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Wales : Curricula (age 3-19)


Last updated: 06-Mar-2008

5.3 Third phase: Compulsory secondary education (ages 11 - 16) [see 3.2.3]

New school curriculum for Wales 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.
  • Restructured National Curriculum subjects for students 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

5.3.1 Control

National Curriculum

The National Curriculum in Wales was established under the 1988 Education Reform14 Act (now superseded by the Education Act 1996)6, which set out the requirements for a balanced and broadly based curriculum, which: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.
  • And 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.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, 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 (known by its Welsh acronym 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

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 1995, in parallel with Sir Ron Dearing's National Curriculum review in England in 1995.
  • 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 was introduced in schools in August 2000. In addition to continued concentration on students' 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 new frameworks of personal and social education (PSE) and work-related education (WRE).45

New school curriculum for Wales from September 2008 

Following the most recent curriculum review, 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.
  • Restructured National Curriculum subjects for students 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

Responsibility for the National Curriculum

In Wales, the compulsory curriculum at secondary level consists of the National Curriculum, religious education (RE), careers education and sex education6. 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 statutory body responsible for overseeing the National Curriculum and its assessment was the Qualifications, Curriculum and Assessment Authority for Wales (known by its Welsh acronym, ACCAC). 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

All curriculum syllabuses and qualifications offered in maintained schools at secondary level must be approved by the Department for Children, Education, Lifelong Learning and Skills (DCELLS) (formerly by the Qualifications, Curriculum and Assessment Authority for Wales (ACCAC) - see above).  Headteachers of maintained schools are required to ensure that no course of study leading to a qualification authenticated by an outside person is provided unless the syllabus and qualifications are approved under the Learning and Skills Act 2000. In addition, LAs and school governing bodies of maintained schools are also charged with ensuring only approved syllabuses and qualifications are offered.53

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 authorities

Under the 1996 Education Act, local authorities (LAs) 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 (RE). SACREs have the power to require the LA to set up an agreed syllabus conference.  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 and 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 

5.3.2 Compulsory subjects

Subjects

The basic compulsory curriculum in this phase (compulsory secondary education in Key Stage 3 and Key Stage 4) consists of the National Curriculum, religious education (RE), sex education, careers education and personal and social education (PSE).6 See below.

Religious education

All local authorities (LAs) are required to adopt an agreed syllabus for religious education (RE)313. Denominational schools (schools run by a particular religious denomination) are outside this agreed syllabus framework. Each LA is also required 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 religious education 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 students, if this requirement appears to be inappropriate for the whole school or for a particular category of students. Applications should be made to the local SACRE. At the request of parents, RE and 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 maintained school (that is, a publicly-funded school) must be excused from receiving RE and/or collective worship.135

Sex education

Parents also have the right to withdraw their child from sex education lessons. However, parents do not have the right to withdraw their child from lessons which cover the requirements of the National Curriculum science programme of study dealing with aspects of human biology and reproduction.24

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.

Careers education

During this phase, schools must also provide a programme of careers education for all students in Years 9, 10 and 11 (ages 13-16)63. To assist teachers responsible for careers education in schools, National Occupational Standards for Careers Education and Guidance in Schools and Colleges (Careers Information in Schools and Colleges - Guidelines) have been produced.28

The former Qualifications, Curriculum and Assessment Authority for Wales (ACCAC) also published a "Framework for Careers Education and Guidance for 11-19 Year-Olds in Wales".  This non-statutory framework aims to support all those involved with providing careers education and guidance in schools and colleges.  It identifies learning outcomes for careers programmes at Key Stage 3, Key Stage 4 and for post-16 education, and also sets out the legal requirements for schools and colleges.  Although the framework is non-statutory, ACCAC recommended that schools should work towards implementing its requirements. 

In addition, the National Assembly for Wales (NAfW) provides a national careers service, Careers Wales, which offers careers information and advice to all students in secondary and post-compulsory education.45 The Careers Wales website is accessible at http://www.careerswales.com/

Personal and social education

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

  • Positive relationships and participation in communities and the democratic process.
  • Llifelong 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 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.349 

National Curriculum subjects at Key Stage 3

The National Curriculum at Key Stage 3 (ages 11 to 14) comprises the same subjects as at Key Stages 1 and 2, plus a modern foreign language, as follows:

  • English
  • Welsh (either as a first language or second language)
  • Mathematics
  • Science
  • Technology (design and technology and information technology, IT)
  • History
  • Geography
  • Art
  • Music
  • Physical education
  • A modern foreign language
  • Personal and social education (PSE).105

Welsh

Students entering a secondary school in Wales in the final year of Key Stage 3 (age 13/14) or during Key Stage 4 (ages 14-16) may be exempt from the normal National Curriculum requirement to study Welsh if they have not studied Welsh in the school curriculum for at least one academic year in any of the three preceding years. However, the school governing body or headteacher have powers to decide that the subject should be taught if they wish.108

Modern foreign languages

A modern foreign languages strategy is in existence in Wales.  One of the key initiatives in the strategy document - Languages Count - is to improve the take-up and standard of foreign language learning, particularly beyond the age of 14, when students can elect to no longer study a foreign language.

National Curriculum subjects at Key Stage 4

The National Curriculum at Key Stage 4 (age 14 to 16) comprises the following compulsory subjects:

  • English
  • Welsh
  • Mathematics
  • Science
  • Physical education
  • Personal and social education (PSE). 123

In addition, schools have a statutory duty to provide religious education, sex education and careers education during this key stage (see above).123 In addition, since September 2004 work-related education (WRE) has been compulsory for students aged 14 to 16 years (see below). 193

It also looks likely that information and communications technology (ICT) will become a mandatory subject at Key Stage 4 in Wales. Schools will be expected to enter all students 'who would benefit from it' for ICT exams. However, a timetable for implementation of the proposals has yet to be set. 209

Work-related education (WRE)

Since September 2004, work-related education (WRE) has been a statutory element within the curriculum for students aged 14 to 16 (in Key Stage 4) in Wales. It is intended to prepare young people for the world of work by helping them to develop the knowledge and attitudes required in the workplace, and to foster an appreciation of innovation and enterprise.193 

Science

At Key Stage 4, students may be taught either 'double science' (a combination of the three separate science subjects outlined below, for which students receive a double award, that is, two General Certificates of Secondary Education (GCSEs) at the end of the course, see section 6.3.4), or single science. The National Assembly for Wales (NAfW) recommends that double science or the three separate sciences of biology, chemistry and physics should be taken by the majority of students. Single science is intended for a minority of students who have good reason to spend more time on other subjects.107, 37

Welsh

Students entering a secondary school in Wales in the final year of Key Stage 3 (age 13/14) or during Key Stage 4 (ages 14-16) may, in a Welsh-speaking school, be exempt from the normal National Curriculum requirement to study Welsh, if they have not studied Welsh in the school curriculum for at least one academic year in any of the three preceding years.108

Common requirements at Key Stages 3 and 4

In addition to the compulsory curriculum subjects at Key Stages 3 and 4, 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 (IT) skills, problem-solving and 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

Students 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

Students 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

Students 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

Students should be given the opportunities, where appropriate, to develop and apply their IT skills to obtain, prepare, process and present information and to communicate ideas with increasing independence.336

Problem-solving skills

Students 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

Students 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

Students 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

Time allocation

Under the terms of the Education Act 1996, the amount of time to be spent per subject cannot be prescribed. However, at Key Stage 3 the National Curriculum is expected to take up 85-90 per cent of a student's time, leaving 10-15 per cent for schools to use as they see fit. However, it is generally recommended that students at Key Stage 3 study for 25 hours a week, excluding breaks and collective worship.45

5.3.3 Optional/elective subjects

It should be noted that the National Curriculum does not constitute the whole curriculum for schools, but is an important element of the school curriculum. The school curriculum comprises all the learning and other experiences that each school plans for its students, and schools have discretion to develop the whole curriculum to reflect their particular needs and circumstances.109, 110

Vocational subjects

Optional subjects offered during the period of compulsory secondary education may include vocational subjects.

Time allocation

Under the terms of the Education Act 19966, the amount of time to be spent per subject cannot be prescribed. However, at Key Stage 3 the National Curriculum is expected to take up 85-90 per cent of a student's time, leaving 10-15 per cent for schools to use as they see fit.45

5.3.4 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 in 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 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 students' performances 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. Level descriptions do not apply at Key Stage 4.59
  • At Key Stage 4, the curriculum content is also drawn from syllabuses for General Certificate of Secondary Education (GCSE) examinations and other approved examinations.45

5.3.5 Key skills

There are currently six key skills in compulsory secondary and post-compulsory secondary education in Wales (students aged 11+). These are:

  • Application of number
  • Information technology (IT)
  • Communication
  • Improving own learning and performance
  • Working with others
  • Problem-solving.115

5.3.6 Curriculum materials

Textbooks are not approved by the State, although there are certain prescribed set texts which students must study at secondary level in order to meet the requirements of examination syllabuses set by examining groups.44

The selection of texts for examination syllabuses is a complex process. Panels of examiners, practising teachers and representatives of further and higher education and industry are involved in the selection process and suggestions from individual teachers are also considered by examination boards. Boards monitor a text's success in terms of the quality of the answers it provokes from students. Each year every marker of examination papers submits a report on this and on other aspects of the answers, which is fed back to centres through chief examiners' summations.126

In general, for most subjects, compulsory booklists do not exist (unless texts are specifically set for the purposes of external examinations, see above). Teachers are free to teach using their own choice of textbooks and other materials, and are responsible for determining teaching methods. However, 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. In accordance with the requirements of the National Curriculum programme of study for English at Key Stage 3, for example, students are required to study a play by Shakespeare, some pre-1900 literature, a range of drama, poetry and fiction and a range of non-literary material.76

Maintained schools provide textbooks for students during compulsory secondary education and may not charge for books or stationery.44

Textbooks are produced by commercial publishers.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 the Curriculum Cymreig.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 student'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. ACCAC was also responsible for ensuring that students across Wales were able to take their qualifications though the medium of Welsh.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 students. 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 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.ngflcymru.org.uk/.

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