# Curriculum for Wales: published curriculum summary and design rationale

> iFairy working template — not official guidance. Built by reading the official documents listed under "Based on"; each requirement cites the document and section it comes from. Check the current official wording before you adopt it, and adapt it to your setting and your local authority or trust procedures.

- **Status:** Required by law or statutory guidance — The catalogue copy of the Curriculum for Wales guidance (January 2020) describes the duty to publish a summary of the adopted curriculum, keep it under review, set out the approach to English and Welsh up to age 7, and support the curriculum with assessment arrangements, as proposed legislative requirements in a Curriculum and Assessment Bill. That Bill has since become law, but the enacted wording is not in the catalogue copy: check the current statutory guidance on Hwb for exactly what the summary must contain.
- **Applies to:** Wales; Nursery (maintained), Primary, Secondary (to age 16), Special
- **Review:** Keep the curriculum under review continuously; revise the published summary whenever the curriculum changes, and check it at least annually alongside the school development plan.
- **Template last reviewed by iFairy:** 2026-10-04

## 1. About this summary

_Explain what the document is, who it is for and when it was last revised. The school must publish a summary and revise it when the curriculum changes._

**Must include:**

- Schools publish a summary of their adopted curriculum and keep their curriculum under review. _(Curriculum for Wales guidance (2020, full), Curriculum for Wales: summary of proposed legislation — Additional requirements (p. 14))_
- The summary is revised if the school makes changes to its curriculum. _(Curriculum for Wales guidance (2020, full), Designing your curriculum — Reviewing a curriculum (p. 50))_

**Questions to answer:**

- Who is this summary mainly for — parents and carers, learners, the wider community? Write for them, not for inspectors.
- Will you publish it in Welsh and English? Where on the website, and in what other formats?

This is a summary of the curriculum adopted by [School name] for learners aged [3/4/11] to [11/16]. It explains what we want our learners to achieve, how our curriculum is organised, how we check and support progress, and how we keep the curriculum under review. It was approved by the governing body on [date] and last revised on [date]. The full curriculum is available from [contact / link].

## 2. Our vision and the four purposes

_Set out the school's own vision for its curriculum and how it is built on the four purposes. The guidance makes the four purposes the starting point for all curriculum decisions._

**Must include:**

- The curriculum enables learners to develop as: ambitious, capable learners, ready to learn throughout their lives; enterprising, creative contributors, ready to play a full part in life and work; ethical, informed citizens of Wales and the world; healthy, confident individuals, ready to lead fulfilling lives as valued members of society. _(Curriculum for Wales guidance (2020, full), Summary of proposed legislation — The four purposes (p. 11))_
- The four purposes should be the starting point and aspiration for the school's curriculum design. _(Curriculum for Wales guidance (2020, full), Designing your curriculum — Curriculum design and the four purposes (p. 23))_
- The vision should answer: what should we teach and why; how should we teach it; and how will this support learners to realise the four purposes. It should be informed by the school's values, ethos and location, with learner voice central. _(Curriculum for Wales guidance (2020, full), Designing your curriculum — Developing a vision for curriculum design (p. 23))_

**Questions to answer:**

- What is distinctive about your learners and community that shapes the curriculum (language, locality, socio-economic context, ALN)?
- How did learners, parents, carers and the community contribute to the vision?
- What does each of the four purposes look like in practice in your school?

At [School name] our curriculum is everything a learner experiences in pursuit of the four purposes — not only what we teach, but how and why.

Our vision: [two or three sentences in the school's own words].

What this means for our learners:
- Ambitious, capable learners: [e.g. how we build knowledge and a love of challenge]
- Enterprising, creative contributors: [e.g. projects, enterprise, the arts]
- Ethical, informed citizens of Wales and the world: [e.g. local history, human rights, sustainability]
- Healthy, confident individuals: [e.g. well-being, physical activity, relationships]

We developed this vision with [learners / staff / parents and carers / governors / community partners] through [method] in [year].

## 3. The six Areas of Learning and Experience

_Show that the curriculum contains all six Areas and covers every statement of what matters, and explain how the school organises them._

**Must include:**

- The curriculum contains the six Areas: Expressive Arts; Health and Well-being; Humanities; Languages, Literacy and Communication; Mathematics and Numeracy; Science and Technology. _(Curriculum for Wales guidance (2020, full), Summary of proposed legislation — The areas of learning and experience (p. 12))_
- The curriculum must cover all the statements of what matters from age 3 to 16; there are 27 statements in the framework. _(Curriculum for Wales guidance (2020, full), Designing your curriculum — Statements of what matters (p. 34–35); Introduction — An integrated approach (p. 6))_
- The framework does not require a timetable structured along the lines of the Areas, or staffing organised that way. _(Curriculum for Wales guidance (2020, full), Introduction — An integrated approach to learning and teaching (p. 6))_

**Questions to answer:**

- Do you teach through the Areas, through subjects within Areas, through themes or a mix — and does this differ by age?
- How do you check that every statement of what matters is covered across the 3 to 16 (or 3 to 11, 11 to 16) span, including with your cluster?

Our curriculum is organised around the six Areas of Learning and Experience. [Describe the organisation, e.g. 'In the early years and primary phase, learning is planned through cross-Area themes each term. From Year 7, learning is planned within Areas, with subject specialists working together in Area teams.']

| Area | How it is organised in our school | Examples of learning |
|---|---|---|
| Expressive Arts | [ ] | [ ] |
| Health and Well-being | [ ] | [ ] |
| Humanities (including religion, values and ethics) | [ ] | [ ] |
| Languages, Literacy and Communication | [ ] | [ ] |
| Mathematics and Numeracy | [ ] | [ ] |
| Science and Technology | [ ] | [ ] |

## 4. Mandatory elements and the approach to English and Welsh

_Show how the mandatory curriculum elements are included, and set out the approach to English and Welsh up to age 7, which the published summary must explain._

**Must include:**

- The curriculum includes the mandatory elements: religion, values and ethics; relationships and sexuality education; Welsh; English. _(Curriculum for Wales guidance (2020, full), Summary of proposed legislation — Mandatory curriculum elements (p. 12))_
- For learners up to age 7, the headteacher may decide that English does not form part of the curriculum, to enable learners to gain fluency in Welsh; every school sets out its approach to teaching English and Welsh up to age 7 in its published summary. _(Curriculum for Wales guidance (2020, full), Summary of proposed legislation — Proposed key legislative requirements for schools (p. 13–14))_

**Questions to answer:**

- Are you a Welsh-medium, English-medium, bilingual or dual-stream school, and how does that shape English and Welsh before age 7?
- How are RSE and religion, values and ethics delivered, and how are parents told about them? (Check current RSE and RVE statutory guidance — not covered by this template's sources.)

Religion, values and ethics is taught [within Humanities / as …]. Relationships and sexuality education is taught [within Health and Well-being and across Areas], in a developmentally appropriate way. Welsh and English are taught [describe].

English and Welsh up to age 7: [Choose and adapt one]
- [Welsh-medium] To help learners become fluent in Welsh, the headteacher has decided that English will [not form part of the curriculum before Year 3 / be introduced from …]. Learners are immersed in Welsh from nursery. English is introduced [when / how].
- [English-medium] English and Welsh are both taught from nursery. Welsh is developed through [daily routines, songs, …].

## 5. Cross-curricular skills and integral skills

_Explain how literacy, numeracy and digital competence, and the four integral skills, are developed across all Areas rather than left to specialist teachers._

**Must include:**

- Literacy, numeracy and digital competence are mandatory cross-curricular skills and must be embedded in the curriculum. _(Curriculum for Wales guidance (2020, full), Summary of proposed legislation — Mandatory cross-curricular skills (p. 13))_
- Developing these skills is the responsibility of all practitioners across all Areas, not just specialists in mathematics, language and computing; the Literacy and Numeracy Framework and Digital Competence Framework support this. _(Curriculum for Wales guidance (2020, full), Designing your curriculum — Cross-curricular skills (p. 27))_
- The four purposes are underpinned by integral skills: creativity and innovation; critical thinking and problem-solving; personal effectiveness; planning and organising. _(Curriculum for Wales guidance (2020, full), Designing your curriculum — Skills integral to the four purposes (p. 25–26))_

**Questions to answer:**

- How do you plan and track the cross-curricular skills across Areas — through the LNF and DCF, or your own progression maps?
- Where are the integral skills deliberately taught and practised?

Every teacher is responsible for developing literacy, numeracy and digital competence. We use [the Literacy and Numeracy Framework and the Digital Competence Framework / our own skills map] to plan opportunities in every Area, and [describe how progress is tracked].

We also plan for the integral skills — creativity and innovation, critical thinking and problem-solving, personal effectiveness, and planning and organising — through [e.g. enquiry-based projects, enterprise activities, learner leadership roles].

## 6. Cross-cutting themes and learning at 14 to 16

_Cover the cross-cutting elements the guidance expects, and — for secondary schools — how choice at 14 to 16 still gives every learner learning in each Area._

**Must include:**

- Curriculum design should incorporate local, national and international contexts; careers and work-related experiences; and human rights education and diversity. _(Curriculum for Wales guidance (2020, full), Designing your curriculum — Your curriculum design: principles of curriculum design (p. 34))_
- For learners aged 14 to 16, the curriculum provides choice in other learning while making sure all learners still undertake some learning in each Area. _(Curriculum for Wales guidance (2020, full), Summary of proposed legislation — Proposed key legislative requirements for schools (p. 13–14))_

**Questions to answer:**

- How does your curriculum reflect your locality and Wales (cynefin), and diverse perspectives?
- For 14 to 16: what are the pathways or option blocks, and how do you guarantee learning in every Area for every learner? Have Welsh Ministers' regulations or the current 14–16 qualifications offer changed what you must provide? (Check Hwb and Qualifications Wales.)

Our curriculum helps learners understand their local area, Wales and the wider world through [examples]. Careers and work-related experiences are built in from [age] through [examples]. Learning about human rights and diversity is part of [Areas / themes].

[Secondary schools] In Years 10 and 11, learners choose [number] options from [list/pathways] alongside [what all learners study]. Every learner continues to have learning in each of the six Areas through [describe, e.g. core programme, enrichment, Area-based modules].

## 7. Progression

_Explain to parents how learners progress through the curriculum, avoiding language of levels or fixed age-related targets._

**Must include:**

- The curriculum reflects the principles of progression set out in the progression code. _(Curriculum for Wales guidance (2020, full), Summary of proposed legislation — Progression code; Proposed key legislative requirements for schools (p. 13))_
- Descriptions of learning are arranged in five progression steps that broadly correspond to expectations at ages 5, 8, 11, 14 and 16; the pace of progress may differ between learners. _(Curriculum for Wales guidance (2020, full), Introduction — Progression and assessment at the heart of curriculum design (p. 8))_
- Progression steps and descriptions of learning are not designed as stand-alone tasks, activities or assessment criteria. _(Curriculum for Wales guidance (2020, full), Introduction — Progression and assessment at the heart of curriculum design (p. 8))_

**Questions to answer:**

- How have you worked with your cluster to develop a shared understanding of progression?
- How does the curriculum stretch more able learners and support learners with ALN at their own pace?

Learners progress along a continuum of learning from age 3 to 16. Progress means learning more deeply and applying it with increasing sophistication, not just covering more content. National reference points — progression steps — broadly relate to ages 5, 8, 11, 14 and 16, but each learner moves at their own pace. We work with [cluster schools] to make sure staff share an understanding of what progress looks like, and to support learners when they move [from nursery to primary / primary to secondary].

## 8. Assessment arrangements

_Summarise how assessment supports each learner's progress. The curriculum must be supported by assessment arrangements._

**Must include:**

- The curriculum is supported by assessment arrangements which assess the progress made by learners, and the next steps in their progression and the learning and teaching needed to make that progress. _(Curriculum for Wales guidance (2020, full), Summary of proposed legislation — Additional requirements (p. 15))_
- Assessment has three main roles: supporting individual learners day to day; identifying, capturing and reflecting on individual progress over time; and understanding group progress to reflect on practice. _(Curriculum for Wales guidance (2020, full), Designing your curriculum — assessment (p. 31–32))_
- Information from individual learner assessment is for use within schools and should not be collected or published by any external body; it should not be conflated with external accountability. _(Curriculum for Wales guidance (2020, full), Supporting learner progression: Assessment guidance — Introduction (p. 221))_
- Schools should develop processes for effective two-way communication with parents and carers; what individual learner information is shared, how and when, is a decision for schools, but it should be timely, open and fair. _(Curriculum for Wales guidance (2020, full), Supporting learner progression: Assessment guidance — Communicating and engaging with parents/carers)_

**Questions to answer:**

- What assessment approaches do you use (observation, feedback, self- and peer-assessment, personalised assessments in reading and numeracy)?
- When and how do parents and carers hear about their child's progress, and how are learners involved in that conversation?

Assessment at [School name] is part of everyday learning. Its purpose is to help each learner make progress. We use [approaches] to understand what each learner knows and can do, and to plan their next steps. We review progress over time [describe, e.g. through learning portfolios or progress reviews each term] and use what we learn about groups of learners to improve our teaching and curriculum.

We share information about progress with parents and carers through [e.g. termly conversations, written reports, the learning platform]. Learners take part by [e.g. sharing examples of their learning and setting their own next steps].

## 9. How we review the curriculum and involve others

_Explain how the curriculum is kept under review, how learners, parents, carers and the community contribute, and how the governing body oversees it._

**Must include:**

- The headteacher implements the adopted curriculum so it enables progress towards the four purposes, suits learners of different ages, abilities and aptitudes, and offers appropriate progression; the governing body exercises its functions to ensure this. _(Curriculum for Wales guidance (2020, full), Summary of proposed legislation — Additional requirements (p. 14))_
- Schools should involve learners, parents, carers, partner agencies and the local community in developing the curriculum. _(Curriculum for Wales guidance (2020, full), Designing your curriculum — Working with parents, carers and stakeholders (p. 49))_
- Schools in a cluster must jointly plan to support learner progression across transitions. _(Curriculum for Wales guidance (2020, full), Supporting learner progression: Assessment guidance — Transition along the 3 to 16 continuum (p. 236))_

We keep our curriculum under review through [e.g. professional enquiry, learner voice, monitoring of progress, cluster work]. Learners contribute through [school council / Area learner panels]; parents and carers through [surveys, workshops]; and the governing body monitors the curriculum through [committee / link governors] and receives an annual report.

We plan transition with [cluster schools / settings] so that learners continue to progress when they move between stages.

To comment on our curriculum, contact [name, role, email]. This summary will be updated when we make changes to our curriculum.

## Checklist

- [ ] Summary covers all six Areas and states how every statement of what matters is covered.
- [ ] Approach to English and Welsh up to age 7 is stated (all schools with learners under 7).
- [ ] Mandatory elements (RVE, RSE, Welsh, English) and cross-curricular skills are each mentioned with how they are delivered.
- [ ] Assessment arrangements are summarised.
- [ ] Secondary: 14 to 16 choice explained, with learning in every Area for every learner.
- [ ] Written in plain language for parents and carers; available in Welsh and English; date of last revision shown.
- [ ] Checked against the current statutory Curriculum for Wales guidance and summary of legislation on Hwb before publishing.
- [ ] Revision date set; summary updated whenever the curriculum changes.

## Watch out

- The catalogue copies are pre-legislation. The January 2020 guidance describes the requirements as proposals for a Curriculum and Assessment Bill and says it will be revised once the Bill is passed. Use the current statutory guidance on Hwb (hwb.gov.wales/curriculum-for-wales) for the exact legal wording before publishing.
- 'A Guide to Curriculum for Wales 2022' in the catalogue is the April 2019 draft for feedback. It is superseded; do not quote it as current guidance.
- The catalogue item 'Curriculum for Wales - revised Areas of Learning and programmes of study' is a 2015 information document about the previous national curriculum, not Curriculum for Wales 2022. It is not used here.
- The roll-out reached Year 11 in 2026 according to the 2019 draft's timetable. Check whether your 14 to 16 offer reflects the current qualifications and any regulations made for that age range.
- Progression steps are reference points, not end-of-year targets or levels; avoid describing them to parents as grades.
- RSE and RVE have their own statutory codes and guidance, and there are specific arrangements around them. This template does not cover those details; check the current RSE and RVE documents.
- PRUs, EOTAS and funded non-maintained nursery settings have different requirements from maintained schools; this template is written for maintained schools.

## Based on

- Curriculum for Wales guidance (2020, full) — Summary of proposed legislation (curriculum requirements, publishing a summary, English and Welsh to age 7, 14 to 16 choice, assessment arrangements); Designing your curriculum (vision, four purposes, integral and cross-curricular skills, principles of design, reviewing a curriculum); assessment guidance (purposes of assessment, transition, communicating with parents/carers).
- A Guide to Curriculum for Wales 2022 — Background on the roll-out timetable and the structure of Areas, what matters statements and progression steps. This is the April 2019 draft for feedback, superseded by the 2020 guidance; used only where it agrees with the later text.

Source: UK Curriculum Digital Centre, iFairy CIC — /v2/templates/curriculum-for-wales-summary