Iechyd a lles Taith yr Hyn Sy’n Bwysig Health and Well-being The What Matters Journey DJ

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Process v Product Proses v Cynnyrch DJ

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Pwysigrwydd Importance Mae iechyd a lles cadarnhaol yn un o’r prif bethau sy'n galluogi dysgu Pwysigrwydd datblygu: dealltwriaeth o ddylanwadau o bob math ar iechyd a lles sgiliau i reoli’r rhain ac ystyriaeth heriol o’r materion moesegol a chymdeithasol ehangach sy'n codi Pwysigrwydd datblygu Maes Dysgu a Phrofiad sydd â chwmpas ar gyfer her a thrylwyredd, yn enwedig tuag at ddiwedd y continwwm dysgu Positive health and well-being is a key enabler of learning Importance of developing: understanding of a range of influences on health and well-being the skills to manage these and a challenging consideration of the wider social and ethical issues which arise Importance of developing an AoLE with scope for challenge and rigour, in particular towards the end of the continuum of learning DJ Importance of AoLE

Distinctive nature Natur Unigryw Hybu’r gwaith o ddatblygu: Promoting the development of: Mental & emotional well-being Healthy dispositions in respect of the body A range of positive relationships Understanding in the context of learners’ wider environment Intrinsically linked to the Four Purposes Hybu’r gwaith o ddatblygu: Lles meddyliol ac emosiynol Agwedd iach at y corff Amrywiaeth o berthnasoedd cadarnhaol Dealltwriaeth yng nghyd-destun amgylchedd ehangach dysgwyr Cysywllt naturiol â’r Pedwar Diben DJ Distinctive Nature of AoLE

Natur o dilyniant – Iechyd a Lles Nature of Progression - Health and Well-being Datbygu hunan-reolaeth Gan ddo yn llai egosentrig Cynyddu soffistigedigrwydd gwybodaeth Twf datblygiadol Becoming more self-regulated Becoming less egocentric Increasing sophistication of knowledge Developmental growth GMT The models of progression that are currently operating within the AoLE A) Becoming more self-regulated – Progression is modeled as moving from doing something with the facilitation of more competent others toward being able to do it independently toward being able to do it with growing competence, including elements such as setting one’s own goals and taking personal responsibility. Focusing on experiences that demand learners’ decision making and the articulation of a rationale for choice helps learners to develop the skills necessary for future independence (International Physical Literacy Association, 2017).    B) Becoming less egocentric – Progression is modeled as moving from oneself to others, and from the local to the national to the global (e.g., moving from thinking about how one’s actions affect oneself towards thinking about how one’s actions impact society). The importance of movement from self awareness towards social awareness was informed by Professor Banerjee, and the importance of moving from local to global is linked to the OECD global competence framework. C) Sophistication of knowledge – In relation to the knowledge components of the H&WB curriculum, progression is modeled as becoming more sophisticated over time, with the same concept being understood at a deeper level as students progress. For example, within decision making, the AoLE has described how learners move from making simple choices towards identifying available choices towards giving reasons for choices. It is worth noting, however, that some concepts that are abstract build upon more concrete concepts, suggestions a shift in knowledge around reference point 3. For example, with the idea of understanding children’s rights, at reference points 1 and 2 learners may understand at a more concrete what is fair or unfair and right or wrong, and then build upon this knowledge at reference point 3 to form a more abstract understanding of their rights as citizens and concepts like injustice. D) Developmental growth – Finally, the models are informed by research on child development. As noted by Pellegrino (2017), although learning progressions are not developmentally inevitable, they may be developmentally constrained. Therefore, this AoLE has aimed to ensure that these trajectories complement children’s natural development but also describe the knowledge, skills, and dispositions that should be developed during Welsh children and young people’s time at school. For example, progression within physical literacy recognises and draws from the literature on developmental of fundamental movement skills. As another example, progression within decision making draws from research on the developmental stages of prosocial reasoning (Eisenberg).

Datblygu Datganiadau’r Hyn Sy’n Bwysig / Developing the What Matters Statements DJ

Datblygu Datganiadau’r Hyn Sy’n Bwysig / Developing the What Matters Statements Sut mae'r MDaPh yn cefnogi y 4 diben Meini prawf – datganiadau yr Hyn sy'n Bwysig How the AoLE supports the 4 purposes Criteria for developing the What Matters criteria for the selection and prioritising of subject knowledge in the curriculum.  transferable to events outside the classroom. Memorable. capable of differentiation so that they may become the basis of progression.  have long term relevance.  make sense of lots of what might otherwise be confusing information/experiences and isolated facts. act as lenses which, when used to 'view' content, help to clarify it.   taken together, express the core or central concerns of the subject/curriculum area.  https://cwricwlwmigymru.llyw.cymru/2018/02/05/newyddion-am-beth-syn-bwysig-yn-y-cwricwlwm-newydd-2/ ​ https://curriculumforwales.gov.wales/2018/02/05/news-about-what-matters-in-the-new-curriculum-2/ 

Datganiadau’r Hyn sy’n Bwysig a Rhesymeg diweddaraf Latest What Matters Statements and Rationale Developing a healthy, active body has lifelong benefits / Mae manteision gydol oes i ddatblygu corff iach, egnïol Our life experiences and how we respond to them impact on our feelings thoughts and body / Mae ein profiadau bywyd a'r ffordd rydym yn ymateb iddynt yn effeithio ar ein teimladau, ein meddyliau a'n corff Our decision making and actions impact on the quality of our lives and others / Mae'r ffordd rydym yn gwneud penderfyniadau a'n gweithredoedd yn effeithio ar ansawdd ein bywydau a bywydau eraill How we interact with our environments impacts on our health & well-being / Mae'r ffordd rydym yn rhyngweithio â'n hamgylchedd yn effeithio ar ein hiechyd a'n llesiant Relationships connect us with each other and the world / Mae cydberthnasau yn ein cysylltu â'n gilydd a chyda'r byd SR Bring latest copies. Add / Adapt as relevant to your AoLE.

Cwestiynau a trafodaeth Questions and discussion

Lloyd Hopkin – Welsh Government lead - lloyd.hopkin2@gov.wales Cressy Morgan – Consortia Lead - cressy.morgan@erw.org.uk Dylan Jones – Vice Consortia Lead - dylan.jones@ysgolglanclwyd.co.uk The models of progression that are currently operating within the AoLE A) Becoming more self-regulated – Progression is modeled as moving from doing something with the facilitation of more competent others toward being able to do it independently toward being able to do it with growing competence, including elements such as setting one’s own goals and taking personal responsibility. Focusing on experiences that demand learners’ decision making and the articulation of a rationale for choice helps learners to develop the skills necessary for future independence (International Physical Literacy Association, 2017).    B) Becoming less egocentric – Progression is modeled as moving from oneself to others, and from the local to the national to the global (e.g., moving from thinking about how one’s actions affect oneself towards thinking about how one’s actions impact society). The importance of movement from self awareness towards social awareness was informed by Professor Banerjee, and the importance of moving from local to global is linked to the OECD global competence framework. C) Sophistication of knowledge – In relation to the knowledge components of the H&WB curriculum, progression is modeled as becoming more sophisticated over time, with the same concept being understood at a deeper level as students progress. For example, within decision making, the AoLE has described how learners move from making simple choices towards identifying available choices towards giving reasons for choices. It is worth noting, however, that some concepts that are abstract build upon more concrete concepts, suggestions a shift in knowledge around reference point 3. For example, with the idea of understanding children’s rights, at reference points 1 and 2 learners may understand at a more concrete what is fair or unfair and right or wrong, and then build upon this knowledge at reference point 3 to form a more abstract understanding of their rights as citizens and concepts like injustice. D) Developmental growth – Finally, the models are informed by research on child development. As noted by Pellegrino (2017), although learning progressions are not developmentally inevitable, they may be developmentally constrained. Therefore, this AoLE has aimed to ensure that these trajectories complement children’s natural development but also describe the knowledge, skills, and dispositions that should be developed during Welsh children and young people’s time at school. For example, progression within physical literacy recognises and draws from the literature on developmental of fundamental movement skills. As another example, progression within decision making draws from research on the developmental stages of prosocial reasoning (Eisenberg). https://cwricwlwmigymru.llyw.cymru/ https://curriculumforwales.gov.wales/