Embedded Files
The Curriculum, Pedagogy and Assessment Strategy Group formed in February 2020, and builds upon the work of the former Teaching and Learning Strategy Group. The group consists of leaders from each cluster (at least one secondary and usually at least two primary colleagues) and meets half-termly to share updates on local, national and international opportunities and how schools/clusters are progressing with their Curriculum for Wales collaborative work.
The terms of reference are being reviewed in Summer 2023 and will be updated with current membership for first meeting of 2023-24 at Ysgol Greenhill School in September. Co-chairing is moving from the Milford cluster (Daryl John - MHS, and Leanne Prevel - Gelliswick) to the Pembroke cluster (Dylan Lawrence - Monkton, Michele Thomas - PDCS, and Sarah Smith - YHT). An overview of meetings past will be shared below, as well as a schedule of proposed meetings and draft agenda for 2023-24, although at times the group's agenda will be adapted if new opportunities/guidance/expectations emerge within the academic year.
The tiles below link to a range of resources that we feel could be useful to others. Here is a quick link to the mandatory elements of CfW.
Progression and Assessment
Progression Code: Effective Learners
LA Language Strategy
Health and Wellbeing
RSE
Curriculum Design and Review
RVE
Learning Policy (2017)
Pedagogical Principles
Pedagogical Principles
Resources to consider the 12 principles are arranged separately behind this link for convenience of organisation and access, but in reality, are always considered in combination with each other.
Useful questions for clusters to consider when reviewing and refining their cluster transition plans
(taken from a Camau playlist (Assessing the Future) - https://hwb.gov.wales/playlists/view/4a8ee288-cf77-4107-8117-a2576259907a/en/15 )
Managing the transition process in the interest of learners: Focusing on transitions between sectors you should reflect on the current transition arrangements in your setting, as both provider and receiver of information and evidence. As you think about each question, consider especially the roles of learners and parents or carers in the transition process.
When and over what period does the transition process take place?
Who is involved in the transition process, and how? Who decides what kinds of evidence are kept and for what purposes?
What evidence of learning and progression is used as part of the transition process and by whom?
What are the benefits and challenges of these arrangements for the learning and well-being of learners and their families?
What are the benefits and challenges of the arrangements for practitioners?
How do transition arrangements contribute to developing a shared understanding of progression among all involved?
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