Cwricwlwm

Cyfieithiad i ddod yn fuan.

The 4 Purposes

The four purposes are the aspiration for all learners in Wales. Our curriculum is designed so that all our learners will be supported to develop as:

Ambitious, Capable Learners Who:

set themselves high standards and seek and enjoy challenge
are building up a body of knowledge and have the skills to connect and apply that knowledge in different contexts
are questioning and enjoy solving problems
can communicate effectively in different forms and settings, using both Welsh and English
can explain the ideas and concepts they are learning about
can use number effectively in different contexts
understand how to interpret data and apply mathematical concepts
use digital technologies creatively to communicate, find and analyse information
undertake research and evaluate critically what they find and are ready to learn throughout their lives.

Enterprising, creative contributors who:

connect and apply their knowledge and skills to create ideas and products
think creatively to reframe and solve problems
identify and grasp opportunities
take measured risks
lead and play different roles in teams effectively and responsibly
express ideas and emotions through different media
give of their energy and skills so that other people will benefit and are ready to play a full part in life and work.

Ethical, informed citizens who:

find, evaluate and use evidence in forming views
engage with contemporary issues based upon their knowledge and values
understand and exercise their human and democratic responsibilities and rights
understand and consider the impact of their actions when making choices and acting
are knowledgeable about their culture, community, society and the world, now and in the past
respect the needs and rights of others, as a member of a diverse society
show their commitment to the sustainability of the planet and are ready to be citizens of Wales and the world

Healthy, confident individuals who:

have secure values and are establishing their spiritual and ethical beliefs
are building their mental and emotional wellbeing by developing confidence, resilience and empathy
apply knowledge about the impact of diet and exercise on physical and mental health in their daily lives
know how to find the information and support to keep safe and well
take part in physical activity
take measured decisions about lifestyle and manage risk
have the confidence to participate in performance
form positive relationships based upon trust and mutual respect
face and overcome challenge
have the skills and knowledge to manage everyday life as independently as they can
are ready to lead fulfilling lives as valued members of society.

The four purposes are the starting point for all decisions around curriculum design our curriculum is planned in a way that supports our learners to make progress toward them.

The 6 Areas of learning and Experiences

Our school curriculum is designed in a way that ensures learning and teaching that encompasses all six Areas of Learning and Experiences (Areas)

Expressive arts
Health and well-being
Humanities
Languages, literacy and communication
Mathematics and numeracy
Science and technology

All Areas have equal status within our curriculum.

The 27 what matter statements reflects Wales, its cultural heritage and diversity, its languages and the values, histories and traditions of its communities and all of its people.

At Ysgol T Gwynn jones we have identified 4 overarching themes that support the development of all 27 What Matters. Each year group will create a topic based on each theme. All topics are age appropriate and focus on developing basic knowledge skills through cross curricular activities and experiences.

Progression of knowledge and skills are mapped (see attached long term plan) out to ensure progression.

At Ysgol T Gwynn Jones, we structure the lower primary phase 3-7 as a continuum, working across 2 progression steps.

The school aims to deliver the vision of its curriculum through the following ways:

Delivering high quality teaching and learning, indistinguishable from progression, that values the 12 pedagogical principles.
Meeting the needs of all learners at their level and supporting all learners to make progress against themselves that is relative to their starting points.
Promoting cross curricular learning that puts the knowledge and skills in a variety of reallife contexts. Pupils will be able to see how integral skills can be used in every day life and that the knowledge and skills being developed have a purpose.
Encourage learning through play and exploration.
Placing experiential learning at the heart of contexts; trips, visitors and experiences that stimulate interest, awe and wonder in learning.
Make links with the local community and organisations
Learn about the contributions and experiences of different individuals that shape each context
Learn about cultural diversity, values, histories and traditions that shape each context
Understand different identities, histories, cultures, perspectives and values that shape communities and societies.
Develop an authentic sense of cynefin, building knowledge of different cultures and histories, allowing them to develop a strong sense of individual identity and understanding how this is connected to and shaped by wider influences.

Humanities

Pupils at progression step 1 will establish an understanding of home and the village it is in. The will start to explore places, people and changes in their immediate locality. Pupils working at progression step 2 will understand their place in Wales before looking at how Wales fits into the world. Pupils will focus on localities and events that are relevant to them and their culture. Pupils will begin to develop an awareness of the differences between places and people around the world.

Science and Technology

Pupils at Progression step 1 will focus on concrete concepts that are tangible and relevant to their daily lives. They will focus on developing the investigation skills of exploration and observation. Pupils are progression step 2 will start to describe and explain observations made or the results of investigations carried out. They will continue to look at concreate concepts but begin to consider things that they cannot see or touch and the effects they can have on their life. E.g. Forces.

Expressive Arts

Pupils in Progression Step 1 will focus on exploring different mediums of art, dance and music. They will develop key skills to allow them to respond to, replicate art and other stimuli. Pupils in Progression Step 2 will refine artistic techniques and use them when being inspired by different genres and movements of art, music and dance.

Health and Well-Being

Health and Well-Being is apparent in all areas of the school at all times of the day. Pupils in Progression step 1 focus on their own ideas, thoughts, feelings and needs before considering their actions can have on themselves or others. Progression step to continues with promoting taking care of their own physical and mental health whilst starting to consider the needs of others.

The school ensures that the curriculum is implemented in a way that:

Enables each learner to develop in line with the four purposes of the curriculum.
Secures learning and teaching that offers appropriate progression under each area
Is suitable for our learners’ age, ability and aptitude
Takes account of each learners’ additional learning needs (if any)
Secures broad and balanced learning and teaching for each learner
Secures learning and teaching that encompasses the six areas and all the mandatory elements
Diversity of provision is woven into curriculum areas to create an ‘antiracist’ curriculum
For RSE, is suitable for the learner’s stage of development
Develops the mandatory crosscurricular skills of the Literacy Framework, Numeracy and incorporates and refines the literacy and numeracy skills developed in previously in all lessons.
Framework and the Digital Competence Framework Competence
Addresses the mandatory requirements of Welsh, RVE and English.

Nursery

Nursery pupils will be following the 5 development pathways to ensure they have the basic skills within that are needed in order to access and engage with the skills and knowledge within progression step 1. Pupils are developing fundamental skills of colour, shape, pattern and size in maths.