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- Our visions and values are at the core of everything we do. They underpin our teaching and learning and provide an environment that prepares our pupils as confident, happy citizens. The school governing body is a group of people who work closely with the Headteacher and senior staff to ensure that pupils get a well-balanced education. The role of the governing body is to represent the community in the running of the school. Every school is required to have a governing body, and there are statutory roles and responsibilities that governors have to fulfill. The framework has been developed to guide continuity and progression in thinking, communication, ICT, and number for learners from 3 to 19 and beyond. These are skills that will enable learners of any age to become successful, whether, in school, the workplace, at home, or elsewhere, and they need to be firmly embedded into the experience of learners across all their learning. Their development underpins the requirements of employers and others and will help to address current concerns about skills’ shortages in Wales and other parts of the United Kingdom, Europe, and the wider world. The framework is organized into four sections – the development of thinking, communication, ICT, and number across the curriculum. It aims to use language congruent with statements relating to other areas of education – for example, the wording of the Foundation Phase Outcomes and that of the Key Skills qualifications – so that each complements and reinforces the other. It is hoped that teachers will use the four individual sections together to underpin their planning and provide cohesive learning experiences for all learners. During its early development, the framework showed six stages of progression, notionally linked to broad expectations at the beginning of the Foundation Phase, the end of that phase, the end of Key Stages 2, 3 and 4, and Post-16. The two final stages also relate to Key Skills qualifications, Levels 1, 2, and 3 and it is hoped that learners who have the appropriate skills will also meet the challenge of attaining the appropriate qualifications. View full school
Our visions and values are at the core of everything we do. They underpin our teaching and learning and provide an environment that prepares our pupils as confident, happy citizens. The school governing body is a group of people who work closely with the Headteacher and senior staff to ensure that pupils get a well-balanced education. The role of the governing body is to represent the community in the running of the school. Every school is required to have a governing body, and there are statutory roles and responsibilities that governors have to fulfill. The framework has been developed to guide continuity and progression in thinking, communication, ICT, and number for learners from 3 to 19 and beyond. These are skills that will enable learners of any age to become successful, whether, in school, the workplace, at home, or elsewhere, and they need to be firmly embedded into the experience of learners across all their learning. Their development underpins the requirements of employers and others and will help to address current concerns about skills’ shortages in Wales and other parts of the United Kingdom, Europe, and the wider world. The framework is organized into four sections – the development of thinking, communication, ICT, and number across the curriculum. It aims to use language congruent with statements relating to other areas of education – for example, the wording of the Foundation Phase Outcomes and that of the Key Skills qualifications – so that each complements and reinforces the other. It is hoped that teachers will use the four individual sections together to underpin their planning and provide cohesive learning experiences for all learners. During its early development, the framework showed six stages of progression, notionally linked to broad expectations at the beginning of the Foundation Phase, the end of that phase, the end of Key Stages 2, 3 and 4, and Post-16. The two final stages also relate to Key Skills qualifications, Levels 1, 2, and 3 and it is hoped that learners who have the appropriate skills will also meet the challenge of attaining the appropriate qualifications.
