Curriculum for Wales

Maesgwyn school statement regarding the Curriculum for Wales

Over the last few years, teachers and education experts have been working together to develop the curriculum for Wales. At Maesgwyn the staff have designed an exciting curriculum that focuses on termly themes such as ‘All around the World’, ‘Cymru am byth’ and the ‘digital age’ while collaborating on exciting cross curricular projects that has ensured a high quality, pupil focussed curriculum fit for the 21^st century.

The school website and our virtual learning environments have continually kept parents, carers and the local community fully informed during the development of this exciting curriculum while our learners have played a full part in our curriculum for Wales journey. The learners have been very proactive contributing to curriculum design via termly immersion sessions, four core purposes days and curriculum surveys.

The staff and governing body have worked diligently in designing a fit for purpose curriculum that places the four core purposes central to our vision for learning at Maesgwyn. The curriculum provides for a breadth of learning and teaching experiences that encompass the six areas of learning experience and the ‘statements of what matters code’ that include: the cross-curricular skills of literacy, numeracy and digital competence; relationships and sexuality education; religion, values and ethics; and the rights of the child.

Assessment of learners at Maesgwyn plays a fundamental role in enabling each learner to make progress at an appropriate pace, ensuring that they are supported and challenged accordingly. Assessment of pupils will be supported by a combination of ‘descriptors of learning’ and ‘teacher designed assessment criteria’ enabling staff to develop a holistic picture of the learner’s strengths; the ways in which they learn; and their areas for development in order to inform next steps in learning and teaching.

As we deepen our understanding of the curriculum for Wales, we will continue to revise and make improvements to the learner experience. We believe that genuine co-construction is key to stimulating curriculum development and will continue to engage all staff, learners, governors, parents/carers and the local community via surveys, engagement and immersion sessions to inform evaluation and sustained refinement of our approach.