INCA Education around the world

Wales : Curricula (age 3-19)


Last updated: 21-May-2008

5.2 Second phase: Compulsory primary education (ages 4/5 - 11) [see 3.2.2]

New school curriculum for Wales and new 'Foundation Phase' from September 2008

A revised curriculum for 3- to 19-year-olds will be introduced from September 2008 and 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 'Foundation Phase' of education for 3- to 7-year-olds will also be introduced from September 2008.  As a result, the formal learning which children aged 5 to 7 (in Key Stage 1 of primary education) currently experience will be replaced by a more informal system of learning based on well-structured play, practical activity and investigation. A pilot project for the Foundation Phase began in September 2004; statutory introduction begins in September 2008.  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, building on existing curricular guidance for early years education and 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.

5.2.1 Control

There is a National Curriculum in Wales. This was established under the 1988 Education Reform Act14 (now superseded by the Education Act 1996)6, which set out the requirements for a balanced and broadly based curriculum, which:

  • Promotes the spiritual, moral, cultural, mental and physical development of students at school and in society.
  • Prepares students for the opportunities, responsibilities and experiences of adult and working life.103

The National Curriculum must be taught to children once they are of compulsory school age (the term after their fifth birthday), until the age of 16. Many children start school before their fifth birthday and schools may decide to teach the National Curriculum to these children also. One of the main aims in primary schools (Key Stages 1 and 2, children aged 5-11) is to ensure that all children make good progress in the basics of English, Welsh (particularly where Welsh is a child's first language), mathematics and science.45

Exemptions from the National Curriculum

The Education Act 19966 allows modification of the National Curriculum and related assessment arrangements, or exemption from the National Curriculum, for some students. Section 364 of the Act allows modification of some or all of the National Curriculum and the related assessment arrangements, or exemption from the National Curriculum, for an individual student who has a statement of special educational needs. In addition, in accordance with Section 365 of the Act, the headteacher of a maintained school may also make temporary exceptions from some or all of the National Curriculum, for individual students, for a period of up to six months (for a maximum of two consecutive periods). If parents disagree with the headteacher's arrangements, they may make their views known and, if necessary, appeal to the school governing body.45

Curriculum review

Until April 2006, the Qualifications, Curriculum and Assessment Authority for Wales (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  In April 2006, the functions of ACCAC were merged with those of the Department for Education, Lifelong Learning and Skills (DELLS), which is now the Department for Children, Education, Lifelong Learning and Skills (DCELLS).

Since its introduction, the National Curriculum and its assessment arrangements have been subject to the following reviews:

  • The National Curriculum Orders were reviewed in 1993/94, and revised National Curriculum orders came into effect in Wales in 1995, in parallel with Sir Ron Dearing's National Curriculum review in England.
  • The Curriculum and Assessment Authority for Wales (ACAC) (later ACCAC) reviewed the National Curriculum assessment arrangements in 1995/1996.103

In addition, in September 1997, the then Parliamentary Under-Secretary of State for Wales asked ACCAC to carry out a review of the National Curriculum in Wales. The review was to take account of findings of the Office of Her Majesty's Chief Inspector for Schools (OHMCI) (now known as Estyn), the views of teachers and others, and to maintain links with curriculum work being carried out in other parts of the United Kingdom. ACCAC was asked to address the following issues:

  • Basic and key skills
  • Breadth and balance
  • Manageability;
  • Continuity and progression
  • Work-related education (WRE)
  • Personal and social education (PSE).103

Following this review, a revised curriculum for Key Stages 1 and 2 was introduced to primary schools in Wales in August 2000. In addition to continued concentration on children's skills in literacy and numeracy (whilst maintaining a suitable degree of breadth, depth and balance to the overall curriculum), changes also included increased flexibility for teachers to use their professional discretion in applying the curriculum, and the introduction of a framework of personal and social education (PSE).45

Following a further review (in 2007), a revised curriculum for 3- to 19-year-olds will be introduced from September 2008 - see above.

Responsibility for the National Curriculum

In Wales, the compulsory curriculum at primary level consists of the National Curriculum and religious education (RE). These do not, however, constitute the whole curriculum for schools. The curriculum should, at appropriate stages, incorporate careers education, health education, sex education and other aspects of personal and social education (PSE), see sections 5.2.2 and 5.2.3. The statutory body responsible for overseeing the National Curriculum and its assessment was the Qualifications, Curriculum and Assessment Authority for Wales (ACCAC), until its merger into the Department for Education, Lifelong Learning and Skills (DELLS) (now DCELLS) in April 2006. The local authorities (LAs), school governing bodies and headteachers responsible for schools have a general duty to secure the implementation of the National Curriculum and assessment arrangements in schools, to monitor the consistency of assessments and to give professional support to teachers in making assessments.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 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

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).

Duties of local education authorities

Under the 1996 Education Act, local authorities (LAs)/local education authorities (LEAs) are required to determine, and keep under review, their policy in relation to the secular curriculum for schools maintained by them. The policy must fit in with the National Curriculum.6

Duties of school governing bodies

The school governing body must ensure that the school provides the National Curriculum and carries out other curriculum duties. It must produce an annual prospectus which explains the content of the curriculum, how it is organised in relation to different year groups and key stages, and how it is taught.45

Duties of headteacher

The headteacher is responsible for day-to-day decisions about the curriculum of the school in line with the governors' statement on the curriculum.45

Control of the curriculum for religious education

Every LA should have a Standing Advisory Council for Religious Education (SACRE) to advise the LA on matters related to religious education. SACREs have the power to require the LA to set up an agreed syllabus conference. Religious education (RE) in most LA-maintained schools (except voluntary-aided schools and special agreement schools, which were originally established by a voluntary body, usually a religious denomination) must follow the agreed syllabus for the LA, produced by the agreed syllabus conference.135

Welsh Language Board

The Welsh Language Board has a statutory responsibility to advise the National Assembly for Wales (NAfW) on matters related to the Welsh language. It is responsible for Welsh language schemes prepared by LAs, school governing bodies, college governing bodies and other public bodies involved in education in Wales. The Language Board also has a broader role, complementing the statutory responsibilities of the other agencies in their specific areas of operation by providing an overview to help ensure coherence and consistency.45  

5.2.2 Compulsory subjects

The curriculum in this phase consists of the National Curriculum and religious education (RE). It should be noted, however, that the National Curriculum and RE do not constitute the whole curriculum for schools. The curriculum should, for example, at appropriate stages, also incorporate careers education, health education and sex education in addition.45 At the request of a parent, any child in a maintained school (that is, a publicly-funded school) may be excused from receiving religious education (RE).135 

Subjects

The National Curriculum at Key Stage 1 (children aged 5 to 7) and Key Stage 2 (ages 7 to 11) comprises the following compulsory subjects:

Core subjects

  • English (except at Key Stage 1 in Welsh-speaking schools where Welsh is studied)
  • Welsh (where Welsh is studied as a first language in Welsh-speaking schools)
  • Mathematics
  • Science.

Foundation subjects

  • Welsh (where Welsh is studied as a second language, that is, in schools which are not Welsh-speaking)
  • Technology - design and technology and information technology (IT)
  • History
  • Geography
  • Art
  • Music
  • Physical education (PE)105
  • Personal and social education (PSE).

Personal and social education (PSE)

PSE became a statutory curriculum subject in September 2003.  Prior to that time, from August 2000, a non-statutory framework of personal and social education had been recommended for primary schools.  The teaching of PSE aims to help schools to promote:

  • Positive relationships and participation in communities and the democratic process.
  • Lifelong learning and an effective contribution to adult and working life.
  • Better health.
  • Progress towardS concern and action for equal opportunities, social justice and sustainable development on local to global scales.109

The aims of PSE are to:

  • Equip students to be personally and socially effective by providing learning experiences in which students can develop skills, explore attitudes, values and personal qualities, and acquire, evaluate and apply appropriate knowledge and understanding.
  • Develop students' self-esteem and personal responsibility.
  • Prepare students for the challenges, choices and responsibilities of work and employment and lifelong learning.
  • Empower students to participate in their communities as active citizens and to develop a global perspective.
  • Assist students to live healthy and fulfilled lives.
  • Foster and encourage positive attitudes and behaviour towards the environment and the principles of sustainable development locally, nationally and globally.109

PSE is made up of various aspects identified as the aspects of a person in society which can be developed within the school context. These aspects are:

  • Social - students can be helped to enjoy successful relationships within their families, friendship groups and the wider community.
  • Community - students can be encouraged to become active citizens in local to global contexts.
  • Physical - students can be helped to maintain their physical health and well-being, sustain their growth and development and know how to keep themselves safe.
  • Sexual - as students develop sexually they need to understand bodily changes, manage sexual feelings and enjoy safe, responsible and happy relationships.
  • Emotional - facilitate students' ability to examine and explore their feelings, develop self-awareness and self-respect and improve their self-esteem.
  • Spiritual - students can be helped to develop their personal insights, beliefs and values and the ability to reflect upon their experiences and upon some of life's deeper questions and issues.
  • Moral - the school ethos can provide a stable and ordered environment in which values such as respect, honesty and responsibility can be promoted. Students can be helped to develop a code of morality and the decision-making skills necessary to make reasoned and responsible moral judgements;
  • Vocational - students can be encouraged to develop an insight into their potential and capabilities and into the changing demands of the world of work.
  • Learning - students can be helped to improve their learning and performance to develop a commitment to lifelong learning.
  • Environmental - students need to be made aware that their response to environmental issues will affect the future quality of life. They can be helped to understand the principles of stewardship and sustainability and to develop an informed concern for, and responsible use of, the environment.109

The framework for PSE in schools identifies the attitudes, values, skills, knowledge and understanding that should be addressed in PSE provision at different key stages.

The Education Act 19966 requires local authorities (LAs), school governing bodies and the headteacher of all maintained schools to guard against the political indoctrination of students, by forbidding the 'pursuit of partisan activities' by primary school children, and the promotion of partisan political views in the teaching of any subject in any school regardless of the age of the students. The Act also requires political issues, if discussed in class, to be presented in a balanced way.45

Common requirements

In addition to the core subjects and foundation subjects of the curriculum, there are common requirements that apply across all subjects in the National Curriculum in Wales. These common requirements include a statement of access for all students, including those with special educational needs and those who are gifted and talented. Within the statutory curriculum that applies to all students, the access statement provides flexibility to enable teachers to select content from earlier or later key stage programmes of study, if this is appropriate to the needs of individual students.  Children with special educational needs have an entitlement to the full National Curriculum, unless subjects or parts of subjects are disapplied in individual cases.73

The other common requirements emphasise the importance of providing opportunities, where appropriate, in all National Curriculum subjects, for students to develop and apply common requirements related to communication skills, mathematical skills, information technology skills, problem-solving skills, creative skills, and to the Curriculum Cymreig (Wales-specific aspects of the curriculum), and personal and social education. It is left to teachers to provide such opportunities and to determine the appropriate number and range of such opportunities for individual students. The common requirements are as follows:

Curriculum Cymreig (Wales-specific aspects of the curriculum)

Children should be given opportunities, where appropriate, to develop and apply knowledge and understanding of the cultural, economic, environmental, historical and linguistic characteristics of Wales.105

Communication skills

Children should be given opportunities, where appropriate, to develop and apply their skills of speaking, listening, reading, writing and expressing ideas through a variety of media.105

Mathematical skills

Children should be given the opportunities, where appropriate, to develop and apply their knowledge and skills of number, shape, space, measure and handling data.105

Information technology (IT) skills

Children should be given the opportunities, where appropriate, to develop and apply their information technology (IT) skills to obtain, prepare, process and present information and to communicate ideas with increasing independence.105

Problem-solving skills

Children should be given the opportunities, where appropriate, to develop and apply their skills of asking appropriate questions, making predictions and coming to informed decisions.105

Creative skills

Children should be given the opportunities, where appropriate, to develop and apply their creative skills, in particular the development and expression of ideas and imagination.105

Personal and social education

Children should be given the opportunities, where appropriate, to develop and apply the attitudes, values, skills, knowledge and understanding relating to personal and social education (PSE).105

Religious education

All local authorities (LAs) are required to adopt an agreed syllabus for religious education (RE) that meets the requirements of the Education Act 19966. Denominational schools (schools run by a particular religious denomination) are outside this agreed syllabus framework. The Education Reform Act 198814 (Section 11) (now superseded by the consolidated Education Act 1996)105 also requires each LA to establish a Standing Advisory Council for Religious Education (SACRE). The SACRE may require the LA to review its locally agreed syllabus for RE and has a role in supporting the effective provision of RE and collective worship in schools. Each SACRE must comprise representatives from several groups including local religious groups, teachers' associations and the school governing body. Headteachers may apply for the requirement for broadly Christian worship to be lifted for some or all children, if this requirement appears to be inappropriate for the whole school or for a particular category of children. Applications should be made to the local SACRE. At the request of parents, RE and collective worship may be provided according to a particular faith or denomination, provided that denominational worship does not replace statutory non-denominational collective worship and the school does not incur additional cost.45

At the request of a parent, any child in a primary school which is a maintained school (that is, a publicly-funded school) must be excused from receiving RE and/or attending collective worship.135

Primary schools are also expected to have a policy on sex education, see 5.2.3 below.72

Time allocation

Under the terms of the Education Act 1996, the amount of time to be spent per subject cannot be prescribed. However, it is generally recommended that, excluding breaks and collective worship, children in Key Stage 1 (ages 5-7) should study for 21 hours a week and children in Key Stage 2 (ages 7-11) should study for 23.5 hours a week.69, 138, 45

An allocated amount of time is not specified for the teaching of English and/or Welsh (literacy skills) or mathematics (numeracy skills). This is considered to be a matter for local discretion, although some schools in Wales have introduced the concept of daily literacy/numeracy 'hours', similar to those used in primary schools in England.152, 151

5.2.3 Optional/elective subjects

The National Curriculum and religious education (RE) do not constitute the whole curriculum for schools. The curriculum should, for example, incorporate the common requirements (see section 5.2.2) and, at appropriate stages, include aspects such as careers education, health education and sex education.45

Sex education

The school governing body of any primary school which is a maintained school (that is, publicly-funded) must decide whether, and at what stage, sex education should be introduced in the curriculum. It must keep an up-to-date written statement of the policy it chooses to adopt. If it decides sex education should be provided, it must publish, in its school prospectus, a summary of the content and organisation of the programme.45

The school governing body must also inform parents about the procedures for withdrawing their child from these lessons should the parents wish to do so. However, parents do not have a right to withdraw their child from lessons dealing with the biological aspects of human development and reproduction, which form part of the National Curriculum for science.45

The National Assembly for Wales (NAfW) has issued guidance for schools on teaching about sex and relationships. The guidance clarifies what schools are required to do by law; provides advice on developing a policy on sex and relationship education and on how to handle sensitive issues; and outlines some practical strategies for teaching.

Modern foreign languages

A strategy for modern foreign language learning is in existence in Wales.  "Languages Count" aims not only to promote the study of languages beyond the age of 14 (when students may elect to no longer study a modern foreign language), but also to introduce pilot projects for modern foreign language learning at Key Stage 2 (children aged 7-11).  In line with the strategy, pilot projects for the teaching of modern foreign languages at Key Stage 2 began to be introduced in some primary schools in Wales during the 2003-04 school year.  The pilots involve schools providing lessons in French, German, Spanish and/or Italian for children aged 7 to 11.  Lessons are weekly and are taught by secondary language teachers, primary teachers or peripatetic teachers.  An evaluation report of the pilot is available online. Funding for the current pilot schools continues until 2008. 208 

5.2.4 Formulation of curriculum

The National Curriculum is defined in terms of:

  • Core subjects and foundation subjects and other aspects of learning, such as the common requirements for Wales.
  • Four key stages of learning and assessment.
  • Programmes of study, which set out what students should be taught in each subject and in each key stage. Programmes of study set out the minimum statutory entitlement to the knowledge, understanding and skills for each subject at each key stage. Schools are free to teach subjects and subject material other than that specified in the programmes of study. Teachers use the programmes of study as the basis for planning schemes of work. Particular teaching methods and textbooks may not be prescribed as part of a programme of study; these are chosen by the teachers.23, 45
  • Attainment targets, which set out the expected standards of students performance. They identify distinct elements within the different subjects so as to assist teachers in planning, teaching, assessing and reporting students' work.
  • Eight level descriptions of increasing difficulty, which set out standards of student performance at the end of Key Stages 1, 2 and 3. There is an additional description above level 8 to help teachers in differentiating exceptional performance.105

5.2.5 Key skills

The primary curriculum places a particular emphasis on the teaching of literacy, numeracy and IT skills.76

One of the main aims in primary schools (Key Stages 1 and 2, children aged 5-11) is to ensure that all children make good progress in the basics of English, Welsh, mathematics and science.45

5.2.6 Curriculum materials

Textbooks are not approved by the State and there are no prescribed texts at primary level. Textbooks are produced by commercial publishers and teachers are responsible for determining teaching methods and materials. Teaching methods and learning materials are therefore usually decided by the class teacher, in consultation with the headteacher and subject coordinators (classroom teachers, who, in addition, have responsibility for a particular subject area and who give help and guidance to their colleagues within the school).45

Although there is no recommended list of texts, the programmes of study for English do contain criteria and categories from which schools are expected to select the range of reading, see section 5.3.6 in addition.

Maintained schools provide textbooks for primary school children and may not charge for books or stationery.44

Welsh language materials

Until April 2006, when it was merged into the Department for Education, Lifelong Learning and Skills (DELLS) (now the Department for Children, Education, Lifelong Learning and Skills, DCELLS), 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).45

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

Other materials

All schools have computers available for use by children. Teachers may also use audio-visual equipment such as television, videos, slides, radio and audio recordings. The British Educational Communications and Technology Agency (BECTa) is the focus for expertise in the use of technology in learning45.

National Grid for Learning (NGfL)

In addition, the National Grid for Learning (NGfL) was an Internet-based national UK Government initiative providing online 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 has 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.ngflcymru.org.uk.

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