# data[].attributes.attachment_link.readable_text
Wrth fyfyrio ar y cwestiynau a nodwyd yn y cyflwyniad, dylai ysgolion ac ymarferwyr ddatblygu gweledigaeth ar gyfer eu cwricwlwm. Er mwyn gwneud hyn, bydd angen i ysgolion ac ymarferwyr ystyried y canlynol.

Beth y dylem ei ddysgu a pham?

Sut y dylem ei ddysgu?

Sut y bydd hyn yn cefnogi ein dysgwyr i gyflawni'r pedwar diben?

Dylai hyn fod yn sgwrs barhaus ar gyfer yr ysgol gyfan a thu hwnt, gan ymgysylltu â'r rhieni/gofalwyr a'r gymuned ehangach, gan gynnwys busnesau, academia a gwasanaethau cyhoeddus. Dylai hyn gael ei lywio gan werthoedd ac ethos yr ysgol, yn ogystal â'i lleoliad a'i hamgylchedd. Fodd bynnag, dylai ddefnyddio dull sy'n gyson â'r dysgu a nodir yn y cwricwlwm cenedlaethol.

Dylai hefyd ystyried, fel rhan annatod o'r broses o gynllunio cwricwlwm, sut y bydd asesu yn cefnogi'r weledigaeth hon ar gyfer eu cwricwlwm a'r dysgu y bydd yn ei gefnogi. Dylai ddarparu'r rhesymeg y bydd yr ysgol yn cyfeirio ati wrth geisio deall pa brofiadau, gwybodaeth a sgiliau fydd yn helpu'r dysgwyr i ddatblygu, a pham.

Dylai fod gan ysgolion ac ymarferwyr weledigaeth i ddatblygu cwricwlwm sy'n:

cyfrannu at allu dysgwyr i gyflawni'r pedwar diben ac i feithrin y sgiliau cyfannol sy'n sail i'r dibenion

helpu i ddatblygu ymdeimlad eu dysgwyr o hunaniaeth yng Nghymru

eang ac yn gytbwys

briodol ar gyfer eu dysgwyr, o ran eu hoedran, eu galluoedd a'u doniau

galluogi pob dysgwr i wneud cynnydd priodol ar hyd y continwwm dysgu

ymgorffori cyfleoedd i gymhwyso sgiliau trawsgwricwlaidd mandadol

ymgorffori asesu er mwyn i ddysgwyr wneud cynnydd

gwrando ar lais y dysgwr ac yn ymateb i anghenion, profiadau a mewnbwn dysgwyr

bodloni gofynion cwricwlwm

Dylai'r pedwar diben fod yn ddyhead ac yn nod terfynol ar gyfer y cwricwlwm a gynllunir gan ysgolion. Yn y pen draw, nod cwricwlwm ysgol yw cefnogi ei dysgwyr i ddod yn:

ddysgwyr uchelgeisiol, galluog sy'n barod i ddysgu gydol eu bywydau

gyfranwyr mentrus, creadigol sy'n barod i chwarae rhan lawn mewn bywyd a gwaith

ddinasyddion egwyddorol, gwybodus yng Nghymru a'r byd

unigolion iach, hyderus sy'n barod i fyw bywyd cyflawn fel aelodau gwerthfawr o gymdeithas.

Bydd ein holl blant a phobl ifanc yn cael eu cefnogi i ddatblygu yn:
ddysgwyr uchelgeisiol, galluog sy'n:

gosod safonau uchel iddyn nhw eu hunain ac yn chwilio am heriau ac yn eu mwynhau

datblygu corff o wybodaeth ac sydd â'r sgiliau sydd eu hangen i gysylltu'r wybodaeth honno a'i chymhwyso mewn gwahanol gyd-destunau

ymholgar ac yn mwynhau datrys problemau

gallu cyfathrebu'n effeithiol mewn gwahanol ffurfiau a lleoliadau, drwy'r Gymraeg a'r Saesneg

gallu egluro'r syniadau a chysyniadau y maen nhw'n dysgu amdanyn nhw

gallu defnyddio rhif yn effeithiol mewn gwahanol gyd-destunau

deall sut i ddehongli data a chymhwyso cysyniadau mathemategol

defnyddio technolegau digidol yn greadigol i rhannu gwybodaeth, dod o hyd iddi a'i dadansoddi

ymchwilio ac yn gwerthuso eu canfyddiadau'n feirniadol

ac sy'n barod i ddysgu gydol eu bywydau
gyfranwyr mentrus, creadigol sy'n:

cysylltu ac yn cymhwyso eu gwybodaeth a'u sgiliau i greu syniadau a chynnyrch

meddwl yn greadigol er mwyn ail-lunio a datrys problemau

adnabod cyfleoedd ac yn manteisio arnyn nhw

mentro'n bwyllog

arwain ac yn chwarae rolau gwahanol mewn timau'n effeithiol ac yn gyfrifol

mynegi syniadau ac emosiynau drwy wahanol gyfryngau

rhoi o'u hegni a'u sgiliau fel y bydd pobl eraill yn elwa

ac sy'n barod i chwarae rhan lawn mewn bywyd a gwaith
ddinasyddion egwyddorol, gwybodus sy'n:

canfod, yn gwerthuso ac yn defnyddio tystiolaeth wrth ffurfio barn

trafod materion cyfoes ar sail eu gwybodaeth a'u gwerthoedd

deall ac yn arfer eu cyfrifoldebau a'u hawliau dynol a democrataidd

deall ac yn ystyried effaith eu gweithredoedd wrth ddewis a gweithredu

wybodus am eu diwylliant, eu cymuned, eu cymdeithas a'r byd yn awr ac yn y gorffennol

parchu anghenion a hawliau pobl eraill, fel aelod o gymdeithas amrywiol

dangos eu hymrwymiad i sicrhau cynaladwyedd y blaned

ac sy'n barod i fod yn ddinasyddion yng Nghymru a'r byd
yn unigolion iach, hyderus sydd:

â gwerthoedd sicr ac sy'n sefydlu eu credoau ysbrydol ac egwyddorol

yn meithrin eu lles meddyliol ac emosiynol drwy ddatblygu hyder, cadernid ac empathi

yn cymhwyso gwybodaeth am effaith deiet ac ymarfer corff ar iechyd corfforol a meddyliol yn eu bywyd pob dydd

yn gwybod sut i ddod o hyd i'r wybodaeth a'r cymorth sydd eu hangen i gadw'n ddiogel ac iach

yn cymryd rhan mewn gweithgarwch corfforol

yn gwneud penderfyniadau pwyllog ynghylch eu ffordd o fyw ac yn rheoli risg

â'r hyder sydd ei angen i gymryd rhan mewn perfformiadau

yn ffurfio cydberthnasau cadarnhaol wedi'u seilio ar ymddiriedaeth a pharch at ei gilydd

yn wynebu heriau ac yn eu goresgyn

â'r sgiliau a'r wybodaeth sydd eu hangen i ddelio â'u bywyd pob dydd mor annibynnol ag y gallan nhw

ac sy'n barod i fyw bywyd cyflawn fel aelodau gwerthfawr o gymdeithas.

Wrth ddatblygu eu gweledigaeth i'w cwricwlwm, dylai ysgolion ac ymarferwyr ystyried yr hyn y mae'r pedwar diben yn ei olygu ar gyfer eu dysgwyr a sut y bydd eu cwricwlwm yn cefnogi eu dysgwyr i'w gwireddu. Yna, dylai eu gweledigaeth - a'r pedwar diben yn ehangach - lywio'r broses o gynllunio'r cwricwlwm ac asesu. Bydd hyn yn cynnwys datblygu eu dull o wneud penderfyniadau am gynllunio'r cwricwlwm ar gyfer yr ysgol gyfan.

Wrth i ysgolion ddatblygu eu gweledigaeth i gefnogi eu dysgwyr i gyflawni'r pedwar diben, dylai llais y dysgwr fod yn ganolog i'r gwaith hwn. Dylai mewnbwn dysgwyr fod yn ystyriaeth bwysig gydol y broses gynllunio.

Fideos Iaith Arwyddion Prydain

Mae sgiliau cyfannol yn sail i'r pedwar diben a dylid eu datblygu o fewn ystod eang o ddysgu ac addysgu. Wrth wraidd y sgiliau hyn y mae pwysigrwydd sicrhau bod dysgwyr yn cydnabod, yn defnyddio ac yn creu gwerth o wahanol fathau. Yn y cyd-destun hwn, mae gwerth yn golygu pwysigrwydd mewn ystod o gyd-destunau, gan gynnwys gwerth ariannol, diwylliannol, cymdeithasol ac o ran dysgu.

Nodir y sgiliau hyn isod.

Creadigrwydd ac arloesi

Dylid rhoi lle i ddysgwyr fod yn chwilfrydig ac yn ymholgar, ac i greu llawer o syniadau. Dylen nhw gael eu cefnogi i gysylltu gwahanol brofiadau, gwybodaeth a sgiliau, a gweld, archwilio a chyfiawnhau datrysiadau amgen. Dylen nhw allu adnabod cyfleoedd a chyfleu eu strategaethau. Dylai hyn gefnogi dysgwyr i greu gwerth o wahanol fathau.

Meddwl yn feirniadol a datrys problemau

Dylai dysgwyr gael eu cefnogi i ofyn cwestiynau ystyrlon, ac i werthuso gwybodaeth, tystiolaeth a sefyllfaoedd. Dylen nhw allu dadansoddi a chyfiawnhau datrysiadau posibl, gan adnabod materion a phroblemau posibl. Dylai dysgwyr ddod yn wrthrychol wrth iddyn nhw wneud penderfyniadau, gan adnabod a datblygu dadleuon. Dylen nhw allu cynnig datrysiadau sy'n creu gwerth o wahanol fathau.

Effeithiolrwydd personol

Dylai dysgwyr feithrin deallusrwydd ac ymwybyddiaeth emosiynol, gan ddod yn hyderus ac yn annibynnol. Dylen nhw gael cyfleoedd i arwain dadleuon a thrafodaethau, gan ddod yn ymwybodol o oblygiadau cymdeithasol, diwylliannol, egwyddorol a chyfreithiol eu dadleuon. Dylen nhw allu gwerthuso eu dysgu a'u camgymeriadau, gan adnabod meysydd i'w datblygu. Dylen nhw ddod yn gyfrifol ac yn ddibynadwy, gan allu adnabod a chydnabod gwerth o wahanol fathau ac yna ddefnyddio'r gwerth hwnnw.

Cynllunio a threfnu

Lle y bo'n ddatblygiadol briodol, dylai dysgwyr allu gosod nodau, gwneud penderfyniadau a monitro canlyniadau interim. Dylen nhw allu myfyrio ac addasu, yn ogystal â rheoli amser, pobl ac adnoddau. Dylen nhw allu gwirio cywirdeb a chreu gwerth o wahanol fathau.

Drwy feithrin y sgiliau hyn, bydd dysgwyr yn gallu gweithio ar draws disgyblaethau, gan roi cyfleoedd iddyn nhw syntheseiddio a dadansoddi. Mae potensial penodol i arloesi wrth wneud a defnyddio cysylltiadau rhwng gwahanol ddisgyblaethau a Meysydd.

Wrth feithrin y sgiliau hyn, dylai dysgwyr:

feithrin gwerthfawrogiad o ddatblygu cynaladwy a'r heriau sy'n wynebu dynoliaeth

meithrin ymwybyddiaeth o ddatblygiadau technolegol sy'n dod i'r amlwg

cael eu cefnogi a'u herio er mwyn iddyn nhw fod yn barod i fodloni'r galwadau sy'n gysylltiedig â gweithio mewn sefyllfaoedd ansicr yn hyderus, wrth i gyd-destunau lleol, cenedlaethol a byd-eang arwain at heriau newydd a chyfleoedd i lwyddo

cael lle i ddatblygu syniadau creadigol a gwerthuso dewisiadau amgen mewn modd beirniadol. Mewn byd sy'n newid yn gyson, bydd hyblygrwydd a'r gallu i ddatblygu mwy o syniadau yn galluogi dysgwyr i ystyried ystod ehangach o datrysiadau amgen pan fydd pethau'n newid

meithrin eu gwydnwch a datblygu strategaethau a fydd yn eu helpu i reoli eu lles. Dylen nhw fod yn cael profiadau lle y gallan nhw ymateb yn gadarnhaol yn wyneb heriau, ansicrwydd neu fethiant

dysgu i weithio'n effeithiol gydag eraill, gan werthfawrogi'r gwahanol gyfraniadau y maen nhw eu hunain ac eraill yn eu gwneud. Dylen nhw hefyd ddechrau cydnabod cyfyngiadau eu gwaith eu hunain a chyfyngiadau pobl eraill wrth iddyn nhw feithrin dealltwriaeth o'r ffordd y mae gwahanol bobl yn chwarae gwahanol rolau mewn tîm.

Mae'r sgiliau trawsgwricwlaidd mandadol, sef llythrennedd, rhifedd a chymhwysedd digidol yn sylfeini ar gyfer pob dysgwr ac maen nhw'n hanfodol i ddysgwyr er mwyn gallu cael mynediad at wybodaeth. Maen nhw'n galluogi dysgwyr i fanteisio ar ehangder cwricwlwm ysgol a'r cyfoeth o gyfleoedd a gynigir ganddo, gan roi iddyn nhw y sgiliau gydol oes i gyflawni'r pedwar diben. Y rhain yw'r sgiliau a'r wybodaeth y gellir eu trosglwyddo i fyd gwaith, gan alluogi dysgwyr i addasu a ffynnu yn y byd sydd ohoni.

Mae'n rhaid i ysgolion a lleoliadau ddatblygu cwricwlwm sy'n galluogi dysgwyr i ddatblygu cymhwysedd a gallu yn y sgiliau hyn a, ble mae cyfleoedd unigryw i ddatblygu, estyn a chymhwyso'r rhain ar draws pob Maes. Felly, mae datblygu'r sgiliau hyn yn ystyriaeth ar gyfer pob ymarferydd.

Rhaid rhoi cyfleoedd ar draws y cwricwlwm i ddysgwyr:

ddatblygu sgiliau gwrando, darllen, siarad ac ysgrifennu

gallu defnyddio rhifau a datrys problemau mewn sefyllfaoedd go iawn

bod yn hyderus wrth ddefnyddio ystod o dechnolegau i'w helpu i weithredu a chyfathrebu'n effeithiol a gwneud synnwyr o'r byd

Yn hytrach na chynllunio ar gyfer y sgiliau hyn ar wahân, dylai'r ysgol gyfan ymroi i ymwneud ag ymgorffori'r sgiliau hyn ar draws y cwricwlwm. Felly, bydd datblygu ac atgyfnerthu'r sgiliau hyn ar draws y cwricwlwm yn gyfrifoldeb ar bob ymarferydd ym mhob Maes, a nid dim ond ymarferwyr sy'n arbenigo ym mathemateg, iaith a chyfrifiadureg.

Y fframweithiau sgiliau trawsgwricwlaidd

Mae fersiynau wedi'u diweddaru o'r Fframwaith Llythrennedd a Rhifedd a'r Fframwaith Cymhwysedd Digidol yn cyd-fynd â'r canllawiau hyn ac yn gyson â nhw. Maen nhw'n darparu canllawiau ategol i bob ymarferydd, ym mhob Maes, er mwyn sicrhau y cynigir cyfleoedd i feithrin y sgiliau mandadol hyn. Maen nhw'n cyflwyno dull gweithredu cyffredin, gan gefnogi ysgolion, lleoliadau ac ymarferwyr i sicrhau bod pob dysgwr yn cael cyfleoedd unigryw aml i ddatblygu, ymestyn a chymhwyso'r sgiliau trawsgwricwlaidd hyn.

Mae cwricwlwm llwyddiannus, a gefnogir gan addysgu a dysgu effeithiol, yn galluogi dysgwyr i wneud cynnydd ystyrlon.

Mae cynnydd mewn dysgu yn broses o ddatblygu a gwella sgiliau a gwybodaeth dros amser. Mae hyn yn canolbwyntio ar ddeall beth mae'n ei olygu i wneud cynnydd mewn maes neu ddisgyblaeth benodol a sut y dylai dysgwyr ddyfnhau ac ehangu eu gwybodaeth a'u dealltwriaeth, eu sgiliau a'u galluoedd, a phriodoleddau a thueddiadau. Mae hyn yn allweddol er mwyn iddynt ymgorffori'r pedwar diben a symud ymlaen i wahanol lwybrau y tu hwnt i'r ysgol.

Yn ogystal â'r egwyddorion cyffredinol, disgrifir egwyddorion cynnydd hefyd yng nghyd-destun pob Maes. Fodd bynnag, bydd ysgolion a lleoliadau wrth ddylunio a datblygu'r cwricwlwm hefyd yn dymuno croesgyfeirio at y nodweddion sy'n gysylltiedig â phob un o'r pedwar diben wrth gynllunio profiadau dysgu. Mae'n hanfodol bod cynnydd dysgu nid yn unig yn adlewyrchu gwybodaeth a dealltwriaeth o Faes ond hefyd yn adlewyrchu'r galluoedd a adlewyrchir yn y pedwar diben, y sgiliau sy'n hanfodol iddynt, a'r sgiliau trawsgwricwlaidd. Er nad yw'r pedwar diben yn cyfeirio'n benodol at gynnydd, dylent lywio'r gwaith o gynllunio'r holl brofiadau dysgu yn y Cwricwlwm i Gymru, sy'n dwyn ynghyd gynnwys, dulliau addysgeg ac arferion asesu i herio a chefnogi dysgwyr.

Mae cefnogi dysgwyr i wneud cynnydd yn sbardun sylfaenol i'r Cwricwlwm i Gymru. Adlewyrchir cynnydd yn y datganiadau o'r hyn sy'n bwysig, y disgrifiadau dysgu ar gyfer pob un o'r datganiadau hyn, a hyn hefyd yw prif ddiben asesu. Mae deall sut y mae dysgwyr yn gwneud cynnydd yn hanfodol i ddysgu ac addysgu a dylai lywio'r broses o gynllunio cwricwlwm, llunio yn y dosbarth ac asesu.

Mae addysgeg effeithiol yn hollbwysig i gefnogi cynnydd. Dylid dewis y dulliau addysgeg a ddefnyddir gan ymarferwyr i gefnogi cynnydd a bydd angen i'r rhain addasu i anghenion dysgwyr. Mae 12 egwyddor addysgegol y Cwricwlwm i Gymru yn cynnig cyfres nad yw'n gynhwysfawr o egwyddorion addysgu effeithiol sy'n helpu i alluogi dysgwyr i wneud cynnydd, ond nid ydynt yn ddulliau addysgeg arwahanol eu hunain. Dylid eu hystyried ochr yn ochr â'r egwyddorion cynnydd mandadol hyn er mwyn llywio'r ffordd orau o gefnogi dysgwyr i wneud cynnydd.

Bydd cyflymder y cynnydd yn unigryw i bob dysgwr. Er enghraifft, efallai na fydd cynnydd i'r rhai ag anghenion dysgu ychwanegol (ADY) yn cydberthyn i'r cam cynnydd eang dwy i dair blynedd fel y'i mynegir yn y disgrifiadau dysgu. Dylai cyflymder y cynnydd gael ei werthuso gan y gweithwyr proffesiynol sy'n gweithio gyda dysgwyr ag ADY. Yn fwy cyffredinol, wrth i ysgolion a lleoliadau ddatblygu eu cwricwlwm, mae angen iddynt barhau i fod yn ymwybodol o'r amrywiaeth o ffyrdd y gall dysgwyr wneud cynnydd ar wahanol adegau yn y daith ddysgu, a thros gyfnodau gwahanol o amser. Er y gall fod cysyniadau trothwy penodol sy'n cynrychioli newid sylweddol yn nealltwriaeth dysgwr, nid yw'r rhain yn gysylltiedig ag oedrannau penodol, ac ni fyddant chwaith yn digwydd ar yr un pryd mewn gwahanol feysydd i ddysgwyr unigol.

Dylai cymorth ar gyfer cynnydd ddarparu lle ar gyfer dargyfeirio, atgyfnerthu a myfyrio wrth i ddysgwr ddatblygu dros amser i lefelau newydd. Bydd cynnydd yn ei gwneud yn ofynnol i ddysgwyr ailedrych ar y cysyniadau a amlinellir yn y datganiadau o'r hyn sy'n bwysig, gan ddatblygu dealltwriaeth fwy soffistigedig o'r rhain a'u cymhwyso wrth iddynt wneud cynnydd. O ganlyniad, nid yw hyn yn llinellol, nac yn symud o un pwnc i'r llall, heb wneud cysylltiadau rhwng dysgu a datblygu dealltwriaeth o'r cysyniadau sylfaenol a rennir.

Mae egwyddorion cynnydd yn darparu gofyniad mandadol o ran sut olwg y dylai fod ar gynnydd. Wrth i ysgol neu leoliad ddatblygu eu cwricwlwm, rhaid galluogi dysgwyr i wneud cynnydd yn y dimensiynau a nodir isod. Mae hyn yn darparu disgwyliadau cenedlaethol ar gyfer y ffyrdd y disgwylir i ddysgwyr wneud cynnydd drwy gydol y continwwm dysgu. Mae'r egwyddorion yn disgrifio'r hyn y mae'n ei olygu i ddysgwyr wneud cynnydd a'r galluoedd a'r ymddygiadau y mae rhaid i ymarferwyr geisio eu cefnogi, waeth beth fo cam datblygu dysgwyr. Fe'u cynlluniwyd i'w defnyddio gan ymarferwyr i wneud y canlynol:

deall beth mae cynnydd yn ei olygu a sut olwg dylai fod ar gynnydd mewn Maes penodol

datblygu'r cwricwlwm a phrofiadau dysgu i alluogi dysgwyr i wneud cynnydd yn y ffyrdd a ddisgrifir

datblygu dulliau asesu sy'n ceisio deall a yw'r cynnydd hwn yn cael ei wneud

Mae'r egwyddorion cynnydd isod yn wahanol i ddisgrifiadau dysgu sy'n darparu pwyntiau cyfeirio penodol o sut olwg sydd ar gynnydd wrth i ddysgwyr weithio tuag at y datganiadau o'r hyn sy'n bwysig ar wahanol adegau yn ystod eu taith. Gyda'i gilydd, gall ymarferwyr ddefnyddio'r elfennau hyn i ddeall beth mae'n ei olygu i ddysgwyr wneud cynnydd, a defnyddio hyn i lywio'r dysgu, yr addysgu a'r asesu.

Egwyddorion cynnydd

Mae pum egwyddor cynnydd yn ategu cynnydd ar draws yr holl Feysydd. Mae'r egwyddorion fel a ganlyn.

Effeithiolrwydd cynyddol

Wrth i ddysgwyr wneud cynnydd, maent yn dod yn fwyfwy effeithiol wrth ddysgu mewn cyd-destun cymdeithasol a chyd-destun sy'n gysylltiedig â byd gwaith. Wrth iddynt ddod yn fwyfwy effeithiol gallant geisio cymorth priodol a nodi ffynonellau'r cymorth hwnnw'n annibynnol. Maent yn gofyn cwestiynau mwyfwy soffistigedig ac yn dod o hyd i atebion o ystod o ffynonellau ac yn eu gwerthuso. Mae hyn yn cynnwys dulliau cynyddol lwyddiannus o hunanwerthuso, adnabod eu camau dysgu nesaf, a dulliau mwy effeithiol o hunanreoleiddio.

Ehangder a dyfnder gwybodaeth cynyddol

Mae angen i feithrin gwybodaeth ehangach a dyfnach. Wrth i ddysgwyr wneud cynnydd, byddant yn meithrin dealltwriaeth gynyddol soffistigedig o'r cysyniadau sy'n sail i ddatganiadau amrywiol o'r hyn sy'n bwysig. Maent yn gweld y berthynas rhwng y rhain ac yn eu defnyddio i lywio'r wybodaeth ymhellach, gan wneud synnwyr ohoni a'i chymhwyso. Mae hyn yn cadarnhau eu dealltwriaeth o gysyniadau.

Dyfnhau'r ddealltwriaeth o'r syniadau a'r disgyblaethau o fewn y Meysydd

Mae dulliau holistaidd yn arbennig o bwysig o ran dysgu cynnar wrth i ddysgwyr ymgysylltu â'r byd o'u cwmpas. Dylai dysgwyr ddod yn gynyddol ymwybodol o ffyrdd o grwpio a threfnu syniadau a dulliau mewn modd cydlynol. Wrth i ddysgwyr wneud cynnydd, mae angen iddynt gael profiad o ddysgu disgyblaethol a'i ddeall ym mhob un o'r Meysydd, gan weld hynny yng nghyd-destun y pedwar diben a'r datganiadau o'r hyn sy'n bwysig.

Mireinio a soffistigeiddrwydd cynyddol wrth ddefnyddio a chymhwyso sgiliau

Mae angen i ddysgwyr ddatblygu ystod o sgiliau gan gynnwys sgiliau corfforol, sgiliau cyfathrebu, sgiliau gwybyddol a sgiliau sy'n benodol i Faes arbennig. Yn ystod y cyfnodau cynnar, mae'r ystod hon o sgiliau yn cynnwys ffocws ar ddatblygu sgiliau echddygol bras a manwl, yn ogystal â sgiliau cymdeithasol a chyfathrebu. Maent hefyd yn datblygu'r sgiliau o werthuso a threfnu gwybodaeth wrth gymhwyso'r hyn y maent wedi'i ddysgu. Wrth i ddysgwyr wneud cynnydd maent yn cymhwyso sgiliau presennol mewn ffyrdd mwy caboledig, a byddant yn cael cyfleoedd i feithrin sgiliau newydd, mwy penodol a mwy soffistigedig.

Dros amser, mae dysgwyr yn datblygu'r gallu i drefnu nifer fwy o syniadau cynyddol soffistigedig yn effeithiol, i gymhwyso'r hyn y maen nhw'n ei wybod mewn cyd-destunau amrywiol ac i gyfleu eu syniadau'n effeithiol, gan ddefnyddio ystod o ddulliau, adnoddau neu offer sy'n briodol i'w diben a'u cynulleidfa.

Creu cysylltiadau a throsglwyddo'r dysgu i gyd-destunau newydd

Dylai dysgwyr greu gysylltiadau yn fwy mwy annibynnol; ar draws dysgu mewn Maes, rhwng Maesydd, ac o fewn eu profiadau y tu allan i'r ysgol. Dros amser, bydd y cysylltiadau hyn yn gynyddol soffistigedig ac yn cael eu hesbonio a'u cyfiawnhau gan ddysgwyr. Dylent allu cymhwyso a defnyddio gwybodaeth a sgiliau a gaffaelwyd yn flaenorol mewn cyd-destunau gwahanol, anghyfarwydd a heriol.

Mae egwyddorion cynnydd ar gyfer pob Maes i'w gweld yn:

Mae'r Fframwaith yn adlewyrchu Cymru, ei threftadaeth ddiwylliannol a'i hamrywiaeth, ei hieithoedd a'i gwerthoedd, hanes a thraddodiadau ei chymunedau a'i holl bobl.

Mae annog dysgwyr i feithrin ymdeimlad o angerdd a balchder yn eu hunain, eu cymunedau a'u gwlad yn ganolog i'r pedwar diben. Dylai dysgwyr gael eu trwytho yn nealltwriaeth o'r hunaniaethau, y tirluniau a'r gwahanol hanes sy'n dod at ei gilydd i ffurfio'u 'cynefin'. Bydd hyn nid yn unig yn eu galluogi i feithrin ymdeimlad cryf o'u hunaniaeth a'u lles eu hunain, ond hefyd yn eu galluogi i feithrin dealltwriaeth o hunaniaeth pobl eraill a chreu cysylltiadau â phobl, lleoedd a hanes mewn mannau eraill yng Nghymru a ledled y byd.

Mae'n bwysig bod hyn yn gynhwysol ac yn tynnu ar brofiadau, safbwyntiau a threftadaeth ddiwylliannol y Gymru gyfoes. Mae bod â hyder yn eu hunaniaeth yn helpu dysgwyr i werthfawrogi'r cyfraniad y gallan nhw ac eraill ei wneud yn eu cymunedau ac i ddatblygu ac archwilio eu hymatebion i faterion lleol, cenedlaethol a byd-eang.

Mae hefyd yn eu helpu i archwilio, creu cysylltiadau a meithrin dealltwriaeth o fewn cymdeithas amrywiol. Mae hyn hefyd yn cydnabod nad yw Cymru, fel unrhyw gymdeithas arall, yn unffurf, ond ei bod yn hytrach yn gyfuniad o werthoedd, safbwyntiau, diwylliannau a hanes sy'n cynnwys pawb sy'n byw yng Nghymru. Nid yw'r cynefin hwn yn un lleol yn unig; mae'n gosod sail ar gyfer dinasyddiaeth genedlaethol a rhyngwladol. Ceir rhagor o ganllawiau ar ddatblygu'r cyd-destun Cymreig mewn dysgu yn yr adran ar gyd-destunau lleol, cenedlaethol a rhyngwladol.

Mae'r Fframwaith hefyd yn adlewyrchu ein cenedl ddwyieithog. Dylai fod llwybrau ar gael i bob dysgwr ddysgu Cymraeg a Saesneg er mwyn eu galluogi i fagu'r hyder i ddefnyddio'r ddwy iaith mewn bywyd bob dydd. Mae cyfleoedd i ddefnyddio'r Gymraeg yn yr ystafell ddosbarth a thu hwnt (gan gynnwys ar blatfformau digidol) yn cefnogi dysgwyr i ddefnyddio'r Gymraeg yn hyderus a gwerthfawrogi pa mor ddefnyddiol ydyw er mwyn cyfathrebu mewn Cymru ddwyieithog. Mae bod yn ddwyieithog (o leiaf) yn fwy na sgil cyfathrebu. Gall mynediad at y ddwy iaith helpu i agor y drws i lenyddiaeth, daearyddiaeth, democratiaeth, hanes a diwylliant cyfoethog ac unigryw Cymru. Mae meddu ar wybodaeth, profiad a dealltwriaeth o'r rhain yn cefnogi dysgwyr i fod yn ddinasyddion gweithredol a llwyddiannus yn y Gymru gyfoes.

Mae datblygu rhwyddineb a gallu dysgwyr i weithio mewn dwy iaith hefyd yn cynnig sail gadarn i ddysgwyr ymgysylltu â'r gwahanol ieithoedd y byddan nhw'n dod i gysylltiad â nhw, gan ddatblygu dysgu mewn ieithoedd eraill wrth iddyn nhw wneud cynnydd. Dylai ysgolion ddarparu amgylcheddau iaith cyfoethog i ddysgwyr, a dylai tasgau darllen, gwrando, siarad ac ysgrifennu ar draws y cwricwlwm fod yn ddatblygiadol briodol.

Mae'r Siarter Iaith yn fframwaith cenedlaethol i bob lleoliad ac ysgol sy'n darparu sail holistaidd ar gyfer cynllunio profiadau ar draws y cwricwlwm er mwyn cynyddu defnydd dysgwyr o'r Gymraeg a magu eu hyder yn yr iaith o oedran ifanc.

Mae asesu yn rhan annatod o'r broses ddysgu, gydag ymarferwyr yn gweithio gyda dysgwyr er mwyn helpu i adnabod eu cryfderau, meysydd iddyn nhw eu datblygu a'u camau dysgu nesaf. Wrth ddylunio trefniadau asesu fel rhan o gwricwlwm ysgol, dylid dilyn yr egwyddorion arweiniol canlynol.

Diben asesu yw cefnogi cynnydd pob dysgwr unigol mewn perthynas â'r continwwm 3 i 16.

Mae dysgwyr wrth wraidd y broses asesu a dylen nhw gael eu cefnogi i gymryd rhan weithredol yn y broses ddysgu.

Mae asesu yn broses barhaus sy'n rhan naturiol o ddysgu ac addysgu.

Mae dealltwriaeth gyffredin o gynnydd, wedi'i meithrin drwy ddeialog proffesiynol, yn rhan annatod o'r gwaith o gynllunio cwricwlwm a gwella dysgu ac addysgu.

Dylai dysgu ar draws ehangder y cwricwlwm fanteisio ar ystod eang o ddulliau asesu, gan greu darlun holistiaidd o ddatblygiad dysgwr.

Mae ymgysylltiad rhwng y dysgwyr, eu rhieni/gofalwyr a'r ymarferwyr yn hanfodol er mwyn sicrhau cynnydd a lles.

Diben cyffredinol asesu yw cefnogi pob dysgwyr i wneud cynnydd. Wrth gynllunio, a darparu profiadau dysgu, dylai ysgolion ac ymarferwyr fod yn glir ynghylch rôl benodol pob asesiad a gynhelir ac at ba ddiben y defnyddir y ddealltwriaeth a geir yn sgil yr asesiad, a pham. Yn hyn o beth, mae asesu yn chwarae tair prif rôl wrth gefnogi cynnydd dysgwyr.

Cefnogi dysgwyr unigol yn barhaus o ddydd i ddydd

Dylai'r broses asesu ganolbwyntio ar adnabod cryfderau pob dysgwr unigol, ei gyflawniadau, ei meysydd i'w datblygu a, lle y bo'n briodol, dylai ystyried unrhyw rwystrau i ddysgu. Dylai ymarferwyr ddefnyddio'r ddealltwriaeth hon, mewn trafodaeth â'r dysgwr, i benderfynu ar y camau nesaf sydd eu hangen er mwyn datblygu'r dysgu, gan gynnwys unrhyw heriau ychwanegol neu unrhyw gymorth sydd ei angen. Dylid cyflawni hyn drwy ymgorffori asesu fel rhan o'i ymarfer mewn ffordd sy'n ennyn diddordeb y dysgwr ac sy'n golygu ei fod yn rhan naturiol o ddysgu ac addysgu. Mae hyn yn galluogi'r ymarferydd i ymateb i anghenion unigol yr holl ddysgwyr yn ei ystafell ddosbarth yn barhaus.

Adnabod, cofnodi a myfyrio ar gynnydd dysgwyr unigol dros amser

Dylai'r broses asesu helpu ymarferwyr i adnabod y cynnydd a wneir gan ddysgwyr unigol, gan gofnodi hyn lle y bo'n briodol, er mwyn deall ei daith dros wahanol gyfnodau o amser ac mewn amrywiaeth o ffyrdd, er mwyn sicrhau bod cynnydd yn cael ei wneud. Mae hyn yn cynnwys meithrin dealltwriaeth o 'sut' y mae dysgwr wedi dysgu, yn ogystal â'r 'hyn' y mae wedi'i ddysgu ac yn gallu ei ddangos. Dylai myfyrio ar gynnydd dysgwr dros amser alluogi ymarferwyr i roi adborth a helpu i gynllunio ei ddysgu yn y dyfodol, gan gynnwys unrhyw ymyriadau, unrhyw gymorth ychwanegol neu her y gall fod eu hangen. Dylai hyn gynnwys y camau nesaf uniongyrchol a'r amcanion a'r nodau tymor-hwy y dylai'r dysgwr weithio tuag atyn nhw er mwyn ei helpu i barhau i symud ymlaen o ran ei ddysgu. Gellir defnyddio hyn hefyd fel sail ar gyfer cyfathrebu ac ymgysylltu â rhieni/gofalwyr.

Deall cynnydd grŵp er mwyn myfyrio ar ddull addysgu

Dylai'r broses asesu hefyd alluogi ymarferwyr ac arweinwyr yn yr ysgol i ddeall a yw gwahanol grwpiau o ddysgwyr yn gwneud y cynnydd disgwyliedig. Dylid defnyddio hyn i nodi cryfderau a meysydd i'w gwella yng nghwricwlwm yr ysgol a'r dull addysgu dyddiol, gan gynnwys ystyried sut y mae anghenion dysgwyr fel unigolion wedi cael eu diwallu.

I gael rhagor o fanylion, gweler Cefnogi cynnydd dysgwyr: canllawiau asesu.

Dylai cwricwlwm ysgol godi dyheadau pob dysgwr. Dylai ystyried sut y caiff pob dysgwr ei gefnogi i gyflawni'r pedwar diben ac i wneud cynnydd. Mae hyn yn hanfodol er mwyn i bob dysgwr chwarae rhan weithredol yn ei gymuned a'r gymdeithas ehangach, a ffynnu mewn byd cynyddol gymhleth.

Dylai ysgolion fod yn ymwybodol o anghenion ac amgylchiadau eu holl ddysgwyr wrth gynllunio eu cwricwlwm eu hunain, gan ystyried cyfle teg wrth roi cymorth ac ymyriadau ar waith neu wneud addasiadau rhesymol.

Datblygwyd y canllawiau hyn i gynnwys pob dysgwr, gan gynnwys y rhai ag anghenion dysgu ychwanegol (ADY). Bwriedir iddyn nhw hefyd gefnogi ysgolion i ddylunio cwricwla ysgol cynhwysol. Bydd dysgwr yn gwneud cynnydd ar hyd yr un continwwm dysgu o fewn pob Maes, o 3 i 16 oed. Fodd bynnag, mae'n bosibl y byddan nhw'n symud ar hyd y continwwm ar wahanol gyflymder - gan ganiatáu ar gyfer gwyro, ailadrodd a myfyrio wrth i ddealltwriaeth, gwybodaeth a sgiliau pob dysgwr ddatblygu dros amser. Gall ysgolion ac ymarferwyr arfer eu disgresiwn wrth gynllunio ar gyfer cynnydd, gan roi sylw dyledus i bob dysgwr yn eu lleoliad neu ysgol.

Mae rhoi ystyriaeth i ddysgwyr ag ADY yn hollbwysig yn hyn o beth a datblygwyd y canllawiau hyn gydag ymarferwyr ADY a gweithwyr proffesiynol arbenigol. Felly, dylen nhw gefnogi'r broses o gynllunio ar gyfer cynnydd i ddysgwyr ag ADY. Lle mae'r canllawiau hyn yn cyfeirio at ferfau penodol fel 'siarad', 'symud' neu 'greu', dylid eu dehongli yn unol ag anghenion y dysgwyr.

Dylai ysgolion gydnabod pwysigrwydd datblygiad proffesiynol i staff sy'n gyfrifol am ddysgwyr ag ADY ac sy'n gweithio gyda nhw. Dylid sicrhau bod cyfleoedd i ysgolion gydweithredu ag asiantaethau perthnasol a gweithwyr proffesiynol ehangach wrth gynllunio cwricwlwm yr ysgol.

Dylai cwricwlwm ysgol hefyd ymestyn a herio dysgwyr mwy abl a thalentog a'u galluogi i symud ar hyd y continwwm dysgu ar gyflymder sy'n briodol iddyn nhw.

Rhan hanfodol o godi dyheadau i bob dysgwr a mynd i'r afael â bylchau o ran cyrhaeddiad yw sicrhau bod pob dysgwr yn cael ei gefnogi i gyflawni'r pedwar diben drwy gwricwlwm eang a chytbwys gyda'r fframwaith cenedlaethol. Mae hyn yn cynnwys bylchau y mae cefndiroedd economaidd-gymdeithasol gwahanol yn dylanwadu arnyn nhw, ond gallan nhw hefyd fod yn ehangach o lawer. Dylai hyn gael ei gefnogi gan ddarpariaeth sy'n ymateb i anghenion ac amgylchiadau penodol dysgwyr. Yn benodol, dylai hyn ystyried pa brofiadau, gwybodaeth a sgiliau y gall fod eu hangen ar ddysgwyr na fydden nhw fel arall yn cael cyfle i elwa arnyn nhw. Mae deall cynnydd grŵp hefyd yn ffocws pwysig ar gyfer ysgolion er mwyn sicrhau bod eu cwricwlwm yn codi safonau ac yn helpu i wella cyflawniad i bawb. Nid yw'n ymwneud ag adroddiadau allanol, ond yn hytrach, mae'n ymwneud â sicrhau bod ysgolion ac ymarferwyr yn deall yr hyn y mae angen iddyn nhw ei wybod am eu dysgwyr, a pha asiantaethau eraill y mae angen iddyn nhw weithio gyda nhw, er mwyn iddyn nhw oll wireddu eu llawn botensial, a nodi her a chymorth penodol y gall fod eu hangen ar grwpiau penodol.

# data[].attributes.attachment_link.keywords[]
datblygu gweledigaeth ar gyfer cynllunio cwricwlwm

# data[].attributes.attachment_link.title
Datblygu gweledigaeth ar gyfer cynllunio cwricwlwm - Hwb

# data[].attributes.attachment_link.description
Wrth fyfyrio ar y cwestiynau a nodwyd yn y cyflwyniad, dylai ysgolion ac ymarferwyr ddatblygu gweledigaeth ar gyfer eu cwricwlwm. Er mwyn gwneud hyn, bydd angen i ysgolion ac ymarferwyr ystyried y canlynol. Beth y dylem ei ddysgu a pham? Sut y dylem ei ddysgu?

# data[].attributes.attachment_link.readable_text
The Curriculum for Wales guidance aims to help each school develop its own curriculum, enabling their learners to develop towards the four purposes of the curriculum - the starting point and aspiration for every child and young person in Wales.

This guidance will also be relevant for funded non-maintained nursery settings, pupil referral units (PRUs) and those responsible for the provision of education other than at school (EOTAS) in other settings, enabling them to develop an understanding of the Curriculum for Wales Framework (Framework).

The Curriculum for Wales guidance sets out:

the curriculum requirements set out in legislation for all learners aged 3 to 16, to ensure all cover the same core learning and to secure a consistency of approach for learners across Wales

guidelines for schools in developing their curricula

expectations around assessment arrangements to support learner progression

It consists of the following.

Introduction to the Curriculum for Wales guidance.

Curriculum and assessment legislation requirements.

Designing your curriculum - general guidance on developing a curriculum across all areas of learning and experience (Area/Areas).

Introduction to each area of learning and experience.

Statements of what matters - the 'big ideas' and key principles in each Area.

Principles of progression - how learners make progress throughout their learning across the curriculum.

Descriptions of learning - how learners should make progress within each statement of what matters.

Designing your curriculum - principles for each Area - more Area-specific guidance on developing a curriculum.

Supporting learner progression - assessment guidance.

Improving education is our national mission. Nothing is so essential as universal access to, and acquisition of, the experiences , and that our young people need for employment, lifelong learning and active citizenship.

The Curriculum for Wales guidance is a clear statement of what is important in delivering a broad and balanced education. The four purposes are the shared vision and aspiration for every child and young person. In fulfilling these, we set high expectations for all, promote individual and national well-being, tackle ignorance and misinformation, and encourage critical and civic engagement.

A school's curriculum is everything a learner experiences in pursuit of the four purposes. It is not simply what we teach, but how we teach and crucially, why we teach it.

Curriculum development should be at the heart of practitioner, school and national efforts which seek to raise standards for all, tackle the attainment gap, and ensure an education system that is a source of national pride and enjoys public confidence.

This development will also contribute to our goals as a nation as set out in the Well-being of Future Generations (Wales) Act 2015. It is also an important vehicle for embedding the United Nations Convention on the Rights of the Child (UNCRC) in the experience of learning and teaching for our children and young people and for giving them an understanding of their rights.

The Curriculum for Wales guidance forms part of the Curriculum for Wales Framework (Framework). The Framework is determined nationally and includes both the curriculum requirements set out in legislation, and a range of supporting guidance.

The Curriculum for Wales guidance, and the other guidance we are publishing alongside it, is the result of co-construction. It has been developed in Wales, by practitioners for practitioners, bringing together educational expertise and wider research and evidence.

This guidance helps schools design their own curriculum. It contains information on legal requirements, guidance on how to develop a school curriculum, and an explanation of the purposes and principles of assessment.

Assessment should be intrinsic to curriculum design.

Funded non-maintained settings, pupil referral units (PRUs) and those responsible for the provision of education other than at school (EOTAS), are not required to design a curriculum in the same way as a maintained school or maintained special school. Further, more specific guidance is available for these settings to support them in fulfilling their legal obligations in relation to the Framework.

The Framework helps practitioners develop a more integrated approach to learning. The six Areas bring together familiar disciplines and encourage strong and meaningful links across them. Those individual disciplines still play an important role, especially as learners progress and begin to specialise.

The Curriculum for Wales guidance promotes collaboration and cross-disciplinary planning, learning and teaching, both within and across Areas. This will enable learners to build connections across their learning and combine different experiences, knowledge and skills.

There are 27 mandatory statements of what matters in this Framework. These ensure a level of consistency in curriculum design across settings and schools, as learners must develop an understanding of all statements. The process of exploring and revisiting these statements enables learners to develop ever deeper knowledge over the learning continuum and to progress to a more sophisticated understanding of the key knowledge, ideas and principles in each Area.

This more sophisticated understanding allows learners to value how their learning contributes to these ideas and why it is important, rather than simply being able to recall isolated facts without understanding the context. This progression should be supported by a variety of assessment approaches which enable the learner and the practitioner to understand where a learner is and what they need to do next.

The Framework does not require settings and schools to develop a timetable explicitly structured along the lines of the Areas or to organise the setting or school or staffing on that basis.

A defining feature of the Framework is that it requires to design their own curriculum and assessment arrangements. By itself, it is not an 'off the shelf' programme for delivery. Our approach recognises:

the role of leadership in enabling high-quality learning and teaching. Establishing a high-performing education system through high-quality learning and teaching depends on building its professional capacity, developing local leadership, responsibility and decision-making

within the national framework, schools and practitioners are best placed to make decisions about the needs of their specific learners, including choosing topics and activities which will best support their learning

the importance of meaningful learning. A content-focused curriculum does not guarantee meaningful learning, only that certain topics are covered to varying extents; instead, the Curriculum for Wales guidance articulates what concepts and essence of learning should underpin a range of different topics, learning activities and acquisition of knowledge

the need for innovation and creativity. Practitioners select content, enabling them to use their professional skills to drive improved learning and outcomes for their learners

the scope for practitioners to make greater links between Areas and disciplines. Practitioners have the licence to use topics and activities to combine meaningful learning from different Areas, disciplines and concepts

It is for these reasons that the Framework does not prescribe a full list of specific topics or activities. That is not to say that the specific topics or activities are unimportant. Instead, the Curriculum for Wales guidance sets out the essence of learning which should underpin them.

It is for schools and practitioners, drawing on guidance and resources, to decide what specific experiences, knowledge and skills will support their specific learners to realise the four purposes. This is set within the consistency provided by the national framework. Designing your curriculum gives guidance and support in developing a curriculum, offering key principles that serve as a common starting point for schools.

Other settings can use this as a starting point if they wish, however the Welsh Ministers are:

required to provide a curriculum which funded non-maintained nursery settings can adopt. If a setting wishes to create its own curriculum, that curriculum would have to meet the requirements set out in legislation and it could use the Curriculum for Wales guidance to inform their approach

providing guidance for PRUs and those responsible for EOTAS provision, to support them in providing learning and teaching in line with the Framework and fulfilling their specific responsibilities in the legislation

Another defining characteristic of the framework is the emphasis placed on learners' progression. The Curriculum for Wales guidance has been informed by international evidence of what it means to make progress in learning.

The 27 mandatory statements of what matters are the basis of learners' progression. It is through exploration of the key ideas and principles contained in these statements that they will develop their learning. Practitioners will need to design learning which supports an increasingly sophisticated understanding and application of the statements of what matters.

Taken together, the statements of what matters provide breadth and depth in the curriculum, and a level of consistency in curriculum design across settings and schools.

The Curriculum for Wales guidance describes mandatory principles of progression for the curriculum as a whole and for each individual Area. These articulate the ways in which learners make progress in their learning and contribute to the four purposes. This means that progression must be embedded in learning and teaching and should form the basis of thinking in schools when designing and planning the school curriculum.

Progression is further supported by descriptions of learning which provide guidance on how learners should progress within each statement of what matters as they journey through the continuum of learning. These are arranged in five progression steps which provide reference points for the pace of that progression.

These expectations are expressed from the learner's perspective and are framed broadly so that they can sustain learning over a series of years. They are not designed as stand-alone tasks, activities or assessment criteria. While the learning continuum is the same for each learner, the pace of progress through it will differ. As a result, the progression steps can only broadly correspond to expectations at ages 5, 8, 11, 14 and 16.

Together, the principles of progression and the descriptions of learning are intended to guide the development of a curriculum which reflects appropriate progression. Learners' progress can then be identified through assessment, and allows practitioners to plan learning and teaching.

Progression should be supported through 'deep' learning. Each description of learning is designed to support increasing depth and sophistication of learning over time. This allows space for a variety of diversion, repetition and reflection as learners' thinking develops over time to new levels of sophistication.

They are also designed to be considered through a range of contexts. Learning should bring together through experiences a breadth of knowledge and skills, allowing the learners to use and apply them in new and challenging contexts. Assessment is key to supporting 'deep' learning and should be used to identify whether learners need to consolidate their learning, whether further support is needed and the next steps for learners' progress.

Assessment is intrinsic to curriculum design. Its overarching purpose is to support every learner to make progress. Assessment should always focus on moving learning forward by understanding the learning which has already taken place and using this to ensure that each learner is challenged and supported appropriately, according to their individual learning needs.

It requires partnerships among all those involved, including the learner. It should recognise the individual learning needs and backgrounds of each learner and encourage a holistic view of each learner's development. Accordingly, both practitioner and learner should develop an understanding of how the learner learns and their attitude and approach to learning, in order to support them to continue to progress and to foster commitment to their learning.

# data[].attributes.attachment_link.description
The Curriculum for Wales guidance aims to help each school develop its own curriculum, enabling their learners to develop towards the four purposes of the curriculum - the starting point and aspiration for every child and young person in Wales.

# data[].attributes.attachment_link.description
Is there an 'ideal' primary school curriculum?Who should decide what the curriculum is?Should teachers have autonomy over how they teach?The curriculum is the heart of what teachers teach and learners learn: effective teaching is only possible with an effective curriculum.

# data[].attributes.attachment_link.title
Implementation and practical considerations - Hwb

# data[].attributes.attachment_link.readable_text
In reflecting on the questions posed in the introduction, schools and practitioners should develop a vision for their curriculum. This will require schools and practitioners to consider the following.

What should we teach and why?

How should we teach it?

How will this support our learners to realise the four purposes?

This should be an ongoing conversation for the whole school and beyond, engaging with parents/carers and the wider community, including business, academia and public services. It should be informed by the school's values and ethos, as well as by its location and surroundings. However, it should retain an approach that is consistent with the learning set out in national guidance.

It should also consider, as an intrinsic part of curriculum design, how assessment will support this vision for their curriculum and the learning it will support. It should provide the rationale which schools return to in making sense of what experiences, knowledge and skills will help learners to develop and why.

Schools and practitioners should have a vision to develop a curriculum which:

contributes to learners' realisation of the four purposes and acquisition of the integral skills which underpin them

supports the development of their learners' sense of identity in Wales

is broad and balanced

is appropriate for their learners, with regards to their age, ability and aptitude

enables appropriate progression for all learners along the continuum of learning

incorporates opportunities for the application of mandatory cross-curricular skills

incorporates assessment for learners' progression

draws on learner voice and responds to learners' needs, experiences and input

fulfils curriculum requirements

The four purposes should be the starting point and aspiration for schools' curriculum design. Ultimately, the aim of a school's curriculum is to support its learners to become:

ambitious, capable learners, ready to learn throughout their lives

enterprising, creative contributors, ready to play a full part in life and work

ethical, informed citizens of Wales and the world

healthy, confident individuals, ready to lead fulfilling lives as valued members of society

All our children and young people 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 well-being 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

and are ready to lead fulfilling lives as valued members of society.

In developing their vision for their curriculum, schools and practitioners should consider what the four purposes mean for their learners and how their curriculum will support their learners to realise them. Their vision - and the four purposes more broadly - should then guide the process of curriculum and assessment design. This will include developing their approach to curriculum design decisions across the whole school.

As schools develop their vision to support their learners to realise the four purposes, learner voice should be central to this. The input of learners should be an important consideration throughout the design process.

British Sign Language (BSL) videos

The four purposes:

The four purposes are also underpinned by integral skills which should be developed within a wide range of learning and teaching. At the heart of these skills is the importance of learners recognising, using and creating different types of value. In this context, value means worth and importance in a range contexts, including financial, cultural, social and learning value.

These skills are noted below.

Creativity and innovation

Learners should be given space to be curious and inquisitive, and to generate many ideas. They should be supported to link and connect disparate experiences, knowledge and skills, and see, explore and justify alternative solutions. They should be able to identify opportunities and communicate their strategies. This should support learners to create different types of value.

Critical thinking and problem-solving

Learners should be supported to ask meaningful questions, and to evaluate information, evidence and situations. They should be able to analyse and justify possible solutions, recognising potential issues and problems. Learners should become objective in their decision-making, identifying and developing arguments. They should be able to propose solutions which generate different types of value.

Personal effectiveness

Learners should develop emotional intelligence and awareness, becoming confident and independent. They should have opportunities to lead debate and discussions, becoming aware of the social, cultural, ethical and legal implications of their arguments. They should be able to evaluate their learning and mistakes, identifying areas for development. They should become responsible and reliable, being able to identify and recognise different types of value and then use that value.

Planning and organising

Where developmentally appropriate, learners should be able to set goals, make decisions and monitor interim results. They should be able to reflect and adapt, as well as manage time, people and resources. They should be able to check for accuracy and be able create different types of value.

The development of these skills allows learners to work across disciplines, providing them with opportunities for both synthesis and analysis. There is particular potential for innovation in making and using connections between different disciplines and Areas.

When developing these skills, learners should:

develop an appreciation of sustainable development and the challenges facing humanity

develop awareness of emerging technological advances

be supported and challenged so that they are prepared to confidently meet the demands of working in uncertain situations, as changing local, national and global contexts result in new challenges and opportunities for success

be afforded the space to generate creative ideas and to critically evaluate alternatives - in an ever-changing world, flexibility and the ability to develop more ideas will enable learners to consider a wider range of alternative solutions when things change

build their resilience and develop strategies which will help them manage their well-being - they should be encountering experiences where they can respond positively in the face of challenge, uncertainty or failure

learn to work effectively with others, valuing the different contributions they and others make - they should also begin to recognise the limitations of their own work and those of others as they build an understanding of how different people play different roles within a team.

The mandatory cross-curricular skills of literacy, numeracy and digital competence are essential for learners to be able to access knowledge. They enable learners to access the breadth of a school's curriculum and the wealth of opportunities it offers, equipping them with the lifelong skills to realise the four purposes. These are skills that can be transferred to the world of work, enabling learners to adapt and thrive in the modern world.

Schools and settings must develop a curriculum which enables learners to develop competence and capability in these skills and, where there are opportunities, to extend and apply them across all Areas. Developing these skills is therefore a consideration for all practitioners.

Learners must be given opportunities across the curriculum to:

develop listening, reading, speaking and writing skills

be able to use numbers and solve problems in real-life situations

be confident users of a range of technologies to help them function and communicate effectively and make sense of the world

Rather than planning for these skills separately, the whole school should be involved and engaged in order to embed these skills across the curriculum. It will, therefore, be the responsibility of all practitioners across all Areas to develop and reinforce these skills across the curriculum, and not just for specialist practitioners in the fields of mathematics, language and computing.

The cross-curricular skills frameworks

Updated versions of the Literacy and Numeracy Framework and the Digital Competence Framework sit alongside and align with this guidance. They provide supporting guidance for all practitioners, across all Areas, to ensure opportunities for the development of these mandatory skills. They present a common approach supporting schools, settings and practitioners to ensure all learners have frequent authentic opportunities to develop, extend and apply these cross-curricular skills.

A successful curriculum, supported by effective teaching and learning enables learners to make meaningful progress.

Progression in learning is a process of developing and improving in skills and knowledge over time. This focuses on understanding what it means to make progress in a given Area or discipline and how learners should deepen and broaden their knowledge and understanding, skills and capacities, and attributes and dispositions. This is key to them embodying the four purposes and to progressing into different pathways beyond school.

As well as the overarching principles, principles of progression are also described in the context of each Area. However, schools and settings in their curriculum design and development will also wish to cross-reference to the characteristics associated with each of the four purposes in the planning of learning experiences. It is essential that learning progression not only reflects Area knowledge and understanding but also reflects the capabilities reflected in the four purposes, their integral skills, and the cross-curricula skills. While the four purposes do not explicitly refer to progression, they should inform the planning of all learning experiences within the Curriculum for Wales, which brings together content, pedagogical approaches and assessment practices to challenge and support learners.

Supporting learners to make progress is a fundamental driver of the Curriculum for Wales. Progression is reflected in the statements of what matters, the descriptions of learning for each of these statements and is also the primary purpose of assessment. Understanding how learners progress is critical to learning and teaching and should inform curriculum design, classroom planning and assessment.

Effective pedagogy is paramount to supporting progression. The pedagogical approaches used by practitioners should be selected to support progression and these will need to adapt to learners' needs. The Curriculum for Wales' 12 pedagogical principles offer a non-exhaustive set of principles of effective teaching that help enable learners to progress, however they are not themselves discrete pedagogical tools. They should be considered alongside these mandatory principles of progression to inform how best to support learners to progress.

The pace at which learners progress will be individual to each learner. For example, progression for those with additional learning needs (ALN) may not correlate with the broad two to three year progression step as expressed in the descriptions of learning. Pace of progression should be evaluated by the professionals working with learners with ALN. More generally, as schools and settings develop their curriculum they need to remain mindful of a variety of ways in which learners may progress at different points in the learning journey, and over different lengths of time. While there may be particular threshold concepts that represent a significant shift in a learner's understanding, these are not linked to specific ages, nor will they happen at the same time in different Areas for individual learners.

Support for progression should provide space for diversion, reinforcement and reflection as a learner develops over time to new levels. Progression will require learners to revisit the concepts outlined in the statements of what matters, developing a more sophisticated understanding and application of these as they progress. Consequently, this is not linear, or simply moving from one topic to another, without making connections between learning and developing understanding of the underlying, shared fundamental concepts.

The principles of progression provide a mandatory requirement of what progression must look like for learners. As a school or setting develops their curriculum, it must enable learners to progress in the dimensions set out below. This provides national expectations for the ways in which learners are expected to progress throughout the continuum of learning. The principles describe what it means for learners to progress and the capacities and behaviours practitioners must seek to support, regardless of a learners' stage of development. They are designed to be used by practitioners to:

understand what progression means and should look like in a given Area

develop the curriculum and learning experiences to enable learners to progress in the ways described

develop assessment approaches which seek to understand whether this progress is being made

The principles of progression below are distinct from descriptions of learning which provide specific reference points of what progression looks like as learners work towards the statements of what matters at different points on their journey. Together, practitioners can use these two elements to understand what it means for learners to progress, and use this alongside the four purposes to inform learning, teaching and assessment.

Principles of progression

Five principles of progression underpin progression across all Areas. The principles are as follows.

Increasing effectiveness

As learners progress, they become increasingly effective at learning in a social and work-related context. As they become increasingly effective they are able to seek appropriate support and independently identify sources of that support. They ask more sophisticated questions and find and evaluate answers from a range of sources. This includes increasingly successful approaches to self-evaluation, identification of their next steps in learning and more effective means of self-regulation.

Increasing breadth and depth of knowledge

Learners need to acquire both breadth and depth of knowledge. As learners progress, they develop an increasingly sophisticated understanding of concepts that underpin different statements of what matters. They see the relationships between these and use them to further shape, make sense of and apply knowledge. This consolidates their understanding of concepts.

Deepening understanding of the ideas and disciplines within the Areas

Holistic approaches are particularly important in early learning as learners engage with the world around them. Learners should become increasingly aware of ways in which ideas and approaches can be coherently grouped and organised. As they progress they need to experience and understand disciplinary learning in each of the Areas and see these in the context of the four purposes and the statements of what matters.

Refinement and growing sophistication in the use and application of skills

Learners need to develop a range of skills including: physical, communication, cognitive and Area specific skills. In the early stages of learning, this range of skills includes focus on developing gross and fine motor; communicative and social skills. They also develop the skills of evaluating and organising information in applying what they have learned. As learners progress, they demonstrate more refined application of existing skills, and will experience opportunities to develop new, more specific and more sophisticated skills.

Over time, learners become able to effectively organise a growing number of increasingly sophisticated ideas, to apply understanding in various contexts and to communicate their thoughts effectively, using a range of methods, resources or equipment appropriate to their purpose and audience.

Making connections and transferring learning into new contexts

Learners should make connections with increasing independence; across learning within an Area, between Areas, and with their experiences outside of school. Over time these connections will be increasingly sophisticated, explained and justified by learners. They should be able to apply and use previously acquired knowledge and skills in different, unfamiliar and challenging contexts.

Principles of progression for each Area can be found at:

The Framework reflects Wales, its cultural heritage and diversity, its languages and the values, histories and traditions of its communities and all of its people.

Instilling learners with passion and pride in themselves, their communities and their country is central to the four purposes. Learners should be grounded in an understanding of the identities, landscapes and histories that come together to form their . This will not only allow them to develop a strong sense of their own identity and well-being, but to develop an understanding of others' identities and make connections with people, places and histories elsewhere in Wales and across the world.

It is important for this to be inclusive and to draw on the experiences, perspectives and cultural heritage of contemporary Wales. Confidence in their identities helps learners appreciate the contribution they and others can make within their different communities and to develop and explore their responses to local, national and global matters.

It also helps them to explore, make connections and develop understanding within a diverse society. This also recognises that Wales, like any other society, is not a uniform entity, but encompasses a range of values, perspectives, cultures and histories: that includes everybody who lives in Wales. This is not simply local but provides a foundation for a national and international citizenship. Further guidance on developing the Welsh context in learning is provided in the section on local, national and international contexts.

The Framework also reflects our bilingual nation. All learners should have appropriate pathways for learning Welsh and English to enable them to develop the confidence to use both languages in everyday life. Opportunities to use Welsh within and beyond the classroom (including on digital platforms) support learners to use Welsh confidently and appreciate its usefulness to communication in a bilingual Wales. Being (at the least) bilingual is not only a communication skill. Access to both languages helps unlock Wales's rich and unique literatures, geography, democracy, history and culture. To have knowledge, experience and an understanding of these supports learners to be active and successful citizens in contemporary Wales.

Developing learners' comfort and ability to work in two languages also provides a strong foundation for learners to engage with different languages they encounter and develop learning in other languages as they progress. Schools should ensure rich language environments for all learners and reading, listening, speaking and writing across the curriculum should be developmentally appropriate.

The Siarter Iaith (Welsh Language Charter) is a national framework for all settings and schools to provide a holistic basis for planning experiences across the curriculum in order to increase learners' use of Welsh and develop their confidence in the language from an early age.

Assessment is an integral part of the learning process, with practitioners working with learners to help identify their strengths, areas for development and next steps in learning. When designing assessment arrangements as part of a school curriculum, the following should be guiding principles.

The purpose of assessment is to support the progression of each individual learner in relation to the 3 to 16 continuum.

Learners are at the heart of assessment and should be supported to become active participants in the learning process.

Assessment is an ongoing process which is indistinguishable from learning and teaching.

A shared understanding of progression, developed through professional dialogue, is integral to curriculum design and improving learning and teaching.

Learning across the breadth of the curriculum should draw on a wide range of assessment approaches, building a holistic picture of the learner's development.

Engagement between the learners, their parents/carers and practitioners is essential for progression and well-being.

The overarching purpose of assessment is to support every learner to make progress. When planning and delivering learning experiences, schools and practitioners should be clear about the specific role of each assessment being undertaken and what the understanding gained from assessment will be used for and why. In this respect, there are three main roles played by assessment in supporting learner progression.

Supporting individual learners on an ongoing, day to day basis

Assessment should focus on identifying each individual learner's strengths, achievements, areas for improvement and, if relevant, any barriers to learning. This understanding should be used by the practitioner, in discussion with the learner, to ascertain the next steps required to move learning forward, including any additional challenge or support required. This should be achieved by embedding assessment into practice in a way that engages the learner and makes it indistinguishable from learning and teaching. This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis.

Identifying, capturing and reflecting on individual learner progress over time

Assessment should support practitioners in identifying the progress being made by an individual learner, recording this where appropriate, to understand their journey over different periods of time and in a variety of ways, in order to ensure there is progression. This includes developing an understanding of how a learner has learned, as well as what they have learned and are able to demonstrate. Reflecting on a learner's progress over time should enable practitioners to provide feedback and help plan their future learning, including any interventions, additional support or challenge which may be required. This should include both immediate next steps and longer-term objectives and goals that the learner should work towards to help keep them moving forward in their learning. It can also be used as a basis for communicating and engaging with parents/carers.

Understanding group progress in order to reflect on practice

Assessment should also enable practitioners and leaders within the school to understand whether different groups of learners are making expected progress. This should be used to identify strengths and areas for improvement in both the school curriculum and daily practice, including consideration of how the needs of learners as individuals have been met.

For further information, see Supporting learner progression: assessment guidance.

A school's curriculum should raise the aspirations for all learners. It should consider how all learners will be supported to realise the four purposes and to progress. This is essential for learners to play an active part in their community and wider society, and to thrive in an increasingly complex world.

Schools should be aware of the needs and circumstances of all their learners when designing their own curriculum, considering equity of opportunity when putting into place support and interventions or making reasonable adjustments.

This guidance has been developed to be inclusive of all learners, including those with additional learning needs (ALN). It is also intended to support schools to design inclusive school curricula. Learners will progress along the same continuum of learning within each Area from ages 3 to 16. However, the pace at which they progress along the continuum may differ - allowing for a diversion, repetition and reflection as each learner's thinking, knowledge and skills develop over time. Schools and practitioners have discretion when planning for progression, giving due regard to all learners in their settings/schools.

Key to this is consideration of learners with ALN and this guidance has been developed with ALN practitioners and specialist professionals. It should therefore support the planning for progression for learners with ALN. Where this guidance makes reference to specific verbs such as 'talk', 'move' or 'create', these should be interpreted according to the needs of the learners.

Schools should acknowledge the importance of professional development for staff with responsibility for and who work with learners with ALN. There should be opportunities for collaboration between schools, relevant agencies and wider professionals when designing the school curriculum.

A school's curriculum should also provide stretch and challenge for more able and talented learners and enable them to progress along the continuum of learning at a pace appropriate to them.

A critical part of raising aspirations for all learners and addressing different gaps in attainment is ensuring that all learners are supported to realise the four purposes through a broad and balanced curriculum with the national framework. This includes gaps influenced by different socio-economic backgrounds but may be far wider. This should be supported by provision which responds to the specific needs and circumstances of learners. In particular, this should consider what specific experiences, knowledge and skills learners may need that they would otherwise not have opportunity to benefit from. Understanding group progress is also an important focus for schools to ensure that their curriculum raises standards and helps raise achievement for all. It is not about external reporting, but is about schools and practitioners understanding what they need to know about their learners, and which other agencies they need to work with, in order for them all to maximise their potential and identifying specific challenge and support which particular groups might need.

# data[].attributes.attachment_link.keywords[]
developing a vision for curriculum design

# data[].attributes.attachment_link.title
Developing a vision for curriculum design - Hwb

# data[].attributes.attachment_link.description
In reflecting on the questions posed in the introduction, schools and practitioners should develop a vision for their curriculum. This will require schools and practitioners to consider the following. What should we teach and why? How should we teach it? How will this support our learners to realise the four purposes?

# data[].attributes.attachment_link.title
Donaldson Review: The ‘purposes’ and content of a Curriculum for Wales

# data[].attributes.attachment_link.description
The Welsh Parliament is the democratically elected body that represents the interests of Wales and its people. Commonly known as the Senedd, it makes laws for Wales, agrees Welsh taxes and holds the Welsh Government to account.