On 30 June 2015, the Minister for Education and Skills announced that the Welsh Government would accept, in full, all of the recommendations set out in Successful Futures, Professor Graham Donaldson’s independent review of the curriculum and assessment arrangements in Wales. Building on the Digital Pioneers model announced on 10 June 2015, this document sets out how, working in a new way with schools, local authorities, regional consortia, Estyn, leading academics and employers as well as other key stakeholders we will together build our new curriculum in Wales.
A new curriculum for Wales
This is an exciting time for the young people of Wales. A new Curriculum for Wales is coming that will enthuse learners from 3 to 16, giving them the foundations they need to succeed in a changing world.
A new curriculum for Wales is being developed with education professionals across Wales Schools will have some flexibility in determining how and when they begin first teaching of the new curriculum. Welsh Governments ambition is that by 2022 settings and schools will be using the new curriculum to underpin teaching and learning for children and young people aged 3-16.
The 4 Purposes
The 4 purposes will be at the heart of our new curriculum. They will be the starting point for all decisions on the content and experiences developed as part of the curriculum to support our children and young people to be:
The six areas of learning and experience are supported by three “Cross-curricular Responsibilities”. These consist of a range of competences and skills which are foundations for almost all learning and aim to enable pupils to participate successfully and confidently in the modern world.
Learners’ knowledge and use of scientific and technical vocabulary is essential in developing understanding of important ideas and concepts within this Area. Settings and schools can help learners to develop use of a range of specialist vocabulary, understand the origin of these terms and use them naturally from an early age.
Numeracy skills are important in deepening learners’ practical understanding of scientific and technological concepts, including recognition of the mathematical foundations of the underlying disciplines. Settings and schools can help learners develop effective numeracy skills, including those to design and measure, model and communicate ideas, analyse and predict then draw conclusions.
This Area provides a range of opportunities to develop a diverse set of digital competencies, recognising their cross-curricular nature and application. Contributions in this Area can include capturing and interrogating data, recognising and evaluating computational processes, designing and expressing learners’ thinking using digital devices and systems. Learners’ use of a range of digital technologies and software applications is also implicit in a number of the descriptions of learning in this Area, which complement similar opportunities to develop these skills in other Areas. Therefore, when designing their curriculum, settings/schools should consider how and when the ability to use these should be taught, building on prior learning.