INCA Education around the world

Wales : Curricula (age 3-19)


Last updated: 06-Mar-2008

5.4 Fourth phase: Post-compulsory secondary education (ages 16 - 18) [see 3.2.4]

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

5.4.1 Control

The National Curriculum does not apply to post-compulsory schooling. The curriculum for students depends on their choice of nationally recognised qualifications and the syllabuses laid down by awarding and examining bodies. In sixth forms (the two years of post-compulsory upper secondary study in schools), students usually choose from a range of subjects at GCE 'A' Level and GCE 'AS' Level offered by the school.23, 45  Since 2002, particularly able students have also been able to take Advanced Extension, AE, awards). See 5.4.2 below.78

Prior to August 2000, students following GCE 'A' Level courses tended to take between two and four subjects, one of which may have been General Studies. Since the introduction of new GCE 'A' Level/GCE 'AS' Level courses in August 2000, students have been encouraged to study a wider range of (four or five) subjects in their first sixth form year, for which, on successful completion, they are awarded a GCE Advanced Subsidiary qualification (GCE 'AS' Level). Students then reduce the number of subjects to be studied in the second, final year of sixth form studies - usually to three subjects - so that they can specialise in certain subjects. On successful completion, they will gain the more demanding GCE 'A' Level qualification.  Some students aged 16 to 18 may also choose to follow General Certificate of Secondary Education (GCSE) courses.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.384

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).

Control of the curriculum for religious education

Religious education (RE) and a daily act of collective worship are compulsory for all school students, including those over compulsory school age, unless their parents request otherwise. Every local authority (LA) is expected to 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 in local authority-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

5.4.2 Compulsory subjects

See section 5.4.3 in addition.

During this phase, the curriculum for students generally depends on their choice of nationally recognised qualifications. Sixth form students (see section 3.2.4) most often choose from a range of subjects at GCE 'A' Level and GCE 'AS Level offered by the school.25, 45

Prior to August 2000, students following GCE 'A' Level courses usually studied between two and four subjects over two years, one of which was often General Studies.45 However, recent reforms to GCE 'A' Level and GCE 'AS' Level courses mean that, since August 2000, students have been encouraged to study a wider range of (four or five) subjects in their first sixth form year, for which, on successful completion, they are awarded a GCE Advanced Subsidiary qualification (GCE 'AS' Level). Students then reduce the number of subjects to be studied in the second, final year of sixth form studies (usually to three subjects) so that they can specialise in certain subjects, and on successful completion, they will gain the more demanding GCE 'A' Level qualification.118

The 2000 'A' Level reforms aimed to encourage students to take up to five subjects, including three full 'A' Levels, to combine vocational and academic study, and to study the key business skills of communication, application of number and information technology.26

Some students aged 16 to 18 may also choose to follow General Certificate of Secondary Education (GCSE) courses.45

Advanced Extension (AE) awards

Since September 2002, particularly able students have also been able to choose to take Advanced Extension, AE, awards in a selected number of subjects including biology, chemistry, economics, English, Welsh and Welsh second language, history, French, geography, German, Latin, mathematics, physics, religious studies, and Spanish.78  See section 6.4.1 for further information.

Religious education

RE and a daily act of collective worship are compulsory for all full-time school students, including those over compulsory school age, unless their parents request otherwise. RE and a daily act of collective worship are not compulsory for students at further education sector institutions.45

Careers education

In post-compulsory full-time education, careers education is a statutory requirement for all 16- to 19-year-olds.  The former Qualifications, Curriculum and Assessment Authority for Wales (ACCAC) 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 currently 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, to provide careers information and advice to all students in compulsory secondary and post-compulsory education.45  The Careers Wales website is accessible at http://www.careerswales.com/

Modern foreign languages

A modern languages strategy is also in existence in Wales. One of the initiatives included in the strategy - Languages Count - is to improve the take-up and standard of modern foreign language learning, particularly beyond the ages of 14 and 16. (Students in Wales may elect to discontinue the study of a foreign language at age 14.) 

Time allocation

Under the terms of the Education Act 19966, the amount of time to be spent per subject cannot be prescribed.45

5.4.3 Optional/elective subjects

The range of qualifications available for 16- to 19-year-olds is considerable. This reflects the wide range of purposes they are designed to serve and the simultaneous availability of qualifications being phased in while others are phased out.20 Students are free to choose any combination of courses within the limitation of a school's timetable and the range of subjects it offers.45 The qualifications most commonly offered include:

GCE 'A' Levels and GCE 'AS' Level examinations

Under the previous system (to August 2000), depending on its size, an educational institution traditionally offered between eight and 30 subjects at GCE 'A' Level. Students following GCE 'A' Level courses took between two and four subjects, one of which was often General Studies. Typically, there were about 18 taught hours a week for a student doing three GCE 'A' Levels, leaving substantial time for independent study and other activities.44 General Certificate of Education Advanced Supplementary Level examinations (see 5.4.2 in addition) were originally designed to cover half the content of a full GCE 'A' Level course, but to the same depth.22

The 2000 GCE 'A' Level reforms

The reforms to GCE 'A' Level and GCE 'AS' Level examination courses mean that, since August 2000, students have been encouraged to study a wider range of subjects (four or five) in their first sixth form year, for which, on successful completion, they are awarded the GCE Advanced Subsidiary qualification (GCE 'AS' Level) which replaced the GCE Advanced Supplementary Level examination outlined above. Students reduce the number of subjects to be studied in the second, final year of sixth form studies (usually to three), in which, on successful completion, they gain the more demanding GCE 'A' Level qualification. All GCE 'A' Levels consist of six modules with examinations that can be taken throughout the two years of the course or taken together at the end of the course. The first three units make up the new GCE Advanced Subsidiary qualification and are set at a standard between GCSE (see below) and GCE 'A' Level. Candidates who continue their studies for a second year study three more demanding modules in each subject in order to obtain the GCE 'A' Level on successful completion.118, 26

GCSEs

The General Certificate of Secondary Education (GCSE) is available in a wide range of subjects. It is the main certificate to recognise achievement on completion of compulsory education (age 16) by students at school, but substantial numbers take it after 16, often to secure a higher grade than achieved earlier.22

Vocational qualifications

Three-, six- or 12-unit General Certificates of Education in applied subjects (GCE 'A' Levels in applied subjects) (formerly Vocational Certificates of Education (VCEs)) were introduced from September 2005.  These qualifications have an AS/A2 structure, comparable to existing GCEs (see above), and provide a broad introduction to a vocational area. They are available in ten vocational subject areas:

  • Applied art and design
  • Applied business
  • Applied ICT
  • Applied science
  • Engineering
  • Health and social care
  • Leisure studies
  • Media: Communication and production
  • Performing arts
  • Travel and tourism. 200

Work-related education (WRE)

The revised National Curriculum in Wales, implemented since August 2000, provides a non-statutory framework for work-related education (WRE) for students aged 14-19.109, 110

Work-related education (WRE) for 14- to 19-year-olds aims to provide teaching and learning directly linked with the world of work. The White Paper (1997) Building Excellent Schools Together (BEST)148 and the Green Paper Learning is for Everyone (LIFE) (April 1998)147 emphasised the link between WRE and real improvements in student motivation, achievement and lifelong learning. "WRE is a response to the need to prepare students for the opportunities, responsibilities and experiences of adult, working life, and to set work-related aspects of the curriculum in the wider 14 to 19 continuum."110

WRE aims to involve employers more directly in students' learning to make their learning more relevant to future working needs. The purposes of WRE are to:

  • Increase students' motivation, confidence, self-esteem and achievements
  • Improve students' competence in the key skills
  • Make students more employable
  • Help students plan for more realistic and meaningful careers
  • Encourage students' commitment to lifelong learning
  • Strengthen and increase employers' support for, confidence in, and understanding of education
  • Support the nation's future economic competitiveness
  • Help to achieve the qualifications targets for 2002 and 2004 (see 1.2.2 and as set out in the White and Green Papers - BEST and LIFE respectively - referred to above).110

5.4.4 Formulation of curriculum

Previously, the curriculum content of GCE 'A' Levels and GCE 'AS' Level examinations was expressed in terms of the syllabuses offered by the examination boards.118

Since the six-unit, modular GCE 'A' Levels were launched in August 2000 (see 5.4.2 and 5.4.3), syllabuses have been referred to as specifications.118

5.4.5 Key skills

General

Key skills in Wales are identified as the skills needed to succeed in work, education and everyday life.25

There are currently six key skills in compulsory secondary and post-compulsory upper secondary education in Wales (students aged 11+-18+). These are:

  • Application of number
  • Information technology (IT)
  • Communication
  • Improving own learning and performance
  • Working with others
  • Problem-solving.428

Single 'Key Skills' qualification

A voluntary 'Key Skills' qualification has been introduced at post-compulsory, upper secondary level (students aged 16+). Available to all students since August 2000 (whether they are following GCE 'A' Level, GCE 'AS' Level, GNVQ, GCSE, academic, applied or vocational courses), the qualification is designed to encourage young people, during this phase of education, to develop what are considered to be the essential skills of communication, application of number and information technology (IT).26 The Key Skills qualification is intended to demonstrate to employers and those in higher education that the skills acquired in communication, numeracy and the use of IT are of the same high standard across all pathways.31

5.4.6 Curriculum materials

Textbooks are not approved by the State and there are no prescribed texts at upper secondary level, except those which are required to meet the needs 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.45

Where upper secondary education is provided in schools, teachers are responsible for determining teaching methods and materials. Teaching methods and learning materials are decided by the teacher, in consultation with the head of department or faculty (a teacher who has responsibility for a particular subject area and who gives help and guidance to other teachers).45

Secondary schools which are maintained schools provide textbooks for upper secondary education and may not charge for books or stationery.44

Institutions of further education provide students aged 16-19 with essential teaching materials, usually by loaning essential equipment or textbooks to students.45

Textbooks are produced by commercial publishers.45

Welsh language materials

Until April 2006, when it was merged into the National Assembly for Wales, 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).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 also ensured that students across Wales are 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 learning.441

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 and it is intended that the bilingual NGfL Cymru portal should become the become the main online education portal/learning centre for students and teachers. The portal is accessible at http://www.ngfl-cymru.org.uk/ 

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