13 July 2011

Schools need to develop a skills-based curriculum to help improve

pupils literacy and numeracy skills

In a report published today, An evaluation of the impact of the non-statutory Skills

framework for 3 to 19 year olds in Wales at key stage 2, Estyn found that too few
schools plan a skills-based curriculum that consists of progressively more complex
activities designed to develop pupils thinking, communication, ICT and number skills.
This is because generally there is not a clear understanding of how to use the nonstatutory Skills framework as the basis for planning a curriculum.

Ann Keane, Chief Inspector said, Schools need to recognise that skills such as literacy
and numeracy should form the core elements of any school curriculum. Lesson plans
should offer pupils challenging opportunities to develop and apply their language and
number skills.

These skills are fundamental to improving pupils attainment levels and it is vital that
schools review their planning to ensure that they have aligned the planning in all subject
areas with the principles of a skills-based curriculum.

The PISA challenge highlights the need for all schools to review their curriculum in order
to base it on generic and transferable literacy and numeracy skills.

The inspectorate found that one of the weakest aspects in the schools visited was the
teachers lack of awareness of pupils prior achievements in skills which meant that they
werent able to plan activities that would extend their learning. This was partly because
systems to assess, track and monitor pupils development were not robust enough.

In a few schools visited the inspectorate found an effective skills-based curriculum. In

these schools senior leaders had a clear strategic vision and a clear understanding of
how to apply the Skills framework effectively. For instance, Glais Primary School,
Swansea had a shared understanding of the principles which underpin the Skills
framework. They had developed a whole-school approach to the teaching of thinking
and skills and adopted a consistent approach across the school to the planning and
teaching of subjects and transferable skills. As a result, pupils were more confident,
more engaged in their learning, understood their strengths and weaknesses and
learned well from each other.

The inspectorate has included a number of case studies in the appendices of the report.

Estyn calls on schools to place the development of pupils skills, particularly literacy and
numeracy, at the heart of the curriculum, provide more effective opportunities for pupils
to develop and apply these skills across all subjects and adopt a whole-school
approach to assessing and tracking progress in pupils skills.

Local authorities are encouraged to improve the support they provide to schools and the
Welsh Government to revise the Skills framework to make it clearer and more
accessible for schools.

-ENDFor further information please contact:

Gina Carrington
Stakeholder Engagement team
Estyn
communications@estyn.gov.uk
02920 446317

Notes to editors

Estyn is the office of Her Majesty's Inspectorate for Education and Training in Wales. We
are independent of, but funded by, the National Assembly for Wales (under Section 104 of
the Government of Wales Act 1998). The purpose of Estyn is to inspect quality and
standards in education and training in Wales, advise Ministers and senior policy makers and
disseminate best practice on education and training.

For further information please visit our website www.estyn.gov.uk