Curriculum

As you may be aware, September 2022 is an exciting time for schools in Wales as we begin to prepare for the roll out of the New Curriculum. The Curriculum for Wales is a new curriculum that gives Schools the autonomy to create a personalised and bespoke curriculum that meets the needs of individuals, whilst also focusing on a set of agreed learning objectives that outline what really matter to Pupils in their educational experiences an journey from 3 to 16.

Our current Curriculum was put in place in 2008 by Welsh Government and, as you’d agree, a lot has changed in that time! The skills, knowledge and experiences that our Pupils need in 2022 and beyond are very different to those of the past, and so the new curriculum is something that is very much welcomed by Schools across Wales.  Within the Taff Bargoed Learning Partnership, we have been working hard since 2018 in preparing for this rollout. We have worked together with our various stakeholders to establish and create a new Curriculum for our Schools, in line with the statutory guidance produced by Welsh Government ‘Curriculum for Wales’, which we feel now reflects the views and opinions of everyone involved in the process.

This piece of work has taken a number of years to put in place; not only focussing on content and skills, but embedding and developing our approaches to teaching and learning, ensuring that our Schools are ready and prepared for the roll out of the new Curriculum in September 2022. Our work has involved a range of different groups through a range of different ways; seeking input from Parents via online questionnaires, meeting with Staff to discuss skills and progression, talking with Governors regarding the vision for our Curriculum and of course, most importantly, discussing the new curriculum with our learners. As a result of the work carried out by the school we are now in a position to begin introducing our new Curriculum in September 2022 across the Taff Bargoed Learning partnership.

Designing and creating a Curriculum is a lengthy process, as we consider what it is that our Pupils need to learn whilst they are with us, and how we build this up over their Primary journey and on into their secondary education. We have aimed to ensure that as many people as possible have been able to help shape this, including external professionals, and as a result we have developed a Curriculum that we feel will truly provide our Pupils with a rich experience of education.

Within the Taff Bargoed Learning partnership, we have a set of principles that underpins all of our work as a federation of Schools. As part of the Curriculum design process, in addition to the underlying core 4 principles for learning, we sought input from Parents/Carers, Pupils, Staff and Governors about what additional values and aspects were important to provide to our Pupils. These fell under 6 key aspects which are underpinned by the 4 Core purposes for learning.

• Global citizenship – Our stakeholders wanted our Curriculum, and experience of School as a whole, to help Pupils understand the importance of being part of a community and wider world, and to know how to fully embrace their place within the World.
• Independence - Our stakeholders wanted our Curriculum, and experience of School as a whole, to help Pupils to develop their independence in learning; learning to rely less on adults, and develop skills that will support them in their life.
• Authentic contexts - Our stakeholders wanted our Curriculum, and experience of School as a whole, to be delivered through authentic, stimulating contexts for learning that would engage Pupils with the learning.
• Individuality - Our stakeholders wanted our Curriculum, and experience of School as a whole, to recognise the individual needs of each child and support them at their level. All Pupils should be able to access learning and no one should be excluded because of race, religion or background.
• Everyday life - Our stakeholders wanted our Curriculum, and experience of School as a whole, to have a purpose in contributing to a child’s life and for Pupils to experience learning that was relatable to their lifelong learning and future careers.
• Potential - Our stakeholders wanted our Curriculum, and experience of School as a whole, to acknowledge that learning will look different for all of us and that our Curriculum allows for the potential of every child to be released.

In addition to this, focus has also been given to learners’ wellbeing and mental health and our Curriculum aims to ensure that there are regular opportunities for this to be addressed as part of our whole school approach. We also aim to ensure that Pupils are continually provided with an opportunity to understand their rights, as outlined by the UNCRC.

As a federation of Schools, we share a common whole school vision for teaching and learning.  This vision is:

To be an inclusive, child-centered school, at the heart of our community, that develops independent, resilient learners. We aim to be a school that celebrates individuality and encourages every child to reach their potential. Learners will receive an inspiring, rich and engaging education, provided through authentic experiences, which allows them to flourish. We aim to promote the importance of being a global citizen and encourage a love for learning, allowing all children to succeed in their everyday lives.

In addition to our whole school vision, we have worked as a School Community to establish individual visions for each area of the new curriculum. The new curriculum is split into 6 key areas (known as ‘Areas of learning and Experience’ or AoLE) which are:

• Health and Wellbeing - Within the Taff Bargoed Learning Partnership, our learners will be provided with learning experiences, through high quality teaching, that will enable them to become healthy, resilient and independent individuals, able to achieve their full potential. Learners will understand the physical and mental benefits of a healthy lifestyle, and engage in regular opportunities to promote their emotional and physical wellbeing. Learners will develop skills that allow them to be active members of society; taking an interest in their respective communities. Through various authentic experiences, learners will appreciate the importance of being a global citizen and will apply this to their everyday lives. 
• Expressive Arts - Within the Taff Bargoed Learning Partnership, our learners will be provided with learning experiences, through high quality teaching, that will enable them to nurture their individuality to achieve their potential, showcasing their personalities and talents. They will appreciate the diversity that expressive arts provide and become creative individuals, inspired by a wide range of authentic, artistic experiences. Learners will have opportunities to engage with a wide range of creative platforms, appreciating how the arts contribute to their role as global citizens; and become confident, independent learners; applying their creative skills to other aspects of their everyday lives.
• Humanities - Within the Taff Bargoed Learning Partnership, our learners will be provided with learning experiences, through high quality teaching, that will enable them to develop and extend their interest in Humanities, as active global citizens. Through authentic contexts, and from their own experiences,  learners will develop and apply their skills in order to achieve their potential; beginning with an appreciation of their own identity before exploring their relationship with the locality, Wales and the Wider World. Through developing their independence, learners will embrace and celebrate individuality in order to promote a sense of belonging; enabling them to appreciate the diversity of the world experienced in their everyday lives. 
• Mathematics and Numeracy - Within the Taff Bargoed Learning Partnership, our learners will be provided with learning experiences, through high quality teaching, that will enable them to achieve their potential with their mathematics and numeracy skills. Our learners will experience a sense of pride and achievement as they solve a problem, discover different solutions and strategies, and apply their skills independently through authentic contexts. Our learners will gain a deep understanding of the subject, explored through a range of concepts/contexts, which ensures they fully understand and engage with what they are learning, and develop as numerate individuals, able to apply their skills in their everyday lives.
• Language, Literacy and Communication - Within the Taff Bargoed Learning Partnership, our learners will be provided with learning experiences, through high quality teaching, that will enable them to achieve their potential within literacy their skills. Our learners will experience a sense of pride and achievement as they decode, blend and build words to read, discover different language strategies, and apply their skills independently through authentic contexts. Our learners will gain a deep understanding of the subject, explored through a range of concepts/contexts, which ensures they fully understand and engage with what they are learning, and develop as literate individuals, able to apply their skills in their everyday lives.
• Science and Technology - Within the Taff Bargoed Learning Partnership, our learners will be provided with learning experiences, through high quality teaching, that will enable them to recognise their importance as a global citizen and take responsibility for their environment and wider world; developing their understanding of organic and inorganic science. They will apply experience, skills and knowledge to develop ideas independently. Authentic contexts will fuel their curiosity and provide opportunities to question, observe, challenge and create solutions to problems. As individuals, our learners will foster a respect for emerging technologies; relating it to their everyday lives. Through the various areas explored, learners will combine their skills and understanding to achieve their potential.

From our Curriculum Design Work, we have established a Curriculum that meets the required elements of the Curriculum for Wales, whilst providing a rich and interesting knowledge base. We feel that our New Curriculum;

• Enables learners to develop in the way described in the four purposes above
• Provides for appropriate progression across the school, according to the principles of progression set out in the ‘Progression Code’
• Is suitable for learners of differing ages, abilities and aptitudes
• Is broad and balanced
• Encompasses the concepts set out in the statements of what matters in the ‘Statement of What Matters Code’
• Provides for learning and teaching that encompasses each of the Areas of Learning and Experience
• Includes Welsh language development opportunities, RSE and RVE
• Promotes Cross-Curricular skills

As part of our implementation of the New Curriculum, careful consideration has been given as to how we will effectively implement the new Curriculum within our schools. When planning for implementing our Curriculum we aim to ensure that the Curriculum is implemented in a way that;

• Enables all learners to develop in ways described in the four purposes
• Secures learning that offers appropriate progression for each learner
• Is suitable for each learners age, ability and aptitude
• Take account of each learner’s additional learning needs (if any)
• Secures broad and balanced learning and teaching for each learner
• Encompasses elements of English and Welsh, the cross-curricular skills and RSE and RVE

As a federation we understand that all Pupils bring with them their own skills, knowledge and experiences when they start school. We know that children do not all start at the same starting point and that our job as a school is to identify where Pupils are on their learning journey and to plan the teaching and learning necessary to move them on. Within the school we use a range of strategies and approaches to assessment which inform our teaching and learning process within the class setting. As a school we will make use of a wide range of assessment approaches and more information about how we will assess your child’s progress at school can be found in our Teaching and learning policy. As a summary our schools will utilise:

• Personalised Assessments (as part of the National Approach)
• Baseline assessments
• Standardised Assessments (for diagnostic purposes)
• Staff Professional Judgements
• Skills tracking software
• Marking and Feedback

We understand that the process of designing and implementing a Curriculum is one that is done so with an element of flexibility; understanding that as the world around us changes, so to do the skills and knowledge that we deliver to Pupils. It is our aim as a Federation to continually revisit and revise our Curriculum to ensure that it remains fit for purpose and meets the needs of our learners.

Our Curriculum will be reviewed termly by SMT to ensure that there is appropriate coverage of skills within the school, which will be part of our usual monitoring processes. Our Governing Body will also carry out an annual review (during the Summer Term) of our Curriculum to ensure it continues to meet the needs of the schools and that appropriate resourcing is in place to deliver the curriculum.

The process of reviewing the Curriculum will be based on feedback received from Staff, Pupils and Parents and ongoing revision will be a key part as we refine and embed a Curriculum for all. We will also continue to work closely with other schools, settings, LA and institutions in ensuring that our Curriculum continues to be an effective tool for supporting the teaching and learning process within our schools.

If you would like any further information about our Curriculum and approaches to teaching and learning please feel free to visit our website where further details about our Curriculum can be found. Alternatively, you are welcome to get in touch with us at the school where we will be happy to discuss our Curriculum further with you.

Languages, Literacy & Communication

Mathematics & Numeracy

Science & Technology

Humanities

Expressive Arts

Health & Wellbeing