NATIONAL CURRICULUM FOR WALES / CWRICWLWM CENEDLAETHOL A GYMRU

Four Purposes

The national Curriculum for Wales outlines its Four Purposes of Education, enabling learners to become: ambitious and capable learners; enterprising and creative contributors; ethical and informed citizens and healthy and confident individuals.

These Purposes inform the design of our own, bespoke curriculum, marrying them with the individual ambitions, interests and potential of every student at Bryntirion. We believe that our responsibility under the Four Purposes is to ensure that students acquire powerful knowledge, understanding and skills to become confident members of society. The curriculum supports our young people to become kind, hardworking individuals, who embody our school values.

Curriculum

At Bryntirion, pupils are taught in subjects. This is because subjects matter. They have an important body of knowledge and specific skills and belong to a rich tradition that is unique to them. For students to think critically and to form their own opinions, it is necessary to have something to think about. We therefore value a knowledge-rich approach, delivered by expert teaching staff. Our curriculum is broad and balanced, providing a wealth of learning across disciplinary subjects, and embraces all the mandatory elements: study of English and Welsh; the three Cross-Curricular Skills (numeracy, literacy, digital competency); Relationships & Sexuality Education; Religion, Values & Ethics; Careers and Work-Related Experiences and this is underpinned by a clear emphasis on the central importance of developing pupils’ integral skills.

Progression and Assessment

Our curriculum is structured to ensure that all pupils make progress in their  learning as they move through the school, informed by the national Principles of Progression. To support pupils’ progress and monitor the effectiveness of our  curriculum, we adopt a number of assessment practices. Ongoing ‘formative’ assessment activities are those that arise as part of the learning experience in lessons. Teachers assess pupils’ understanding and recall during lessons and adapt their teaching or future teaching plans to ensure progress for all. In addition, to identify progress over time and to enable us to evaluate our practice and curriculum, we conduct more infrequent, substantial ‘summative’ style assessments through rich tasks.

Implementation & Review

Our curriculum is not fixed: it is subject to constant review and reiteration. Robust self-evaluation of our curriculum and requires participation from not only our teaching staff, but also from parents/carers, governors and pupils. The curriculum will grow, as we endeavour to meet the needs of our pupils and the challenges that lie ahead of them.