6. Authentic contexts for learning

Good teaching and learning creates authentic contexts for learning

The curriculum purposes and Progression Steps will reinforce the need to make learning meaningful and authentic. Mick Waters describes good teaching as bringing ‘the world into range’. It is important that children and young people see the relevance in their learning to the world beyond the school gates and that opportunities are taken to forge links to that world. Many schools already recognise the need to go beyond their own expertise and have forged strong links with outside bodies and individuals. The Welsh Government has encouraged outside agencies to work with schools. Visits and visitors can help to bring abstract learning to life. Similarly, the internet opens up immense possibilities to access resources, explore sources and engage with real-life issues.

Performance in its widest sense is also part of creating authenticity. Leadership skills can be fostered in classroom roles as well as through more formal participation in clubs and societies. The application of learning can and should be demonstrated in talks, debates, plays, choirs and so on – whatever form can best bring out the application of what has been learned in ways that are appropriate and not contrived.

In 2018, the Haverfordwest cluster and its 13 primary schools developed a transition project focused on the SDGs that included a Sustainability Summit at the Pavilion, featuring all of their project work and a Junk to Funk fashion show.  All schools developed shared learning experiences, such as visits to Dr Beynon's Bug Farm and literary and creative arts inspired by The Lost Words.  Each school engaged in social action related to their chosen goal, for example Fenton School's video was shared internationally by Water Aid.  Guest speaker, Professor Mick Waters, was impressed to see Curriculum for Wales come to life and the quality of the collaboration, confident presentations and inclusive, joyful learning.