection and Discussion

Adborth a chamau nesaf Feedback and next steps

• Google Forms online

survey

• Take back to schools

and discuss statements

• Broker support through

ChAds/ERW

Professional learning Readiness for change and alignment of priorities

Sally Llewellyn - Lead for Research and HEI Partnerships

Discussion

Using the 32 Professional Standards and the 7 dimensions of the SLO framework explore the connections and areas of alignment between these models.

Collaboration

• Seeking advice and support
• Working with in-school colleagues
• Supporting and developing others
• Enabling improvement

Professional Learning

• Wider reading and research

findings

• Professional networks

and communities

• Continuing professional learning
• Welsh language skills

Innovation

• Offering expertise
• Developing new techniques
• Evaluating the impact of changes

in practice Leadership

• T

aking responsibility for self

• Exercising corporate responsibility
• Leading colleagues,

projects and programmes

• Supporting formal leadership

roles

Pedagogy

• Refining T

eaching

• Managing the learning environment
• Assessment
• Differentiation
• Recording and reporting
• Involving partners in learning

Influencing learning

• Challenge and expectations
• Listening to learners
• Learners leading learning
• Sustained effort and resilience in learners
• Reflection on learning
• Learning outcomes and well-being

Advancing Learning

• Four purposes for learners
• Exploit Subject disciplines in areas
• f learning
• Blended learning experiences
• Real life, authentic contexts
• Progression in learning
• Cross-curricular themes

Preparing the ground

Cross Regional Playlist Links for SLO

https://thinqi.easmysid.co.uk/go/rm8agt https://www.cscjes-cronfa.co.uk/go/x12wck https://wgslo.smartsurvey.co.uk

"We are not doing this to our profession, we are doing this with our profession."

'Children, Young People and Education Committee' Kirsty Williams, 18th September 2019

Cydweithio Collaboration

Diwygio Reform

• National Mission
• Curriculum for W​ales
• SLOs
• Assessment and qualifications
• ALN Reform
• Self-evaluation
• Estyn hiatus

Anghenion Dysgu Ychwanegol Additional Learning Needs

• Puts learners at the heart of learning

through person-centred planning.

• Professionals with high aspirations will use a range
• f pedagogical approaches to create a 'unified'

system supporting all learners.

• Schools will collaborate with partners to create

holistic approaches to learning.

• Knowledge of the ALN needs of learners will inform

school-level curriculum design.

Sue Painter, Head of Special Schools and Education in Alternative Settings sue.painter@erw.cymru

• Get started and get everyone on board
• Broad purposes
• Four purposes as driver
• Child-development, science and culture linked to the how

and why – learner focussed

• Honest evaluation in planning for your school and your

context

• Whole school professional development
• Holistic development of learning, teaching and assessment
• Support for curriculum design

Beth nawr? What now?

Lles Well-being