• What do the four purposes mean for our learners in our context? How should these drive our school priorities and practice? 

• How do the statements of what matters inform curriculum design? How do they relate to what our learners need?

• How has COVID-19 changed the needs of our learners? How has our curriculum and practice changed? What is working well? Why?

• What is the purpose of our learning and teaching currently? What aspects of our current approach could be built on? Where is the purpose unclear?

• How do we ensure a common understanding of a purpose led curriculum?

How will our  curriculum:

• enable your learners to realise the four purposes and equip them for ongoing learning, work and life?

• build high expectations and enable all learners to achieve their full potential?

• offer a broad and balanced education, which enables your learners to make links between the different areas of learning and experience (Areas) and apply their learning to new situations and to more complex issues?

• support progression along a continuum of learning and how are you working with others to ensure there is alignment between different points of transition within the 3 to 16 continuum?

• support your learners’ health and well-being, including their mental health and well-being?

• support your learners’ development of knowledge that is the foundation of being an informed citizen?

• recognise your learners’ identity, language(s), ability and background and the different support they may need given their particular circumstances?

• reflect the diversity of perspectives, values and identities which shape your locality and Wales and develop understanding of the wider world?

• build in co-construction with learners, their families and the wider community?

• enable your learners to make sense of growing up in contemporary Wales and of issues which will be important in the future, including well-being, sustainable development and citizenship?

• support your learners to critically engage with a range of information and to assess its value and validity?

• enable your learners to develop an understanding of their rights and the rights of others?

• What is needed to realise our vision for curriculum?

• What do our learners need to learn? Why? 

• What knowledge, skills and experiences should our learners engage with to progress in the statements of what matters towards the four purposes? Why are these important? How does this contribute to the four purposes and build towards the statements of what matters?

• How do we expect learners to progress? How can we ensure this is based on understanding of progression and child development? What should this progression look like over their learning journey?

• How do we expect learners to progress? How can we ensure this is based on understanding of progression and child development? What should this progression look like over their learning journey?

• What areas, statements and disciplines do these knowledge, skills and experiences contribute towards? What natural connections can be made that broaden and deepen learners’ understanding?

• How can disciplinary, interdisciplinary and multidisciplinary approaches support learners to develop different knowledge, skills and experiences? What approaches might be appropriate at different stages in a learner’s journey?

• How will we set high enough expectations for learners across the continuum of learning? 

• How will we ensure our curriculum is inclusive of all learners?

• How can we continue to raise expectations for learners?

• How will we ensure our curriculum responds to learners’ changing needs and our experience and growing understanding of curriculum design?

• How will we continue to develop our curriculum and as a school as a learning organisation?

• How can we continue to raise expectations for learners?

• How will we ensure our curriculum responds to learners’ changing needs and our experience and growing understanding of curriculum design?

• How will we continue to develop our curriculum and as a school as a learning organisation?