Developing Key Competences at School in Europe: Challenges and Opportunities for Policy National overview 2011/12

United Kingdom Wales

Key Competences in the curriculum Wales

The 2006 European 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.

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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 Englishspeaking 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/earlywales/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.
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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 the curriculum 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 the foundation 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 stages 2 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
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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 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 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 school year 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 Qualification The 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
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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, science and 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 key role 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
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Key Competences in the curriculum in the United Kingdom Wales, 2011/12

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-3to-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-skillsframework-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-september2011/?navmap=30,163

Main initiatives/measure s to improve motivation

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.

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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 Council http://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 children aged 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

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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 Learning outcomes / objectives 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. 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).
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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 Number highlights 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
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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. STEM programme The Science, Technology, Engineering and Mathematics (STEM) Programme aims 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.

Main initiatives / measures to improve motivation

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
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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

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Key Competence Science

National strategy / action 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 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/foundtatio n2008-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. organisms and health chemical and material behaviour environment, Earth and universe energy, electricity and radiation.
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Status in the curriculum

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

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

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. 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

Main initiatives/measures to tackle low achievement

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-learnersmay-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.
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Key Competences in the curriculum in the United Kingdom Wales, 2011/12

Key Competence Foreign Languages

National strategy / action 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. 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. http://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum /modernforeignlanguagesnc/?lang=en 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. 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.
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Status in the curriculum

Learning outcomes / objectives

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

Assessment

http://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum /modernforeignlanguagesnc/?lang=en 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 are offered by awarding organisations; more detailed information is provided in their GCE A level specifications. 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. 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. 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 Languages in 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.
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Main initiatives / measures to tackle low achievement Main initiatives / measures to improve motivation

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

Key Competence Digital Competence

National strategy / action 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/earlywales/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 by finding, 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
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Key Competences in the curriculum in the United Kingdom Wales, 2011/12

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 ICT is 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 in terms 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
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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 and Communication 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 / measures to tackle low achievement Main initiatives / measures to improve motivation 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. Find It, Make It, Use It, Share It: Learning in Digital Wales, published in March 2012, makes a range of recommendations aimed at 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

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Key Competence Social and Civic Competences

National strategy / action plan Status in the curriculum There is no national or central level strategy or action plan specifically for this subject area. 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/earlywales/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 7to 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. 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 There are no specific initiatives to tackle low achievement in social and civic competences in Wales. 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. 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
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Assessment

Main initiatives / measures to tackle low achievement Main initiatives / measures to improve motivation

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

Key Competence Sense of Initiative and Entrepreneurship

National strategy / action 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 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
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Status in the curriculum

Main initiatives / measures to tackle low achievement Main initiatives / measures to improve motivation

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

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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 as well 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

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