INCA Education around the world

Wales : Curricula (age 3-19)


Last updated: 06-Mar-2008

5.1 First phase: Pre-compulsory education (ages 2/3 - 4/5) [see 3.2.1]

New school curriculum for Wales and the introduction of the 'Foundation Phase' from September 2008

A revised curriculum for 3- to 19-year-olds will be introduced in Wales from September 2008.  It includes the following changes:

  • A new learning framework to support the phased introduction of the 'Foundation Phase' for 3- to 7-year-olds (see below).
  • Restructured National Curriculum subjects for children aged 7 and above, which aim to ensure relevance to the 21st century, promote bilingualism and embrace topics relevant to Wales and the wider world.
  • Frameworks for the three specific areas of personal and social education (PSE), careers and the world of work, and religious education.
  • a non-statutory skills framework covering the 3 to 19 age range. 229

The new Foundation Phase of education will also be introduced from September 2008, following a pilot phase which ran from 2004.  To assist pilot schools and centres, a draft "Framework for Children's Learning" for the Foundation Phase was produced.  This provided good practice for schools and settings to follow and built on existing curricular guidance for early years education, aiming to:

  • Provide a learning continuum.
  • Meet the diverse needs of all children.
  • Stimulate children's learning.
  • Aid the development of children's thinking skills.
  • Help children develop positive attitudes to lifelong learning..

5.1.1 Control

Desirable learning outcomes (to September 2008)

The National Curriculum applies to students of compulsory school age only; it does not apply to this phase. The former Qualifications, Curriculum and Assessment Authority for Wales (known by its Welsh acronym ACCAC) did, however, define 'desirable outcomes for children's learning' on entry to compulsory education (commonly known as 'desirable learning outcomes').  The desirable learning outcomes are goals for learning for children by the time they enter compulsory education.  All children in some form of state-funded pre-compulsory education are expected to be able to follow a curriculum which enables them to make maximum progress towards these desirable learning outcomes102.  The desirable learning outcomes are, however, non-statutory.73

The desirable learning outcomes were reviewed by the former ACCAC, in line with the 2000 review of the National Curriculum for compulsory education. It was recommended that no changes should be made, and the desirable learning outcomes were consequently republished.72

The headteacher and staff decide on teaching methods and the timetable in nursery schools and classes. The local authority (LA) may give advice about the organisation of teaching and the teaching programme, but it has no powers to impose teaching methods.45

Responsibilities of the former Qualifications, Curriculum and Assessment Authority for Wales (Awdurdod Cymwysterau, Cwricwlwm ac Asesu Cymru, ACCAC)

Until April 2006, ACCAC was the National Assembly for Wales' principal advisory body on all matters affecting the school curriculum, examinations, assessment and vocational qualifications, and was charged with keeping all developments in these matters under review. ACCAC also advised on appropriate programmes of research and development.104

ACCAC was responsible for:

  • Ensuring quality and standards in respect of all academic and vocational qualifications (other than those at first degree or any other comparable or higher level).
  • Keeping under review all aspects of the school curriculum and statutory assessment arrangements for maintained schools.
  • Commissioning Welsh and bilingual (Welsh/English) classroom materials to support the teaching of Welsh as an individual subject, the teaching of other subjects through the medium of Welsh, and Wales-specific aspects of the school curriculum (the Curriculum Cymreig).
  • Advising on appropriate programmes of research and development.
  • Publishing and disseminating information relating to qualifications, curriculum and assessment in Wales.45, 104

ACCAC recognised a number of common features of good practice as being effective in supporting children's learning, including:

  • Children's participation in a range of activities which take due account of their interests and achievements and their developing physical, intellectual, emotional and social abilities.
  • The encouragement of children to think and talk about their learning and to develop self-control and independence.45

In April 2006, the functions of ACCAC were merged with those of the Department for Education, Lifelong Learning and Skills (DELLS) (now the Department for Children, Education, Lifelong Learning and Skills (DCELLS).

5.1.2 Compulsory subjects

Desirable learning outcomes (to September 2008)

In pre-compulsory education in Wales, the curriculum is currently framed by desirable learning outcomes. These are goals for learning for children by the time they enter compulsory education. It is expected that all children in some form of state-funded pre-compulsory education will be following a curriculum which enables them to make maximum progress towards these desirable learning outcomes. The desirable learning outcomes are designed to be complimentary to the National Curriculum for compulsory education and to facilitate children's entry to the statutory requirements of the National Curriculum when they enter compulsory education (aged 5).45

The desirable learning outcomes comprise six areas of learning:

Language, literacy and communication skills

These outcomes focus on the competent use of language, which is seen as the most fundamental of human skills and a decisive factor in other areas of learning. The acquisition of language enhances a child's intellectual, emotional and social learning.106

Personal and social development

These outcomes focus on a child's ability to learn about themselves, about relationships with other children and adults, and about the responsibilities involved with relationships. They also cover an understanding of the world outside the family, of people and places unknown to them, and standards of good behaviour and developing appropriate attitudes.104

Mathematical development

These outcomes require children to begin to understand processes and concepts of mathematics as the foundation of numeracy.104

Knowledge and understanding of the world

These outcomes form the basis of a child's confidence in science and technology. Children should have experience of other cultures, past events, the work people do, the use of money, the environment, animals and other living things. They should also be encouraged to experiment.104

Physical development

These outcomes should focus on the need to understand the concepts of health, hygiene and safety. Children need to start understanding about the importance of diet, rest and sleep, and to develop their physical control, mobility, awareness of space and a range of manipulative skills. An essential part of acquiring these skills is access to safe and stimulating outdoor play.104

Creative development

These outcomes encourage children to continually develop their imagination and creativity, and the ability to communicate and express this imagination and creativity. For children with mobility or sensory impairments, alternative strategies for creative development should be developed.104

5.1.3 Optional/elective subjects

Not applicable during this phase.

5.1.4 Formulation of curriculum

In Wales, the pre-school curriculum framework is currently formulated in terms of 'outcomes' . That is, although there is no prescribed statutory curriculum for pre-school children, the former Qualifications, Curriculum and Assessment Authority for Wales (ACCAC) produced guidance on desirable learning outcomes within six areas of learning. These are:

  • Language, literacy and communication skills
  • Personal and social development
  • Mathematical development
  • Knowledge and understanding of the world
  • Physical development
  • Creative development.104

For further details of the desirable learning outcomes, see 5.1.2.

In addition, good quality early childhood education for the under-5s should encompass a range of principles. These are to:

  • Contribute to the all-round growth and development of every child.
  • Provide a springboard for learning through both structured and spontaneous play.
  • Ensure active involvement and relevant first hand experiences in an environment rich with possibilities.
  • Value the contribution which parents or carers make to their child's education and encourage a working partnership.
  • Ensure that equal opportunities are offered to girls and boys, to children with special educational needs (SEN) and to those from different cultures.
  • Provide experiences and opportunities for young children to become aware of the distinctiveness of Wales, its languages and culture.104

5.1.5 Key skills

There is no category of key skills for this phase of education, but the desirable learning outcomes aim to promote children's learning in six learning areas, see 5.1.2 and 5.1.4.

5.1.6 Curriculum materials

The headteacher and staff decide on teaching methods and materials in nursery schools and classes. Books selected by staff for use in pre-compulsory education are produced by commercial publishers.45

Welsh language materials

Until April 2006, the Qualifications, Curriculum and Assessment Authority for Wales (ACCAC) was responsible for commissioning classroom materials to support the teaching of Welsh, the teaching of other subjects through the medium of Welsh, and Wales-specific aspects of the curriculum (Curriculum Cymreig). ACCAC was merged into the Department for Education, Lifelong Learning and Skills (DELLS) on 1 April 2006.  (DELLS is now the Department for Children, Education, Lifelong Learning and Skills, DCELLS.) 104 

To help schools in Wales deliver the curriculum, ACCAC's commissioning strategy sought to improve the range of educational opportunity available through the medium of Welsh, and increase children's opportunities to enhance their knowledge and understanding of the Wales-specific aspects of the curriculum. The strategy included provision for the development of IT materials.68

Access to some resources in Welsh is also available via the Welsh Language Board website at http://www.bwrdd-yr-iaith.org.uk/html/index-e.html. 

National Grid for Learning (NGfL)

The National Grid for Learning (NGfL) was an Internet-based national UK Government initiative providing on-line teaching and learning materials. It aimed to introduce new ways of learning across the curriculum.  Initially, the NGfL project focused on teacher development and schools, but the initiative also extended into the field of lifelong learning, including home-based learning, further and higher education, and training for employment.30  A new NGfL service specifically for Wales - NGfL Cymru - was launched in 2002.  This uses digital technology to provide curriculum materials for use in schools across Wales. The portal is accessible at http://www.ngfl-cymru.org.uk/.

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