What do we need to consider?
As the final part of the curriculum design process it is essential to consider the best context for the delivery of the identified learning. As part of this process, schools and settings will need to consider the other mandatory elements within the Curriculum for Wales guidance.
Schools and practitioners should have a methodology for designing a curriculum which incorporates, where appropriate, opportunities for learning and consideration of cross-cutting elements. These should allow learners to:
•consider local, national and international contexts
•develop understanding of relationships and sexuality education, human rights education and diversity, and careers and work-related experiences
CfW
Learning about CWRE is fundamental to developing skills for work and life. This helps learners to understand the relationship between their learning and the world of work.
CfW
Cross- cutting themes
Theses mandatory elements of Curriculum for Wales need to be considered:
Relationship and Sexuality Education (RSE) – the mandatory RSE Code sets out the themes and matters that must be encompassed in RSE.
Human Rights - schools and other settings must promote knowledge and understanding of he United Nations Convention on the Rights of the Child (UNCRC) and the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)
Careers and work-related experiences (CWRE) - to enable learners to gain experiences related to work and careers, developing knowledge of the breadth of opportunities available to them throughout their lives
Schools and settings should also have due regard to these elements as contexts for learning when designing their curriculum:
Diversity - recognising and celebrating the diverse nature of social groups and communities and ensuring that the curriculum reflects that diversity and is responsive to the experiences of those groups and communities.
Local, national and international contexts – they provide key perspectives for learners and help learners make sense of the skills and knowledge they are developing by making connections with surroundings, experiences and events they may be more familiar with before exploring less familiar contexts
Well-being of Future Generations (Wales) Act (2015) – schools and settings are encouraged to consider how they can embed the ways of working and contribute towards the well-being goals in the way they go about designing, adopting and implementing their curriculum and engaging learners.
Mandatory elements needed when considering contexts for learning
