Bodnant Community School

 Vision and philosophy​

• Mathematics is a critical part of life and for the country’s economy.​


• Mathematics and numeracy experiences must be engaging, exciting and accessible, as well as challenging. ​


• To develop mathematical proficiencies, positive dispositions and the four purposes of the curriculum.

 The Rationale for Change

• Research about mathematics performance:​
  –  Estyn​
  –  international​ 


• - PISA.​

• Too much reliance on procedural fluency (technique/tricks).​


• Not enough conceptual understanding.

 How is it Different?

• Organised around five mathematical proficiencies.​


• Gives learners opportunities to use manipulatives and represent concepts in a variety of ways.​


• Use verbs such as ‘explore’ and ‘derive’ to ensure balance between ‘breadth’ and ‘depth’.

Mathematical proficiencies​
​

These inter-dependent proficiencies used in developing the descriptions of learning are central to progression at each stage of mathematics learning. Numeracy involves applying and connecting these proficiencies in a range of real-life contexts. The five mathematical proficiencies are:​

• Conceptual understanding​


• Fluency​


• Communication with symbols​


• Logical reasoning​


• Strategic competence.

What & How?

A change in emphasis from ‘What’ to ‘What and How’ will influence pedagogy and result in teaching for conceptual understanding, as shown below.

What Matters?

• The number system is used to represent and compare relationships between numbers and quantities.​


• Algebra uses symbol systems to express the structures of relationships between numbers, quantities and relations.​


• Geometry focuses on relationships involving properties of shape, space and position, and measurement focuses on quantifying phenomena in the physical world.​


• Statistics represent data, probability models chance, and both support informed inferences and decisions.

Research​ - Curriculum reform​

• Designing a mathematics curriculum – Indonesia, issues around mathematics curriculum reform.​


• Evolution of Singapore’s school mathematics curriculum.​


• Mathematics curriculum in Pacific Rim Countries – China, Japan, Korea, and Singapore. ​


• Finland curriculum structure and development. ​


• National Mathematics Advisory Panel, US, 2008. ​


• Excellence in Mathematics – Scotland (report from the Maths Excellence Group). ​


• Interdisciplinary Programs Involving Mathematics – India.

Research ​- Curricula and associated pedagogy​

• Wales – Foundation Phase, Key Stages 2–4 programmes of study, National Literacy and Numeracy Framework (LNF), Task and Finish Report (Nov 2015), LNF – A Strategic Action Plan (2016).​


• England –  Key Stages 1 and 2, Key Stage 3, Key Stage 4, Formal Written Methods.​


• Scotland – Curriculum, Pedagogy, Numeracy Experiences, Numeracy Framework​


• Republic of Ireland – Primary Curriculum and Teacher Guidance, Secondary – Project Maths (programme to bring more problem solving in secondary schools).​


• Singapore – Primary, Secondary. ​


• Finland – Curriculum (P. 158-167), Problem Solving.​


• Ontario – Primary , Secondary.​


• Quebec – Primary, Secondary (embedded in Maths/Science/Technology subject area).​


• Mastery approach being promoted in England – mastery, video1  video2 and maths hubs.

​Evidence: Estyn 

Mathematics​

• Good Practice in mathematics Key Stage 3, 2015​


• Good Practice in mathematics Key Stage 4, 2013​


• Best practice in mathematics for pupils aged 3 to 7 years, June 2009​

Numeracy​

• Numeracy in key stages 2 and 3: an interim report, November 2014​


• Numeracy in key stages 2 and 3: a baseline study, June 2013​


• Numeracy for 14 to 19-year-olds, July 2011​


• Improving numeracy in key stage 2 and key stage 3, April 2010​

Evidence: Others​

• Does Financial Education Impact Financial Behavior, and if So, When?​


• Should all students be taught complex mathematics? (OECD Library Publication)​


• 10 Questions for Maths Teachers   … and how PISA can help answer them. (OECD publication)​


• Achievement of 15-Year-Olds in Wales: PISA 2012 National Report​

Expert input and feedback includes the following.​

• Estyn.​


• Qualifications Wales.​


• Marie Joubert (NNEM researcher), various. ​


• Anne Watson, Emeritus Professor, Oxford University, ‘Pedagogical guidance for mathematics’: Excellent pedagogy and the twelve generic pedagogical principles from Successful Futures and ‘Digital technology and the new Welsh mathematics curriculum’.​


• Professor Matthew Jarvis ‘AoLE Implementation of the ‘Welsh Dimension and International Perspective’’.​


• Tom Cox, ‘Wider Skills and the Areas of Learning and Experience (AoLE): An audit and analysis with proposals for future work’.​


• Learning Partnership.​


• Foundation Phase Expert Group.​

Progression: CAMAU team

Considerations for Schools

• How will your leaders, practitioners and networks be able to prepare for the next phase of co-construction and provide meaningful feedback?  ​


• What, if any, are the resourcing implications (national and local)?​


• How could you approach whole-school and/or inter-departmental approaches to both:​
  –  knowing about the new curriculum?​
  –  understanding how to do the new curriculum?

A celebration of languages and cultures, embracing :

• a bilingual Wales in an international context.​


• Bringing together Welsh, English and international languages and literature for all.​


• Develop ambitious, capable and confident language learners who communicate effectively using both Welsh ​
  and English as well as international languages across ​
  a variety of media.​


• Stimulated learners developing knowledge, skills, positive attitudes and motivation through meaningful contexts.

• The citizens of modern Wales speak various languages reflecting diverse cultures; we want to celebrate and build on this.​


• Exploring identities and cultures through languages can connect learners with people, places and communities in bilingual Wales and the multilingual world. ​


• Reverse the decline of modern foreign languages through positive, motivating experiences at a young age.​


• Language skill sets promote understanding and development in all languages. ​


• Remove artificial distinction between Welsh and Welsh second language so all learners are able to use Welsh as per the four purposes of the curriculum.​


• Differentiated achievement outcomes reflect the different pace and depth of learning, allowing learners and teachers to recognise progression pathways. 

• Focus on the importance of learning about languages, and the way they relate and reflect our cultures and identities.​


• By the end of primary school, learners will experience different languages and make progress in Welsh, English and ​
  at least one international language.​


• When learners leave school, they will be able to use Welsh, English and their other languages in a meaningful way.​


• Oracy, reading and writing have equal prominence.​


• Literature for all learners: opportunities to explore and create a range of literature in Welsh, English and international languages.

• Learning about identity and culture through languages prepares us to be citizens of Wales and the world.​


• Learners who listen and read effectively are prepared to learn throughout their lives.​


• Learners who speak and write effectively are prepared to play a full part in life and work.​


• Literature fires imaginations and inspires creativity.

• Consideration of curricula in other countries. ​


• Consideration of the strengths and weaknesses of current programmes of study for Welsh, Welsh second language, English ​
  and modern foreign languages (MFL), as well as the literacy ​
  elements of the National Literacy and Numeracy Framework (LNF).​


• Expert input on different aspects of languages, literacy and literature.​


• Development of a framework of progression for any language from little or no language towards proficiency.​


• Development of differentiated achievement outcomes to reflect different language learning contexts.

Experts who supported the group include the following:

• Neil Mercer, Oracy Cambridge.​


• Laurie Smith, Kings College, London.​


• Enlli Thomas, Bangor University.​


• Mererid Hopwood, University of Wales Trinity St David (UWTSD).​


• Sioned Davies, Cardiff University.​


• Dominic Wyse, UCL Institute of Education (IOE).​


• Helen Prosser, National Centre for Learning Welsh.​


• Josephine Moate, Jyväskylä University.


• Catherine Driver, English as an additional language (EAL) consultant.​


• Diane Leedham, English as an additional language (EAL) consultant. ​


• Elen Roberts, Education Achievement Service (EAS).​


• British Council.​


• CAMAU. ​


• Cymru Wales Classics Hub.​


• Estyn.​


• Global Futures Steering Group. ​


• Literature Wales.​


• National Deaf Children’s Society.​


• Qualifications Wales.​

• How will your leaders, practitioners and networks be able to prepare for the next phase of co-construction and provide meaningful feedback?  ​


• What, if any, are the resourcing implications (national and local)?​


• How could you approach whole-school and/or inter-departmental approaches to both:​
  –  knowing about the new curriculum?​
  –  understanding how to do the new curriculum?


• What resource, professional learning and organisational implications arise from this area of learning, for example whole-school approach, Siarter Iaith?​


• English-medium: How do we ensure schools are providing sufficient opportunities for learners to develop and use their Welsh? ​


• Primary: What model(s) could your school use in order to facilitate learning international languages, for example  online resources, cluster school support, professional learning for staff?

• Allow the space for all learners to be creative.​


• Make the offer fully inclusive.​


• Link to positive health and well-being outcomes.​


• Ensure that Expressive Arts skills are recognised ​
  as transferable and that they have a direct link to careers and lifelong learning.​

• An arts-rich education is core to the whole-school experience of a learner.​


• All learners need to have access to rich contexts in which they have time to explore, to respond and to create.​


• Learners need access to all Expressive Arts disciplines.​

• It encompasses dance, drama, film and digital media, music, and visual arts linked by a common creative process and transferable skills.​


• Learning is linked through the creative process enabling a deeper understanding of individual disciplines to be developed.​


• Progression is not linear.​


• A focus on rich, authentic contexts for learning runs from ages ​
  3 to 16.​


• Learner voice is encouraged.​


• Collaboration across the area of learning and experience and across other areas of learning and experience.​


• Flexibility – variety of delivery models.​

• Exploration through and of the Expressive Arts deepens our artistic knowledge and contributes to our understanding of identities, cultures and societies.​


• Responding and reflecting, both as artist and audience, ​
  is a fundamental part of learning about and through the Expressive Arts.​


• Creative work combines knowledge and skills using the senses, inspiration and imagination.

• A focus on research, evidence and expert input.​


• Review and discussion leading to agreement on moving away from individual disciplines to the broader Expressive Arts Area of Learning and Experience.​


• Consideration of best practice and professional dialogue within the pioneer group.​


• Acting upon feedback from pioneer group schools, stakeholders, other areas of learning and experience, etc.

• Research: OECD reports  on arts and creativity, Arts in Education in Wales (Prof Dai Smith), Progression in Creativity (Spencer, Lucas, Claxton).​​

• Evidence: Creative Learning through the Arts programme (Arts Council of Wales in partnership with the Welsh Government); Estyn best practice reports; Foundation Phase pedagogy; Creative Learning – Paul Collard; Sir Ken Robinson on creativity in education.​​

• Consideration of other curricula – Australia, British Columbia, Ireland, Quebec, New Zealand, Scotland, Ontario.​

• Expert input and feedback: Arts Council Wales; Estyn; Qualifications Wales; Dance – Geraldine Hurl; Drama – Emma Thayer, Cardiff Metropolitan University School of Education; Film – Into Film Wales; Digital Media – Dr Jenny Kidd, Cardiff University School of Journalism; Martin Thomas, Coleg Cambria; Music – Professor Chris Collins, Bangor University; Visual Arts – Gwenllian Beynon, University of Wales Trinity St David.


• Progression: CAMAU team.​

• Best practice and professional dialogue within pioneer group.​

• Acting upon feedback from pioneer group schools, stakeholders, other areas of learning and experience.

​

• How will your leaders, practitioners and networks be able to prepare for the next phase of co-construction and provide meaningful feedback?  ​


• What, if any, are the resourcing implications (national and local)?​


• How could you approach whole-school and/or inter-departmental approaches to both:​
  –  knowing about the new curriculum?​
  –  understanding how to do the new curriculum?​

​

• Designed to equip learners to lead healthy, fulfilling and productive lives.​


• Enables successful learning and fulfilling relationships.​


• Focuses on the physical, psychological, emotional and social aspects of our lives.​


• A holistic approach to help schools address their priority areas.

• Aligns with the Well-being of Future Generations (Wales) Act 2015. ​


• Education on mental, emotional and physical health needs to be more integrated – growing challenges.​


• Current provision is inconsistent.​


• Supporting and developing the health and well-being of all learners in Wales cannot be left to chance.

• Holistic – Health and Well-being is an area of learning and experience but should be everyone’s responsibility.​


• Experiences, knowledge and skills that lead to healthy ​
  and active lifestyles.​


• Supports physical and mental health.​


• Develops learners so they engage in lifelong physical activity.​


• Must reflect local needs as well as national and global issues.

• Developing physical health and well-being has lifelong benefits. ​


• How we process and respond to our experiences affects our mental health and emotional well-being.​


• Our decision-making impacts on the quality of our lives and the lives of others. ​


• How we engage with different social influences shapes who we are and our health and well-being. ​


• Healthy relationships are fundamental to our sense of belonging and well-being. 

• Research reviewed/international curricula considered.  ​


• Priorities identified at local, national and global levels.​


• Dispositions for a fulfilling and productive life agreed.​


• Five broad areas identified. ​


• Expert support provided for rationale and progression.​


• ‘Boundaries’ and interdependencies of what matters statements defined.​


• Engagement with schools, partners and stakeholders.​

General: Estyn and Qualifications Wales.​
Relationships and sexuality education: Professor Emma Renold, Cardiff University. ​

Integration of mind/body and emotions: Dr Dan Siegel, University of California. ​
Neuroscience and the power of reflective practice: Dr Dusana Dorjee, Bangor University​. ​
Physical literacy: Dr Elizabeth Durden-Myers, Liverpool John Moores University​ and Gethin Mon Thomas, Bangor University​. ​
Relationships and social and emotional learning: Professor Robin Banerjee, Sussex University.​
Health: Public Health Wales, Schools Health Research Network.​

​

• How will your leaders, practitioners and networks be able to prepare for the next phase of co-construction and provide meaningful feedback?  ​


• What, if any, are the resourcing implications (national and local)?​


• How could you approach whole-school and/or inter-departmental approaches to both:​
  –  knowing about the new curriculum?​
  –  understanding how to do the new curriculum?​

​

• Encompasses history, geography, religious education, business studies and social studies. ​


• Holistic, integrated and interdisciplinary approach.​


• Rigour and specialisation at Progression step 5 prepares learners for further studies.​


• Develops a sense of heritage and place through their cynefin, Wales and as part of the wider world.​


• Encompasses past, present and future, including the role of learners as citizens.​

• Autonomy, flexibility and creativity leads to authentic learning.​


• Interdisciplinary approach supports development of knowledge and skills.​


• Connecting experiences, knowledge and skills brings rich opportunities.​


• Incorporates business and social studies.​


• Religious education in the curriculum allows for parity.​

• Holistic and interdisciplinary.​


• Disciplines more visible from Progression step 4.​


• Greater importance on authentic experiences.​


• Focus on global citizenship and participating in social action.​


• Earlier engagement with business studies and social studies.​


• Balance between local, Welsh/British and global studies.​


• Religious education included and statutory for learners aged​
  3 to 16.​

These what matters statements are linked and are not intended to be taken in isolation.​

• Developing an enquiring mind enables learners to explore and investigate the world, past, present and future, for themselves. ​


• Events and human experiences are complex, and are perceived, interpreted and represented in different ways.​


• Our natural world is diverse and dynamic, influenced by physical processes and human actions.​


• Human societies are complex and diverse, and are shaped by human actions and beliefs. ​


• Informed, self-aware citizens engage with the challenges and opportunities that face humanity, and are able to take considered, ethical and sustainable action.​

• International curriculum models considered.​


• Papers commissioned from experts.​


• Common concepts, skills and themes identified.​


• Broad areas identified to inform the what matters statements.​


• Key concepts and disciplinary themes developed in the what matters statements.​


• Expert and stakeholder feedback.​


• CAMAU support on progression.​

Disciplinary experts​

​

• E Jones – The Essentials of History (2017).​


• C Sinnema – Social Studies in the Welsh Curriculum (2017).​


• C Jones – Business and the Economy in the Welsh Curriculum (2017); Nation Cymru (2018).​


• E Rawling – commissioned work on the geography curriculum (2017).​


• G Millar – Geographical association and its contribution to ‘Big Ideas’.​


• R Jones – Making Sense of Ourselves and Others (2017).​


• P Sutch – Politics and the Humanities (2018).​


• G Donaldson – Successful Futures (2015).​


• B Wintersgill – Big Ideas for Religious Education.​


• Standing Advisory Council for Religious Education (SACREs).​


• Estyn and Qualifications Wales.​

Consideration of other curricula:​

​

• Australia.​


• British Columbia, Canada.​


• Ontario, Canada.​


• Finland.​


• New Zealand.​


• Scotland.​


• Singapore. ​

• How will your leaders, practitioners and networks be able to prepare for the next phase of co-construction and provide meaningful feedback?  ​


• What, if any, are the resourcing implications (national and local)?​


• How could you approach whole-school and/or inter-departmental approaches to both:​
  –  knowing about the new curriculum?​
  –  understanding how to do the new curriculum?​

​