Key Competences UK Wales

7/28/2019 Key Competences UK Wales

1/24

Developing Key Compete

at School in Europe:


2/24


3/24

Key Competences in the curriculum in the United Kingdom Wales, 2011/12 October 2012 1

The 2006European framework for key competences for lifelong learning was an outcome of the joint work of the European Commission and the Member

States within the Education and Training 2010 Work Programme. The framework identified a set of key competences, defined as the knowledge, skills and

attitudes seen as necessary for personal fulfilment and development, social inclusion, active citizenship and employment.This report on Key Competences in Wales is one of a suite of three reports from Eurydice at NFER which shows how the school curriculum and assessment

frameworks in England, Wales and Northern Ireland support the development of these competences. The report also summarises current and recent

initiatives to improve learning in these areas. The following subject areas are included:

English / Welsh / literacy / reading

mathematics / numeracy

science

modern foreign languages

digital competence / ICT

social and civic competence (including sex and relationships education and citizenship)

initiative, entrepreneurship and enterprise education.

The text was completed in summer 2012, with some subsequent additions to the reforms section. The content relates mainly to the 2011/12 school year.

This report focuses on compulsory education. In Wales, the period of compulsory education is divided into four key stages. The foundation phase covers the

age range 37 years, with education becoming compulsory in the term after a child reaches the age of five. The foundation phase is followed by key stage 2

(ages 711), key stage 3 (ages 1114) and key stage 4 (ages 1416). The report also includes brief information on general (academic) programmes for 16 to

18/19-year olds in post-compulsory education.

Key Competences in the

curriculum Wales
http://ec.europa.eu/education/lifelong-learning-policy/key_en.htmhttp://ec.europa.eu/education/lifelong-learning-policy/key_en.htmhttp://ec.europa.eu/education/lifelong-learning-policy/key_en.htm


4/24


Key Competence Mother Tongue (Reading)

National strategy /

action plan

In June 2011, the Education Minister announced that a statutory National Literacy and Numeracy Framework for learners aged 5 to

14 will be introduced in schools on a non-statutory basis in September 2012, becoming a statutory part of the National Curriculum in

Wales in September 2013.

The National Literacy Programme was published in May 2012 setting out the Welsh Governments plans to improve literacy over the

next five years. Further information is available from the Welsh Government:http://wales.gov.uk/docs/dcells/publications/160512nlprogrammeen.pdf

Status in the

curriculum

English and Welsh

The information on mother tongue reading covers both English and Welsh, which each have independent status in the curriculum.

English is a compulsory subject for all pupils in key stages 24 (ages 716). In the foundation phase (ages 37),it is taught in English-

speaking settings and schools but is not a requirement in Welsh-speaking settings.

Welsh is a compulsory subject for all pupils in key stages 24 (ages 716). There are separate programmes of study for Welsh first

language and Welsh second language. In the foundation phase (ages 37), all settings/schools implement a Welsh language

programme.

The foundation phase

The foundation phase (which combines early years education for 3- to 5-year-olds and the first two years of compulsory education),

places great emphasis on children learning by doing. The 2008 Framework for Children's Learning for 3 to 7-year olds in Wales sets out the

curriculum and outcomes under seven areas of learning, two of which take in reading:

Language, literacy and communication skills in which children are immersed in language experiences and activities. Their skills

develop through talking, signing, communicating and listening. They have opportunities to choose and use reading materials

and understand conventions of print and books, and are given a wide range of opportunities to enjoy mark making and

writing experience.

Welsh language development (for those in English-medium settings).

The Framework is available to download:http://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-

wales/whatisfoundation/foundationphase/2274085/frameworkchildrenslearning?lang=en

Key stages 24

At key stages 24 (ages 716), reading is one of three essential skills, alongside oracy and writing, in the programmes of study for

both languages.
http://wales.gov.uk/docs/dcells/publications/160512nlprogrammeen.pdfhttp://wales.gov.uk/docs/dcells/publications/160512nlprogrammeen.pdfhttp://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-wales/whatisfoundation/foundationphase/2274085/frameworkchildrenslearning?lang=enhttp://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-wales/whatisfoundation/foundationphase/2274085/frameworkchildrenslearning?lang=enhttp://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-wales/whatisfoundation/foundationphase/2274085/frameworkchildrenslearning?lang=enhttp://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-wales/whatisfoundation/foundationphase/2274085/frameworkchildrenslearning?lang=enhttp://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-wales/whatisfoundation/foundationphase/2274085/frameworkchildrenslearning?lang=enhttp://wales.gov.uk/docs/dcells/publications/160512nlprogrammeen.pdf


5/24


For key stages 24 (ages 716), compulsory programmes of study, attainment targets and level descriptions for Welsh and English are

set out in the following National Curriculum for Wales documents:

Welsh http://wales.gov.uk/docs/dcells/publications/111025welshen.pdf

English http://wales.gov.uk/docs/dcells/publications/101013englishncfwen.pdf

Cross-curricular learning

Schools are also expected to provide opportunities, where appropriate, for learners to develop and apply communication across thecurriculum through the skills of oracy, reading, writing and wider communication. Guidance is available:

http://wales.gov.uk/docs/dcells/publications/101007communicationen.pdf

Learning outcomes

/ objectives

Statutory frameworks define what pupils should be taught in the foundation phase (ages 37) and key stages 2 (ages 711), 3 (ages

1114) and 4 (ages 1416).

Foundation phase

The statutory programme for the foundation phase covers language, literacy and communication skills (in English or Welsh depending

on the medium of the setting) and Welsh language development (in English-medium settings).

Pupils range and skills are assessed in the areas of reading, writing and oracy. Related learning outcomes are given.

The Foundation Phase Outcomes are used to describe the type and range of achievements characteristic of children within thefoundation phase. The framework for the foundation phase is available here:

http://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/foundationphase/foundtation2008

-e.pdf?lang=en

Key stages 24

The statutory requirements for English at key stages 2, 3 and 4 are set out in the National Curriculum for Wales.

http://wales.gov.uk/docs/dcells/publications/101013englishncfwen.pdf

The requirements for Welsh at key stages 2, 3 and 4 are set out in the National Curriculum for Wales.

http://wales.gov.uk/docs/dcells/publications/111025welshen.pdf

For both languages, the three strands of learning are reading, writing and oracy, as in the foundation phase. At the end of key stages2 and 3, standards of pupils performance are set out in eight level descriptions of increasing difficulty, with an additional description

above Level 8 to help teachers in differentiating exceptional performance.

For pupils in key stage 4 (ages 1416), learning outcomes and objectives are contained within subject criteria for General Certificate

of Secondary Education (GCSE) examinations. GCSEs are examinations in single subjects taken at the end of compulsory education

(end of key stage 4 age 16). There are separate subject criteria for English, English Literature and English Language; pupils generally
http://wales.gov.uk/docs/dcells/publications/111025welshen.pdfhttp://wales.gov.uk/docs/dcells/publications/111025welshen.pdfhttp://wales.gov.uk/docs/dcells/publications/101013englishncfwen.pdfhttp://wales.gov.uk/docs/dcells/publications/101013englishncfwen.pdfhttp://wales.gov.uk/docs/dcells/publications/101013englishncfwen.pdfhttp://wales.gov.uk/docs/dcells/publications/101007communicationen.pdfhttp://wales.gov.uk/docs/dcells/publications/101007communicationen.pdfhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/foundationphase/foundtation2008-e.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/foundationphase/foundtation2008-e.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/foundationphase/foundtation2008-e.pdf?lang=enhttp://wales.gov.uk/docs/dcells/publications/101013englishncfwen.pdfhttp://wales.gov.uk/docs/dcells/publications/101013englishncfwen.pdfhttp://wales.gov.uk/docs/dcells/publications/111025welshen.pdfhttp://wales.gov.uk/docs/dcells/publications/111025welshen.pdfhttp://wales.gov.uk/docs/dcells/publications/111025welshen.pdfhttp://wales.gov.uk/docs/dcells/publications/101013englishncfwen.pdfhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/foundationphase/foundtation2008-e.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/foundationphase/foundtation2008-e.pdf?lang=enhttp://wales.gov.uk/docs/dcells/publications/101007communicationen.pdfhttp://wales.gov.uk/docs/dcells/publications/101013englishncfwen.pdfhttp://wales.gov.uk/docs/dcells/publications/111025welshen.pdf


6/24


take either English (one GCSE) or English Language and English Literature (two GCSEs). GCSEs are available in Welsh as a first

language, Welsh as a second language and Welsh Literature. The qualifications themselves are offered by awarding organisations;

more detailed information is provided in their GCSE specifications.

For students in post-compulsory education, the learning outcomes and objectives depend on the programmes selected.

Nationally

standardised testsand examinations

Foundation phase

Teacher assessment covers the full range and scope of the foundation phase learning continuum (ages 37). It should take account ofevidence of achievement in a range of contexts, including that gained through discussion and observation throughout the foundation

phase. At the end of the foundation phase (age 7), teachers are required to assess and report outcomes attained by each child by

means of teacher assessment in language, literacy and communication skills in English or Welsh.

Guidance was issued in 2011: Foundation Phase Statutory Assessment and Reporting Arrangements.

http://wales.gov.uk/docs/dcells/publications/110921fpsaraen.pdf

Key stages 23

At the end of key stages 2 (age 11) and 3 (age 14), all pupils are assessed by their teachers in English and Welsh (first or second

language). Teacher assessment is externally moderated.

Guidance has been issued covering statutory assessment arrangements for key stages 2 (ages 711) and 3 (ages 1114) for the schoolyear 2011/12.http://wales.gov.uk/docs/dcells/publications/111003saabooklet201112en.pdf

Reading tests for Years 2 to 9 (ages 6 to 14) were introduced in May 2012 on a voluntary basis. They will be compulsory from May

2013. See the section on planned reforms.

Key stage 4

At key stage 4 (age 16), assessment is normally through the General Certificate of Secondary Education (GCSE), a single subject

qualification. The number and range of subjects to be taken are not regulated. However, most pupils take GCSE English (either as

separate GCSEs in English Language and English Literature or as a single GCSE in English). Success in this subject is highly valued by

employers and for progression to further study.

Welsh Baccalaureate QualificationThe Welsh Baccalaureate Qualification is an overarching qualification for students aged 1419, incorporating existing qualifications

and a common core. Competence in communication (which covers reading, writing and oracy), application of number and ICT must

be demonstrated. The qualification can be studied in English, Welsh or a combination of both.

Post-compulsory education

There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Programmes of study for students in
http://wales.gov.uk/docs/dcells/publications/110921fpsaraen.pdfhttp://wales.gov.uk/docs/dcells/publications/110921fpsaraen.pdfhttp://wales.gov.uk/docs/dcells/publications/111003saabooklet201112en.pdfhttp://wales.gov.uk/docs/dcells/publications/111003saabooklet201112en.pdfhttp://wales.gov.uk/docs/dcells/publications/111003saabooklet201112en.pdfhttp://wales.gov.uk/docs/dcells/publications/111003saabooklet201112en.pdfhttp://wales.gov.uk/docs/dcells/publications/110921fpsaraen.pdf


7/24


this phase reflect their choice of courses leading to nationally recognised qualifications. General Certificate of Education Advanced

level examinations (GCE A levels) are the most widely taken general qualification, with students typically selecting three subjects. A

levels are available in English Literature, and in English Language and Literature (combined). Welsh is available at A level, as a first or

second language.

Essential Skills

Communication is included in the Essential Skills Wales suite of skills qualifications which has replaced the former Key Skills

qualifications and adult Basic Skills qualifications.

Main initiatives /

measures to tackle

low achievement

There are no specific initiatives relating to raising the achievement of low achievers as the focus is on raising the attainment of all

students. However, data which feeds into school improvement measures is collected. Such data includes the results of teacher

assessments and of GCSEs. In February 2011, the Minister for Education and Skills in Wales set out the case for school improvement

and a clear set of actions to drive forward his improvement agenda. These include banding, that is, grouping schools according to a

range of factors to establish priorities for differentiated support, and identifying those schools from whom the sector can learn.

Further information is available:

http://wales.gov.uk/topics/educationandskills/schoolshome/raisingstandards/schoolbanding/?lang=en

The governing bodies of individual schools are also expected to set their own targets for pupil performance and submit these to their

local authority. Targets are required for pupil performance in key stages 2, 3 and 4 in the four core subjects English, Welsh, scienceand mathematics.

Improving literacy in Wales

There is a strong drive to improve literacy levels in Wales. The National Literacy Programme, published in May 2012, sets out the

Welsh Governments plans to improve literacy over the next five years and includes the introduction of compulsory reading tests for

Years 2 to 9 (ages 6 to 14). These were introduced in May 2012 on a voluntary basis and will be compulsory from May 2013. See the

section on planned reforms.

Further information on the National Literacy programme is available from the Welsh Government:

http://wales.gov.uk/docs/dcells/publications/160512nlprogrammeen.pdf

Estyn, Her Majestys Inspectorate for Education and Training in Wales, has published a number of documents which highlight the keyrole of literacy in the curriculum and support its improvement. These include:

The Esytn Annual Report (2012) which contains an Insights and Issues paper which provides an overview of strategies to

improve literacy. Available from:http://www.estyn.gov.uk/english/annual-report/annual-report-2010-2011/

A Strategy and Guidance for Inspecting Literacy for Pupils aged 3 to 18 years (2011) which sets out that school inspectors

should judge whether all pupils have the reading and writing skills needed to access the whole curriculum; and how well the
http://wales.gov.uk/topics/educationandskills/schoolshome/raisingstandards/schoolbanding/?lang=enhttp://wales.gov.uk/topics/educationandskills/schoolshome/raisingstandards/schoolbanding/?lang=enhttp://wales.gov.uk/docs/dcells/publications/160512nlprogrammeen.pdfhttp://wales.gov.uk/docs/dcells/publications/160512nlprogrammeen.pdfhttp://www.estyn.gov.uk/english/annual-report/annual-report-2010-2011/http://www.estyn.gov.uk/english/annual-report/annual-report-2010-2011/http://www.estyn.gov.uk/english/annual-report/annual-report-2010-2011/http://www.estyn.gov.uk/english/annual-report/annual-report-2010-2011/http://wales.gov.uk/docs/dcells/publications/160512nlprogrammeen.pdfhttp://wales.gov.uk/topics/educationandskills/schoolshome/raisingstandards/schoolbanding/?lang=en


8/24


wider curriculum itself develops pupils literacy skills. Available from:

http://www.estyn.gov.uk/download/publication/221921.7/a-strategy-and-guidance-for-inspecting-literacy-for-pupils-aged-3-

to-18-years-september-2011/

The Skills Framework at Key Stage 2 (2011) which looks at how schools need to plan a skills based curriculum to improve

literacy and numeracy. This report evaluates the impact of the non-statutory Skills Framework for 3 to 19 year olds in Wales

at key stage 2 and, within that, the need for schools to recognise that skills such as literacy and numeracy should form the

core elements of any school curriculum. Available from: http://www.estyn.gov.uk/english/docViewer/205514.4/the-skills-framework-at-key-stage-2-july-2011/?navmap=30,163

Literacy and the Foundation Phase (2011) which found that the majority of primary schools provide a varied, productive and

motivating environment for children to thrive and develop their skills in reading and writing. However, in a minority of

schools, there is a lack of understanding of the principles and practices of the foundation phase and children are not

challenged enough to practise their literacy skills. Available from:

http://www.estyn.gov.uk/english/docViewer/228910.5/literacy-and-the-foundation-phase-september-

2011/?navmap=30,163

Main

initiatives/measure

s to improvemotivation

There are several initiatives aimed at encouraging reading, particularly for pleasure.

The Make Time to Read campaign launched in April 2012. Running in cinemas and on the radio, this encourages parents to spend at

least ten minutes a day reading to their children from a range of sources such as books, magazines and web pages. Further

information is available:http://betterreading.co.uk/

Booktrust (http://www.booktrust.org.uk/) receives funding from the Department for Education and Skills (DfES) in Wales, and has the

backing of publishers, including Welsh language publishers, to help run programmes such as Bookstart, Booktime, and the Letterbox

Club. Bookstart aims to give a free pack of books to every baby in the UK at seven months and at three years; Booktime is aimed at

children shortly after they first start school; and the Letterbox Club provides books for children in local authority care. Specialist

books are also offered for children who are blind or partially sighted (Booktouch) and for deaf children (Bookshine). Bookstart was

launched as a pilot programme in 1992.

In March 2012, it was announced that Booktrust Cymrus Foundation Phase programme will receive Welsh Government funding for a

three-year period. The funding will help pay for a book bag containing two storybooks one in English and one in Welsh; resources

for each school; a support officer to work with schools beforehand; and an evaluation of the programme.

The Letterbox Club sends parcels of books to looked after children in Wales and, in 2011, all 22 local authorities in Wales were signed

up to the Club, with 955 children receiving the Letterbox parcels.

As part of the National Literacy Plan, Reading Heroes role models are being appointed by the Welsh Government to foster a passion

for reading from an early age. The first Reading Hero is a well-known pre-school childrens television presenter.
http://www.estyn.gov.uk/download/publication/221921.7/a-strategy-and-guidance-for-inspecting-literacy-for-pupils-aged-3-to-18-years-september-2011/http://www.estyn.gov.uk/download/publication/221921.7/a-strategy-and-guidance-for-inspecting-literacy-for-pupils-aged-3-to-18-years-september-2011/http://www.estyn.gov.uk/download/publication/221921.7/a-strategy-and-guidance-for-inspecting-literacy-for-pupils-aged-3-to-18-years-september-2011/http://www.estyn.gov.uk/english/docViewer/205514.4/the-skills-framework-at-key-stage-2-july-2011/?navmap=30,163,http://www.estyn.gov.uk/english/docViewer/205514.4/the-skills-framework-at-key-stage-2-july-2011/?navmap=30,163,http://www.estyn.gov.uk/english/docViewer/205514.4/the-skills-framework-at-key-stage-2-july-2011/?navmap=30,163,http://www.estyn.gov.uk/english/docViewer/205514.4/the-skills-framework-at-key-stage-2-july-2011/?navmap=30,163,http://www.estyn.gov.uk/english/docViewer/228910.5/literacy-and-the-foundation-phase-september-2011/?navmap=30,163http://www.estyn.gov.uk/english/docViewer/228910.5/literacy-and-the-foundation-phase-september-2011/?navmap=30,163http://www.estyn.gov.uk/english/docViewer/228910.5/literacy-and-the-foundation-phase-september-2011/?navmap=30,163http://betterreading.co.uk/http://betterreading.co.uk/http://betterreading.co.uk/http://www.booktrust.org.uk/http://www.booktrust.org.uk/http://www.booktrust.org.uk/http://www.booktrust.org.uk/http://betterreading.co.uk/http://www.estyn.gov.uk/english/docViewer/228910.5/literacy-and-the-foundation-phase-september-2011/?navmap=30,163http://www.estyn.gov.uk/english/docViewer/228910.5/literacy-and-the-foundation-phase-september-2011/?navmap=30,163http://www.estyn.gov.uk/english/docViewer/205514.4/the-skills-framework-at-key-stage-2-july-2011/?navmap=30,163,http://www.estyn.gov.uk/english/docViewer/205514.4/the-skills-framework-at-key-stage-2-july-2011/?navmap=30,163,http://www.estyn.gov.uk/download/publication/221921.7/a-strategy-and-guidance-for-inspecting-literacy-for-pupils-aged-3-to-18-years-september-2011/http://www.estyn.gov.uk/download/publication/221921.7/a-strategy-and-guidance-for-inspecting-literacy-for-pupils-aged-3-to-18-years-september-2011/


9/24


The Summer Reading Challenge is the biggest national reading initiative in Wales. It aims to encourage children aged 411 to visit

the public library and read six books over the long summer break, when their reading skills can decline without regular reading

activity at school. The challenge is promoted in schools before the summer holidays. It has a different theme each year and uses

interactive materials such as stickers to collect, a website with author blogging, and games and creative activities run by libraries. This

ongoing programme has been running since 1998 and is coordinated by The Reading Agency, a charitable organisation which receives

support from the Welsh Books Councilhttp://www.readingagency.org.uk/children/summer-reading-challenge/

The Reading Agency also runs the Chatterbooks reading groups for children in Wales. Chatterbooks is a programme for childrenaged 4 to 12, run in libraries, schools and other meeting places for children. More information is available:

http://readinggroups.org/news/clonclyfrauchatterbooks-launched-in-wales.html
http://www.readingagency.org.uk/children/summer-reading-challenge/http://www.readingagency.org.uk/children/summer-reading-challenge/http://www.readingagency.org.uk/children/summer-reading-challenge/http://readinggroups.org/news/clonclyfrauchatterbooks-launched-in-wales.htmlhttp://readinggroups.org/news/clonclyfrauchatterbooks-launched-in-wales.htmlhttp://readinggroups.org/news/clonclyfrauchatterbooks-launched-in-wales.htmlhttp://www.readingagency.org.uk/children/summer-reading-challenge/


10/24


Key Competence Mathematics

National strategy / action

plan

The Welsh Government announced in June 2011 that a statutory National Literacy and Numeracy Framework for learners aged

5 to 14 would become a statutory part of the National Curriculum in Wales in September 2013.

Plans for the implementation of the numeracy elements of the framework and other plans to improve numeracy over the next

five years are set out in the National Numeracy Programme, published in 2012. It is available online:

http://wales.gov.uk/docs/dcells/publications/120921nnpguideen.pdf

Status in the curriculum Mathematics is a compulsory subject throughout compulsory education (ages 516). After key stage 4 (age 16), pupils may opt

to study mathematics further, for example by taking an A level in the subject.

Learning outcomes /

objectives

Foundation phase (ages 37)

Mathematical learning at this stage covers:

number

measures and money

shape, position and movement

handling data.

The programme of study and learning outcomes for the foundation phase are available online:

http://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/foundationphase/foundtatio

n2008-e.pdf?lang=en

Key stages 24 (ages 716)

At these key stages, pupils are expected to solve mathematical problems, communicate mathematically and reason

mathematically. The areas of study are:

number

measures and money

shape, position and movement

handling data

algebra (key stages 3 and 4 only).
http://wales.gov.uk/docs/dcells/publications/120921nnpguideen.pdfhttp://wales.gov.uk/docs/dcells/publications/120921nnpguideen.pdfhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/foundationphase/foundtation2008-e.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/foundationphase/foundtation2008-e.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/foundationphase/foundtation2008-e.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/foundationphase/foundtation2008-e.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/foundationphase/foundtation2008-e.pdf?lang=enhttp://wales.gov.uk/docs/dcells/publications/120921nnpguideen.pdf


11/24


There are eight attainment target levels for each area of study with a further level to denote excellent performance.

At key stage 4, mathematics is part of each individuals learning pathway. The course of study followed should be designed to

encourage both the abilities of young people as learners and their desire to access future learning opportunities.

Schools are expected to provide opportunities for learners to develop and apply their number skills across the curriculum by

using mathematical information, calculating, and interpreting and presenting findings. The document Skills across the

Curriculum: Developing Numberhighlights those statements or sections of a programme of study and learning outcomes that

are explicitly linked to developing number.

http://wales.gov.uk/docs/dcells/publications/101007numberen.pdf

Nationally standardised

tests and examinations

Foundation phase

Teacher assessment covers the full range and scope of the foundation phase learning continuum (ages 37). It should take

account of evidence of achievement in a range of contexts, including that gained through discussion and observation

throughout the foundation phase. At the end of the foundation phase (age 7), teachers are required to assess and report

outcomes attained by each child by means of teacher assessment in mathematical development.

The following guidance was issued in 2011: Foundation Phase Statutory Assessment and Reporting Arrangements.

http://wales.gov.uk/docs/dcells/publications/110921fpsaraen.pdf

Key stages 2 and 3

At the end of key stages 2 (age 11) and 3 (age 14), all pupils are assessed by their teachers in mathematics. Although the tests

and tasks which were previously compulsory at the end of key stages 2 and 3 are no longer a requirement, teachers may,

optionally, use these tests with their pupils.

See section on Planned reforms for information on the new national numeracy tests.

Key stage 4 (ages 1416) and ages 1618

At key stage 4 (age 16), assessment is normally through the General Certificate of Secondary Education (GCSE), a single subject

qualification. The number and range of subjects to be taken are not regulated. However most pupils take GCSE mathematics.

Success in this subject is highly valued by employers and for progression to further study.

Free-standing mathematics qualifications (FSMQ) are also available for schools to offer to, for example, students who have

taken their GCSE mathematics a year early.

See the nationally standardised tests and examinations sub-section in the mother tongue (reading) section above for

information about the Welsh Baccalaureate Qualification.

Application of number is included in the Essential Skills Wales suite of skills qualifications which has replaced the former Key
http://wales.gov.uk/docs/dcells/publications/101007numberen.pdfhttp://wales.gov.uk/docs/dcells/publications/101007numberen.pdfhttp://wales.gov.uk/docs/dcells/publications/110921fpsaraen.pdfhttp://wales.gov.uk/docs/dcells/publications/110921fpsaraen.pdfhttp://wales.gov.uk/docs/dcells/publications/110921fpsaraen.pdfhttp://wales.gov.uk/docs/dcells/publications/101007numberen.pdf


12/24


Skills qualifications and adult Basic Skills qualifications.

There is no compulsory curriculum for students aged 16 to 18/19 in post-compulsory education. Programmes of study for

students in this phase reflect their choice of courses leading to nationally recognised qualifications. GCE A levels are the most

widely recognised general qualification, with students typically taking three subjects. Mathematics-related A levels include

mathematics, statistics and further mathematics.

Main initiatives /

measures to tackle low

achievement

Raising standards of numeracy in schools is a key priority for the Welsh Government. To this end, the National Numeracy

Programme was published in 2012 (see National strategy/action plan above).

The governing bodies of individual schools are also expected to set their own targets for pupil performance and submit these to

their local authority. Targets are required for pupil performance in key stages 2, 3 and 4 in the four core subjects English, Welsh,

science and mathematics.

Main initiatives /

measures to improve

motivation

STEM programme

The Science, Technology, Engineering and Mathematics (STEM) Programmeaims to improve support for students aged 318 in

the field of mathematics, and to widen access to the formal science and mathematics curriculum for all.

In January 2011, the National Assembly for Wales Enterprise and Learning Committee published its science, technology,

engineering and mathematics (STEM) agenda.

http://www.assemblywales.org/stem_agenda_report-e.pdf

This makes recommendations for the improvement of mathematics and science teaching in schools in Wales. These include:

the need to improve the perception of STEM subjects among pupils, teacher and school authorities

increased time being made available in school timetables, so the practical elements of STEM subjects can be studied

more thoroughly

improvements in the quality of teaching and continuous professional development of staff

addressing the gender imbalance of students who study STEM subjects.

STEMNET

STEMNET (a coordinating organisation which aims to create opportunities to inspire young people in science, technology,

engineering and mathematics) works with selected local partners in Wales to provide:

STEMPOINT services advice, support and guidance on STEM enhancement and enrichment (E&E) to schools and

colleges, employers and other partners;

Management of the STEM Ambassador Programme, which enables people from STEM backgrounds to volunteer as
http://www.assemblywales.org/stem_agenda_report-e.pdfhttp://www.assemblywales.org/stem_agenda_report-e.pdfhttp://www.assemblywales.org/stem_agenda_report-e.pdf


13/24


inspiring role models for young people. They can contribute both to regular lessons or participate in extra-curricular

activities such as STEM Clubs, Careers Days and visits.http://www.stemnet.org.uk/content/ambassadors

STEM Cymru

The Engineering Education Scheme Wales (EESW) is a non-profit, educational charity which has been in existence since 1989. It

runs schemes across Wales to inspire and motivate young people to choose a career in science, technology, engineering and

mathematics (STEM). In July 2010, EESW received funding from the European Social Fund to develop and extend its activities

through the STEM Cymru project within the Convergence areas of Wales.www.stemcymru.org.uk
http://www.stemnet.org.uk/content/ambassadorshttp://www.stemnet.org.uk/content/ambassadorshttp://www.stemnet.org.uk/content/ambassadorshttp://www.stemcymru.org.uk/http://www.stemcymru.org.uk/http://www.stemcymru.org.uk/http://www.stemcymru.org.uk/http://www.stemnet.org.uk/content/ambassadors


14/24


Key Competence Science


plan

The 2012 document Science for Wales: A Strategic Agenda for Science and Innovation in Wales addresses the role of science in

education and highlights areas which are of particular concern. The role a good science education at school plays in ensuring

that young people go on to further science study and careers is discussed, as is the problem of the decline in numbers of pupils

taking science, technology, engineering and mathematics (STEM) subjects at ages 16 (GCSE) and 18 (A level).

http://wales.gov.uk/docs/det/publications/120306scienceen.pdf

Status in the curriculum Science is a compulsory subject throughout compulsory education in Wales (ages 516 ).

The curriculum documentation sets out what should be taught and schools decide how to implement this. As a result, during

any key stage, schools can decide to teach integrated science or the separate science subjects (biology, chemistry and physics).

Learning outcomes /

objectives

Foundation phase

The 2008 Framework for Children's Learning for 3 to 7-year olds in Wales sets out the curriculum and outcomes for the foundation

phase under seven areas of learning, one of which is Knowledge and Understanding of the World. Within this, the learning

outcomes most relevant to scientific learning are myself and other living things and myself and non-living things.

The framework for the foundation phase is available here:

http://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/foundationphase/foundtation2008-e.pdf?lang=en

Key stages 24

At key stages 2 (ages 711) and 3 (ages 1114), there are three areas of learning:

interdependence of organisms

the sustainable Earth

how things work.

At key stage 4 (ages 1416), there are four areas of learning:

organisms and health

chemical and material behaviour

environment, Earth and universe

energy, electricity and radiation.
http://wales.gov.uk/docs/det/publications/120306scienceen.pdfhttp://wales.gov.uk/docs/det/publications/120306scienceen.pdfhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/foundationphase/foundtation2008-e.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/foundationphase/foundtation2008-e.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/foundationphase/foundtation2008-e.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/foundationphase/foundtation2008-e.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/foundationphase/foundtation2008-e.pdf?lang=enhttp://wales.gov.uk/docs/det/publications/120306scienceen.pdf


15/24


The programme of study for key stages 24 is available here:

http://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/sciencenc

/scienceeng.pdf?lang=en

Nationally standardised

tests and examinations

At the end of the foundation phase there is no requirement for teachers to assess and report progress in science.

At the end of key stages 2 (age 11) and 3 (age 14), all pupils are assessed by their teachers in science. The results are expressed

in terms of the National Curriculum level descriptions (a one- to eight-level scale).

At the end of key stage 4 (age 16), pupils are expected to sit GCSE(s) in science. This might take the form of a combined science

GCSE or separate science GCSEs in applied science, biology, chemistry and physics.

There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Programmes of study for students

in this phase reflect their choice of courses leading to nationally recognised qualifications. GCE A levels are the most widely

taken general qualification, with students typically selecting three subjects. Science subjects available at A level include physics,

chemistry and biology and others, such as electronics and environmental science.

Main

initiatives/measures to

tackle low achievement

The governing bodies of individual schools are expected to set their own targets for pupil performance and submit these to their

local authority. Targets are required for pupil performance in key stages 2, 3 and 4 in the four core subjects of English, Welsh,

science and mathematics.

In 2008, Estyn, Her Majesty's Inspectorate for Education and Training in Wales, published Science Education for 1419 Learners,

which makes recommendations to improve achievement in science. These include recommendations that:

schools should ensure that in-service training is made available for teachers who are not physical science specialists

a full range of science options should be available to all 1419 year-old learners

the Welsh Government should develop a science education strategy for Wales.

The document is available online:http://www.estyn.gov.uk/english/docViewer/176767.5/science-education-for-14-19-learners-

may-2008/?navmap=30,119,167

Main

initiatives/measures to

improve motivation

In January 2011, the National Assembly for Wales Enterprise and Learning Committee published the science, technology,

engineering and mathematics (STEM) agenda.http://www.assemblywales.org/stem_agenda_report-e.pdf

This makes many recommendations for the improvement of science teaching in schools in Wales. These include the promotion

of triple science (that is, the study of the three separate science subjects biology, chemistry and physics) at key stage 4;

improved access to triple science courses; and an investigation into the relationship between studying triple science at key stage

4 and A level grades at age 18. The report also recommends a further study into the decline of science in primary schools and

the assessment of science. It recommends also that the Welsh Governments Chief Scientific Adviser should evaluate how

negative perceptions and gender stereotypes of STEM subjects are being addressed.

For more information about intiatives to promote STEM learning in Wales, see the sub-section on main initiatives/measures to

improve motivation in the mathematics section above.
http://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/sciencenc/scienceeng.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/sciencenc/scienceeng.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/sciencenc/scienceeng.pdf?lang=enhttp://www.estyn.gov.uk/english/docViewer/176767.5/science-education-for-14-19-learners-may-2008/?navmap=30,119,167http://www.estyn.gov.uk/english/docViewer/176767.5/science-education-for-14-19-learners-may-2008/?navmap=30,119,167http://www.estyn.gov.uk/english/docViewer/176767.5/science-education-for-14-19-learners-may-2008/?navmap=30,119,167http://www.estyn.gov.uk/english/docViewer/176767.5/science-education-for-14-19-learners-may-2008/?navmap=30,119,167http://www.assemblywales.org/stem_agenda_report-e.pdfhttp://www.assemblywales.org/stem_agenda_report-e.pdfhttp://www.assemblywales.org/stem_agenda_report-e.pdfhttp://www.assemblywales.org/stem_agenda_report-e.pdfhttp://www.estyn.gov.uk/english/docViewer/176767.5/science-education-for-14-19-learners-may-2008/?navmap=30,119,167http://www.estyn.gov.uk/english/docViewer/176767.5/science-education-for-14-19-learners-may-2008/?navmap=30,119,167http://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/sciencenc/scienceeng.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/sciencenc/scienceeng.pdf?lang=en


16/24


Key Competence Foreign Languages


plan

In 2010, the Welsh Government published Making Languages Count: A National Modern Foreign Languages Strategy. The

document sets out actions to improve the learning and teaching of foreign languages in secondary schools in Wales to make

sure that pupils have a positive experience of language learning at key stage 3 (ages 1114).

http://wales.gov.uk/topics/educationandskills/publications/guidance/makinglanguagescount/?lang=en.

Status in the curriculum Although it is not compulsory to teach a modern foreign language in primary education, many primary schools choose to do so.A non-statutory framework offering guidance to schools on incorporating a modern foreign language into the curriculum is

included in the 2008 document, Modern Foreign Languages in the National Curriculum for Wales.

http://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum

/modernforeignlanguagesnc/?lang=en

It is compulsory to teach a modern foreign language at key stage 3 (ages 1114). Schools may offer European or world

languages such as Arabic, French, German, Japanese, Mandarin, Russian, Spanish and Urdu, and may choose which languages

they teach, taking into account demand, interest, progression routes and resources.

The 2008 document, Modern Foreign Languages in the National Curriculum for Wales contains the programmes of study for key

stage 3.



Schools are not required by law to provide a modern foreign language option to pupils aged 1416. In practice, the great

majority do. From September 2012, all pupils have an entitlement to a wide range of options of study in the local area (the local

curriculum). The learning of a foreign language is included within one of the five specified areas of learning that must be

available to all students and must therefore be included in the local curriculum.

There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Students are free to choose any

combination of the examination courses within the limitation of a school or colleges timetable and the range of subjects it

offers.

Learning outcomes /

objectives

In primary education, modern foreign languages is not a compulsory subject, and there are no statutory learning objectives.

However if pupils have been studying a modern foreign language, teachers are advised that they can use or adapt the lower

level descriptions for key stage 3 (ages 1114) to describe their pupils attainment.At key stage 3 (ages 1114), when learning a modern foreign language is compulsory, eight level descriptions of increasing

difficulty describe the types and range of performance that pupils working at a particular level should characteristically

demonstrate in each of the three attainment targets of Oracy, Reading and Writing. There is an additional description above

Level 8 to help teachers in differentiating exceptional performance. The 2008 document, Modern Foreign Languages in the

National Curriculum for Wales contains the attainment targets and level descriptions for key stage 3.
http://wales.gov.uk/topics/educationandskills/publications/guidance/makinglanguagescount/?lang=enhttp://wales.gov.uk/topics/educationandskills/publications/guidance/makinglanguagescount/?lang=enhttp://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/modernforeignlanguagesnc/?lang=enhttp://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/modernforeignlanguagesnc/?lang=enhttp://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/modernforeignlanguagesnc/?lang=enhttp://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/modernforeignlanguagesnc/?lang=enhttp://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/modernforeignlanguagesnc/?lang=enhttp://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/modernforeignlanguagesnc/?lang=enhttp://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/modernforeignlanguagesnc/?lang=enhttp://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/modernforeignlanguagesnc/?lang=enhttp://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/modernforeignlanguagesnc/?lang=enhttp://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/modernforeignlanguagesnc/?lang=enhttp://wales.gov.uk/topics/educationandskills/publications/guidance/makinglanguagescount/?lang=en


17/24




For pupils in key stage 4 (age 1416), when learning a modern foreign language is not compulsory, learning outcomes and

objectives are contained within the subject criteria for GCSE examinations in modern foreign languages. The GCSE qualifications

themselves are offered by awarding organisations; more detailed information is provided in their GCSE specifications.

For students aged 16 to 18/19 in post-compulsory education who choose to take an A level in a modern foreign language,

learning outcomes and objectives are contained within the A level subject criteria. The A level qualifications themselves areoffered by awarding organisations; more detailed information is provided in their GCE A level specifications.

Assessment There is no national standardised test or examination in foreign languages at foundation phase (ages 37) or key stage 2 (ages 711).

At the end of key stage 3 (age 14), pupils are assessed by their teachers in a modern foreign language. The results are expressed

in terms of the National Curriculum level descriptions (a one- to eight-level scale). By the end of key stage 3, the performance of

the great majority of pupils is expected to be within the range of levels three to eight of this scale. Level eight is available for

very able pupils and, to help teachers differentiate exceptional performance at key stage 3, a description above level eight is

provided.

If young people choose to study a language at key stage 4, they will usually take their GCSE exam in this language at the end of

the course (age 16). There are no regulations governing the number and range of subjects to be taken; these depend on the

policy of the school and the choices of the individual pupil.There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Programmes of study for students in

this phase reflect their choice of courses leading to nationally recognised qualifications. GCE A levels are the most widely taken

general qualification, with students typically selecting three subjects. GCE A levels are available in a wide range of languages.

Main initiatives /


achievement

There are no specific initiatives to tackle low achievement in modern foreign languages. All teachers are expected to

differentiate their teaching to meet the needs of all students. For pupils whose attainment falls significantly below the expected

levels at a particular stage, a much greater degree of differentiation will be necessary. Pupils with additional learning needs may

receive additional support.

Main initiatives /

measures to improve

motivation

Challenges linked to motivation centre around the low take-up of languages at key stage 4 (ages 1416) when they are no

longer compulsory.

In 2009 Estyn, Her Majesty's Inspectorate for Education and Training in Wales, published Improving Modern Foreign Languagesin Secondary Schools in Wales.http://dera.ioe.ac.uk/9130/1/modern_foreign_languages_in_secondary_schools_in_wales.pdf

This found that the level of teaching was generally good and that pupils who took languages were generally well engaged with

the subject. The report made recommendations to secondary schools, local authorities and the Welsh Government regarding

improving standards and numbers studying modern foreign languages. It also stated that, where used effectively, the language

learning core module of the Welsh Baccalaureate can be used to provide pupils with good language experience.
http://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/modernforeignlanguagesnc/?lang=enhttp://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/modernforeignlanguagesnc/?lang=enhttp://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/modernforeignlanguagesnc/?lang=enhttp://dera.ioe.ac.uk/9130/1/modern_foreign_languages_in_secondary_schools_in_wales.pdfhttp://dera.ioe.ac.uk/9130/1/modern_foreign_languages_in_secondary_schools_in_wales.pdfhttp://dera.ioe.ac.uk/9130/1/modern_foreign_languages_in_secondary_schools_in_wales.pdfhttp://dera.ioe.ac.uk/9130/1/modern_foreign_languages_in_secondary_schools_in_wales.pdfhttp://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/modernforeignlanguagesnc/?lang=enhttp://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/modernforeignlanguagesnc/?lang=en


18/24


Key Competence Digital Competence


plan

In 2009 the Welsh Government published Transforming Schools with ICT: The Report to the Welsh Assembly Government of the

Schools ICT Strategy Working Group. This outlined the current situation of ICT teaching in schools and identified good practice.

http://wales.gov.uk/topics/educationandskills/publications/reports/ictstrategyworkinggroup/?lang=en

The Learning Country: Vision into Action (2008) describes how the Welsh Government is developing an ICT strategy for schools

to harness the potential of ICT in transforming teaching and learning:http://wales.gov.uk/topics/educationandskills/publications/guidance/learningcountry/?lang=en

Status in the curriculum Foundation phase

In the foundation phase (ages 37), ICT is not taught as a separate subject but each area of learning requires children to

demonstrate ICT skills. According to the foundation phase guidance document ICT should be holistic and integral across the

curriculum. Childrens ICT skills, knowledge and understanding should be developed through a range of experiences that

involve them (i) finding and developing information and ideas, (ii) creating and presenting information and ideas.

http://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-

wales/whatisfoundation/foundationphase/2274085/frameworkforchildrene.pdf?lang=en

Key stages 24

ICT is a separate compulsory subject at key stages 2 and 3 (ages 714) but pupils are expected to demonstrate competence in

ICT at all levels of education and it should also form part of cross-curricular learning. ICT is not a compulsory subject at key

stage 4 (ages 1416).

ICT in the National Curriculum for Wales key stages 2 and 3

http://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/ictnc/ict

eng.pdf?lang=en

ICT guidance for key stages 2 and 3

http://wales.gov.uk/docs/dcells/publications/090115icteng.pdf

ICT is also a component of the Skills Framework for 3- to 19-year-olds in Wales . The ICT section provides guidance about

continuity and progression in ICT and confirms that learners are expected to develop their ICT skills across the curriculum byfinding, developing, creating and presenting information and ideas and by using a wide range of equipment and software. They

are also expected to use ICT individually and collaboratively, depending on the nature and context of the task in hand.

http://www.learn-ict.org.uk/materials/documents/ict_orders/skills_framework.pdf

Learning outcomes / In the foundation phase (ages 37), childrens progression in ICT capability should be observed with an understanding of child

development and the stages children move through. Children should be given opportunities to develop their skills using a wide
http://wales.gov.uk/topics/educationandskills/publications/reports/ictstrategyworkinggroup/?lang=enhttp://wales.gov.uk/topics/educationandskills/publications/reports/ictstrategyworkinggroup/?lang=enhttp://wales.gov.uk/topics/educationandskills/publications/guidance/learningcountry/?lang=enhttp://wales.gov.uk/topics/educationandskills/publications/guidance/learningcountry/?lang=enhttp://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-wales/whatisfoundation/foundationphase/2274085/frameworkforchildrene.pdf?lang=enhttp://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-wales/whatisfoundation/foundationphase/2274085/frameworkforchildrene.pdf?lang=enhttp://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-wales/whatisfoundation/foundationphase/2274085/frameworkforchildrene.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/ictnc/icteng.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/ictnc/icteng.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/ictnc/icteng.pdf?lang=enhttp://wales.gov.uk/docs/dcells/publications/090115icteng.pdfhttp://wales.gov.uk/docs/dcells/publications/090115icteng.pdfhttp://www.learn-ict.org.uk/materials/documents/ict_orders/skills_framework.pdfhttp://www.learn-ict.org.uk/materials/documents/ict_orders/skills_framework.pdfhttp://www.learn-ict.org.uk/materials/documents/ict_orders/skills_framework.pdfhttp://wales.gov.uk/docs/dcells/publications/090115icteng.pdfhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/ictnc/icteng.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/ictnc/icteng.pdf?lang=enhttp://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-wales/whatisfoundation/foundationphase/2274085/frameworkforchildrene.pdf?lang=enhttp://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-wales/whatisfoundation/foundationphase/2274085/frameworkforchildrene.pdf?lang=enhttp://wales.gov.uk/topics/educationandskills/publications/guidance/learningcountry/?lang=enhttp://wales.gov.uk/topics/educationandskills/publications/reports/ictstrategyworkinggroup/?lang=en


19/24


objectives range of equipment and software.

At key stages 2 and 3 (ages 714), the programme of study includes the following areas:

find and analyse information

create and communicate information

health, safety and child protection.

At key stages 2 and 3, attainment targets are also specified for each of these areas:

http://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/ictnc/ict

eng.pdf?lang=en

Other specific ICT learning objectives for key stages 2 and 3 include:

knowledge of computer hardware and electronics

using a computer

mobile devices (secondary level)

office applications, multimedia

social media (secondary level)

searching for information

developing programming skills.

Schools are expected to provide opportunities for learners to develop and apply their ICT skills across the curriculum by finding,

developing, creating and presenting information and ideas and by using a wide range of equipment and software.

Skills across the Curriculum: Developing ICTis a guidance document describing how ICT can be integrated into different subjects

across the key stages.

http://wales.gov.uk/docs/dcells/publications/101007icten.pdf

Assessment At the end of key stages 2 (age 11) and 3 (age 14), all pupils are assessed by their teachers in ICT. The results are expressed interms of the National Curriculum level descriptions (a one- to eight-level scale). By the end of key stage 3 (ages 1114), the

performance of the great majority of pupils is expected to be within the range of levels three to eight of this scale. Level eight is

available for very able pupils and, to help teachers differentiate exceptional performance at key stage 3, a description above

level eight is provided.

At key stage 4 (ages 14 to 16), pupils are assessed through the General Certificate of Secondary Education (GCSE), a single
http://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/ictnc/icteng.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/ictnc/icteng.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/ictnc/icteng.pdf?lang=enhttp://wales.gov.uk/docs/dcells/publications/101007icten.pdfhttp://wales.gov.uk/docs/dcells/publications/101007icten.pdfhttp://wales.gov.uk/docs/dcells/publications/101007icten.pdfhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/ictnc/icteng.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/ictnc/icteng.pdf?lang=en


20/24


subject qualification. There are no regulations governing the number and range of subjects to be taken. As well as full GCSEs,

there are also short course GCSEs in ICT, worth half a full GCSE, and designed to meet the requirement of the National

Curriculum for ICT, while not taking up the curriculum time of a full GCSE. There are also non-GCSE ICT qualifications at the

same level available for schools to offer.

There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Programmes of study for

students in this phase reflect their choice of courses leading to nationally recognised qualifications. GCE A levels are the most

widely taken general qualification, with students typically selecting three subjects. An A level in Information andCommunication Technology (ICT) is available.

Information technology is included in the Essential Skills Wales suite of skills qualifications which has replaced the former

Key Skills qualifications and adult Basic Skills qualifications.

See the sub-section on nationally standardised tests and examinations in the mother tongue (reading) section above for

information about the Welsh Baccalaureate.

Main initiatives /


achievement

There are no special arrangements to tackle low achievement in ICT. Teachers are expected to differentiate their teaching to

meet the needs of all students. For pupils whose attainment falls significantly below the expected levels at a particular stage, a

much greater degree of differentiation will be necessary. Pupils with additional learning needs may receive extra support.

Main initiatives /measures to improve

motivation

Find It, Make It, Use It, Share It: Learning in Digital Wales, published in March 2012, makes a range of recommendations aimedat improving the teaching of ICT and hence the motivation to learn. These include making sure educators' ICT skills improve by

prioritising training and the sharing of good practice, and establishing a national digital collection of Welsh and English

documents, which includes contributions from learners and teachers and specially commissioned documents. It recommends

further that teachers and learners should be able to access learning materials at any time and from any device.

http://wales.gov.uk/docs/dcells/publications/120328digitalen.pdf
http://wales.gov.uk/docs/dcells/publications/120328digitalen.pdfhttp://wales.gov.uk/docs/dcells/publications/120328digitalen.pdfhttp://wales.gov.uk/docs/dcells/publications/120328digitalen.pdf


21/24


Key Competence Social and Civic Competences


plan

There is no national or central level strategy or action plan specifically for this subject area.

Status in the curriculum Personal and social education (PSE)

Personal and social education (PSE) forms part of the statutory basic curriculum that is compulsory for all pupils aged 7 to 16. It

is the responsibility of schools to plan and deliver a broad, balanced programme of PSE to meet the specific needs of learners.There is no statutory programme of study, but guidance is provided in the form of the Personal and Social Education Framework

for 7- to 19-year-olds in Wales.

http://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/personalandsocialeducation/

PSE_Framework_WEB_(E).pdf?lang=en

Citizenship education

Citizenship is covered in the foundation phase (ages 37) by integration into other subjects.

http://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-

wales/whatisfoundation/foundationphase/2274085/frameworkforchildrene.pdf?lang=en

At key stages 2, 3 and 4 (ages 716), citizenship education is integrated into the Personal and Social Education Framework for 7-

to 19-year-olds in Wales.

Sex and relationships education (SRE)

Primary schools are not required to provide sex education as part of the statutory basic curriculum. They may provide sex

education, but whether they do so or not is at the discretion of the school.

All secondary schools are required to include sex education for all registered pupils (ages 11-16) as part of the basic statutory

curriculum of the school. There are clear opportunities to teach SRE within the curriculum. It is mainly delivered through the

Personal and Social Education Framework for 7- to 19-year-olds in Wales .

Assessment There is no statutory requirement for end of key stage assessment in PSE. There is also no assessment in SRE.

Pupils may opt to take a short course GCSE in PSE. This course is accredited in Wales only. Further information is available:

http://www.wjec.co.uk/index.php?subject=151&level=7

Main initiatives /measures to tackle low

achievement

There are no specific initiatives to tackle low achievement in social and civic competences in Wales. Teachers are expected todifferentiate their teaching to meet the needs of all students. For pupils whose attainment falls significantly below the expected

levels at a particular stage, a much greater degree of differentiation will be necessary. Pupils with additional learning needs may

receive extra support.

Main initiatives /

measures to improve

motivation

Web-based guidance to support the teaching of PSE is available and provides access to extensive resources such as documents,

links, case studies and PSE contacts.http://wales.gov.uk/psesub/home/?lang=en
http://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/personalandsocialeducation/PSE_Framework_WEB_(E).pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/personalandsocialeducation/PSE_Framework_WEB_(E).pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/personalandsocialeducation/PSE_Framework_WEB_(E).pdf?lang=enhttp://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-wales/whatisfoundation/foundationphase/2274085/frameworkforchildrene.pdf?lang=enhttp://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-wales/whatisfoundation/foundationphase/2274085/frameworkforchildrene.pdf?lang=enhttp://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-wales/whatisfoundation/foundationphase/2274085/frameworkforchildrene.pdf?lang=enhttp://www.wjec.co.uk/index.php?subject=151&level=7http://www.wjec.co.uk/index.php?subject=151&level=7http://wales.gov.uk/psesub/home/?lang=enhttp://wales.gov.uk/psesub/home/?lang=enhttp://wales.gov.uk/psesub/home/?lang=enhttp://wales.gov.uk/psesub/home/?lang=enhttp://www.wjec.co.uk/index.php?subject=151&level=7http://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-wales/whatisfoundation/foundationphase/2274085/frameworkforchildrene.pdf?lang=enhttp://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-wales/whatisfoundation/foundationphase/2274085/frameworkforchildrene.pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/personalandsocialeducation/PSE_Framework_WEB_(E).pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/personalandsocialeducation/PSE_Framework_WEB_(E).pdf?lang=en


22/24


Key Competence Sense of Initiative and Entrepreneurship


plan

The Youth Entrepreneurship Strategy (YES) was first launched in 2004 to provide a structure and focus for entrepreneurship

education in Wales. The YES Action Plan is a joint strategy between the Department for Education and Skills (DfES) and Business,

Enterprise, Technology and Science (BET). The strategy focuses on raising young peoples awareness of entrepreneurship,

developing their entrepreneurial skills, sparking ideas and providing practical information and support for those seeking to start

up in business. This is an ongoing initiative.

The Youth Entrepreneurship Strategy (YES) 20102015 is available here:

http://ms.fs4b.wales.gov.uk/pdf/YES-%20An%20Action%20Plan%20for%20Wales%202010-15%20_Eng.pdf

Status in the curriculum Entrepreneurship education is not taught at foundation phase (ages 37).

At key stage 2 (ages 711), entrepreneurship education is explicitly recognised and pupils are taught to understand the

importance of looking after money and the benefits of regular saving in personal and social education (PSE). PSE forms part of

the statutory basic curriculum that is compulsory for all pupils aged 7 to 16. It is the responsibility of schools to plan and deliver

a broad, balanced programme of PSE to meet the specific needs of learners. There is no statutory programme of study, but

guidance is provided in the form of the Personal and Social Education Framework for 7- to 19-year-olds in Wales.

http://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/personalandsocialeducation/

PSE_Framework_WEB_(E).pdf?lang=en

In key stages 3 and 4 (ages 1116), entrepreneurship education is taught in a compulsory separate subject careers and the

world of work (CWW). It also forms part of the Learning Core of Learning Pathways 1419

http://wales.gov.uk/docs/dcells/publications/110921careersworldworkframeworken.pdf

Learning outcomes /

objectives

In the subject careers and the world of work (for 11- to 16-year-olds), one of the learning outcomes involves pupils exploring

the attributes of entrepreneurs and the role of enterprise in wealth creation, learning about the personal qualities that

employers see as important, exploring the role of enterprise/wealth creation and developing their own ability to act in

entrepreneurial ways.

http://wales.gov.uk/docs/dcells/publications/110921careersworldworkframeworken.pdf

There are no attainment targets attached to this subject area.

Assessment There are no national standardised tests or examinations in entrepreneurship at foundation phase or at key stage 2 or 3 (ages 3-14).

It is possible for students to choose to take a GCSE in business studies at key stage 4 (ages 1416).

http://www.wjec.co.uk/index.php?level=7&subject=34

An A level in Business Studies is also available after key stage 4 in post-compulsory education (16 to18/19).

http://www.wjec.co.uk/index.php?subject=34&level=21
http://ms.fs4b.wales.gov.uk/pdf/YES-%20An%20Action%20Plan%20for%20Wales%202010-15%20_Eng.pdfhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/personalandsocialeducation/PSE_Framework_WEB_(E).pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/personalandsocialeducation/PSE_Framework_WEB_(E).pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/personalandsocialeducation/PSE_Framework_WEB_(E).pdf?lang=enhttp://wales.gov.uk/docs/dcells/publications/110921careersworldworkframeworken.pdfhttp://wales.gov.uk/docs/dcells/publications/110921careersworldworkframeworken.pdfhttp://www.wjec.co.uk/index.php?level=7&subject=34http://www.wjec.co.uk/index.php?level=7&subject=34http://www.wjec.co.uk/index.php?subject=34&level=21http://www.wjec.co.uk/index.php?subject=34&level=21http://www.wjec.co.uk/index.php?subject=34&level=21http://www.wjec.co.uk/index.php?level=7&subject=34http://wales.gov.uk/docs/dcells/publications/110921careersworldworkframeworken.pdfhttp://wales.gov.uk/docs/dcells/publications/110921careersworldworkframeworken.pdfhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/personalandsocialeducation/PSE_Framework_WEB_(E).pdf?lang=enhttp://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/personalandsocialeducation/PSE_Framework_WEB_(E).pdf?lang=enhttp://ms.fs4b.wales.gov.uk/pdf/YES-%20An%20Action%20Plan%20for%20Wales%202010-15%20_Eng.pdf


23/24


Main initiatives /


achievement

There is no national or central level strategy or action plan specifically for this subject area.

Main initiatives /

measures to improve

motivation

Big Ideas Wales was launched by the Welsh Government during Global Entrepreneurship Week in November 2010 to act as the

primary communication tool for young people considering starting a business and for partners supporting them.

http://ms.fs4b.wales.gov.uk/sub_sites/yes.aspx
http://ms.fs4b.wales.gov.uk/sub_sites/yes.aspxhttp://ms.fs4b.wales.gov.uk/sub_sites/yes.aspx


24/24


Planned Reforms Affecting Key Competences

National reading and numeracy tests

Reading tests for Years 2 to 9 (ages 6 to 14) were introduced in May 2012 on a voluntary basis. National reading and numeracy tests will be introduced on a

statutory basis from May 2013.

All pupils in Years 2 to 9 (ages 614) will be required to sit both the reading and the numeracy test. Pupils in Years 2 and 3 (ages 68) who are learning

through the medium of Welsh will only be required to take the reading test in Welsh, although schools will be able to opt to test Year 3 learners in English aswell if they want to. From Year 4, Welsh language learners will sit both Welsh and English tests. There will not be a test for Welsh second language.

http://wales.gov.uk/topics/educationandskills/schoolshome/raisingstandards/nrnt/?lang=en
http://wales.gov.uk/topics/educationandskills/schoolshome/raisingstandards/nrnt/?lang=enhttp://wales.gov.uk/topics/educationandskills/schoolshome/raisingstandards/nrnt/?lang=enhttp://wales.gov.uk/topics/educationandskills/schoolshome/raisingstandards/nrnt/?lang=en

Key Competences UK Wales

Documents

Transcript of Key Competences UK Wales