| Abbreviation | Definition |
| ACAC | The Curriculum and Assessment Authority for Wales (replaced on 1 October 1997 by ACCAC) |
| ACCAC | The Qualifications, Curriculum and Assessment Authority for Wales (replaced ACAC on 1 October 1997). ACCAC became part of the Department for Education, Lifelong Learning and Skills (DELLS) in April 2006. |
| AE (awards) | Advanced Extension awards (from September 2002, see section 6.4.1) |
| AQA | The Assessment and Qualifications Alliance |
| BECTa | British Educational Communications and Technology Agency |
| BEST | Building Excellent Schools Together (White Paper) |
| CPD | Continuing professional development |
| DELLS | Department for Education, Lifelong Learning and Skills (DELLS) |
| DfES | Department for Education and Skills (replaced the DfEE in June 2001) |
| EBD | Emotional and behavioural difficulties |
| FEFCW | Further Education Funding Council for Wales - now superseded by the National Council for Education and Training for Wales (National Council - ELWa). |
| GCE (plural, GCEs) | General Certificate of Education - see glossary definition for General Certificate of Education Advanced Level (GCE 'A' Level). |
| GCSE (plural, GCSEs) | General Certificate of Secondary Education, see Glossary entry also |
| GNVQ (plural, GNVQs) | General National Vocational Qualification, see Glossary entry also |
| GEST | Grants for Education Support and Training |
| HEFCW | Higher Education Funding Council for Wales - now part of Education and Learning Wales - ELWa. |
| IEP (plural, IEPs) | Individual education plan |
| IPS | Independent parental supporters |
| IT | Information technology |
| ITT | Initial teacher training |
| JCGQ | Joint Council for General Qualifications |
| LA (plural, LAs) | Local authority |
| LEA (plural, LEAs) | Local education authority |
| LSA (plural, LSAs) | Learning support assistant |
| NAfW | National Assembly for Wales (which took over from the Welsh Office (WO) following devolution) |
| NASEN | The National Association for Special Educational Needs |
| NCVQ | National Council for Vocational Qualifications in Wales (merged with ACAC in 1997 to form ACCAC) |
| NFER | National Foundation for Educational Research (in England and Wales) |
| NQT (plural, NQTs) | Newly qualified teacher |
| NVQ (plural, NVQs) | National Vocational Qualification |
| PPA Cymru | The Wales Pre-School Playgroups Association |
| PRU (plural, PRUs) | Pupil Referral Unit |
| PSE | Personal and social education |
| QCA | Qualifications and Curriculum Authority, formed on 1 October 1997 following the merger of the former SCAA and NCVQ in England |
| QTS | Qualified Teacher Status |
| RE | Religious education |
| RNIB | Royal National Institute for the Blind |
| RNID | Royal National Institute for Deaf People |
| SCAA | School Curriculum and Assessment Authority (now the QCA, following the merger, on 1 October 1997, with the National Council for Vocational Qualifications) |
| SEN | Special educational needs |
| SENCO (plural, SENCOs) |
Special educational needs coordinator |
| SENDA | Special Educational Needs and Disability Act |
| SENDIST |
Special Educational Needs and Disability Tribunal (England) |
|
SEN Tribunal for Wales |
Special Educational Needs Tribunal for Wales |
| TDA | Training and Development Agency for Schools |
| UK | United Kingdom |
| WAG | Welsh Assembly Government |
| WAGSEN | Welsh Advisory Group on Special Educational Needs |
| attainment target (plural, attainment targets) |
Defines the expected standards of students' performance by identifying distinct elements of achievement within different subjects so as to assist teachers in planning, teaching, assessing and reporting students' work. Provides the basis for making judgements at the end of each key stage on students' attainment in particular aspects of a subject. Linked to level descriptions. |
| awarding body (plural, awarding bodies) | Organisations which awards qualifications. |
| behaviour support plan (plural, behaviour support plans) | A local education authority (LEA) statement setting out arrangements for the education of students with behavioural difficulties. |
| common requirements | Common requirements apply across all the subjects in the National Curriculum in Wales. The common requirements include a statement of access for all students, including those with special educational needs and those who are gifted or talented. They also emphasise the importance of providing opportunities, where appropriate, for all students to develop and apply common requirements related to communication, mathematical, information technology, problem-solving, and creative skills, alongside skills in personal and social education and access to the 'Curriculum Cymreig' (Wales-specific aspects of the school curriculum). See section 5.2.2 in addition. |
| further education | Full- and part-time education, outside the higher education sector, for persons over compulsory school age (16 years) including vocational, academic, social, physical and recreational courses. The education of people over compulsory school age is not considered to be further education when it is provided in schools. |
| General Certificate of Education Advanced Level (GCE 'A' Level) (plural, GCE 'A' Levels) |
A single subject examination normally taken at age 18, usually following two years of post-compulsory upper secondary study. |
| General Certificate of Secondary Education (GCSE) (plural, GCSEs) |
Is a single subject examination normally taken in a range of subjects (eight to nine is the average number) at age 16 (on completion of compulsory education). |
| independent school (plural, independent schools) |
An independent or private school is any school at which full-time education is provided for five or more students of compulsory school age (5-16) and which is neither funded by a local education authority, nor is it a special school not maintained by a local education authority. |
| key stage (plural, key stages) |
Key stages are the periods in each student's education to which the elements of the National Curriculum apply. There are four key stages, which are normally related to the age of the majority of the students in a teaching group. These are: Key Stage 1, beginning of compulsory education (age 5 to 7); Key Stage 2 (age 7 to 11); Key Stage 3 (11 to 14); and Key Stage 4 (14 to the end of compulsory education at age 16).
|
| level description (plural, level descriptions) |
Level descriptions set out standards of student performance at the end of Key Stages 1, 2 and 3. They are summary statements that indicate the types and range of performance which children working at a particular level of the National Curriculum should characteristically demonstrate. There are eight level descriptions on a scale rising from 1 to 8. 7-year-olds students are typically expected to achieve level 2. |
| local authority (LA) (plural, local authorities, LAs) | A locally elected body, which has a statutory duty for the provision and organisation of public education services in their area. (Most responsibilities for education are, in practice, delegated to the Education Committee of the local authority). |
| local education authority (LEA) (plural, local education authorities, LEAs) |
A locally elected body, which has a statutory duty for the provision and organisation of public education services in their area. (Most responsibilities for education are, in practice, delegated to the Education Committee of the local education authority). |
| maintained school (plural, maintained schools) |
This term refers to publicly-funded schools, which may not charge fees, except for specific out-of-school activities. |
| National Assembly for Wales (NAfW) (National Assembly) |
The National Assembly for Wales (NAfW) administers and implements legislation in the education system in Wales, although primary legislation making powers still rest with the UK Parliament based in London. |
| National Vocational Qualification (NVQ) (plural, National Vocational Qualifications, NVQs) |
National Vocational Qualifications are job-specific vocational qualifications based on standards of competence defined by industry. They are accredited by the Qualifications and Curriculum Authority. Approved institutions deliver NVQs by structuring their own programmes to meet specified criteria laid down by the NVQ awarding body concerned. |
| programme of study (plural, programmes of study) |
The knowledge, skills and processes which must be taught to students in each subject area during each key stage of the National Curriculum, in order for them to meet the objectives set out in the attainment targets. |
| Pupil Referral Unit (PRU) (plural, Pupil Referral Units, PRUs) |
Local education authorities in Wales must establish Pupil Referral Units for the education of students who, for reasons of disability, truancy or prolonged illness, are not attending mainstream schools. |
| school governing body (plural, school governing bodies) |
All maintained schools in Wales must have a school governing body. This usually comprises representatives of the local education authority or the foundation body, the community, parents and teaching staff. It is responsible for making decisions on the general direction of the school and its curriculum, subject to the requirements of the National Curriculum, and takes charge of such matters as target-setting (see 6.5.9). |
| special educational needs (SEN) | The term used to describe the requirements of children with difficulties which require provision other than that normally available. |
| special school (plural, special schools) |
Special schools provide education for children with special educational needs (SEN) who cannot be taught satisfactorily in an ordinary/mainstream school. Special schools are generally much smaller than mainstream schools and have a lower student:teacher ratio. |
| statement of special educational needs (plural, statements of special educational needs) |
A formal statement which a local education authority (LEA) is obliged to issue and which identifies the specific educational needs of a child with special educational needs (SEN). The document also lists the special educational provision required and various other proposals to meet these needs. |
| transition plan (plural, transition plans) |
A transition plan is drawn up following the first annual review of a student's statement of special educational needs after his or her 13th birthday. It draws together information to plan for the student's transition to adult life and should involve all the agencies that may play a role in the young person’s life during the post-school years. |