In partnership with

Global Learning Programme Wales

Helping you plan for curriculum change and PISA 2018

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PISA 2018 Student Assessment

OECD are developing a framework for the measurement of global competence which will assess students’ awareness of the interconnected global world we live and work in and their ability to deal effectively with the resulting demands.

The 2018 PISA assessments are expected to include elements of global competency skills and understanding. The GLP-W helps

pupils understand their role in an interdependent world, exploring ways they can make it more just and sustainable.

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Donaldson: Successful FuturesRecommendation 3:

The purposes of the curriculum in Wales should be that children and young people 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. The GLP-W focuses on developing pupils’ global knowledge, understanding and skills, and exploring values.

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Areas of LearningThe Review affirms that subjects and disciplines should remain important but that these should be grouped within six Areas of Learning and Experience. Each of these Areas of Learning and Experience should include, where appropriate, both a Welsh dimension and an international perspective in line with the recommendations of the independent review of the Cwricwlwm Cymreig, history and the story of Wales.

The GLP-W helps develop a whole-school approach to global learning, stressing opportunities for cross-curricular working.

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Areas of Learning

Teachers should be able to help children and young people to make links across learning, bringing together different aspects to address important issues relating, for example, to citizenship, enterprise, financial capability and sustainability. The GLP-W curriculum framework

supports schools by linking with and developing the seven ESDGC themes

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The key to developing command of these skills lies not in repetition and drill for significant periods of time during the school day but in a sound understanding of their essential components supported by developmentally appropriate teaching and learning and rich contexts within which they can be reinforced, extended and applied. Without this, as one contributor remarked, ‘There is a real danger that we are teaching the mechanics of writing but giving the children nothing to write about’. GLP-W resources support literacy and

numeracy development through a range of subjects and contexts.

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Wider skillsThe ‘wider skills’ in Wales comprise: • critical thinking and problem

solving • planning and organising • creativity and innovation • personal effectiveness

The new Welsh Baccalaureate recognises the key roles which these skills have to play, particularly from an employment perspective, but there is a strong argument that they should be introduced at the beginning of a child’s education and developed throughout their time in school, rather than appearing when a young person is in Year 10. The Review proposes that wider skills should be addressed from the start of schooling in ways that recognise how children learn and develop.

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ethical, informed citizens of Wales and the world

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Strong emphasis on progression

Good teaching and learning: • sets tasks and selects resources that build on

previous knowledge and experience and engage interest

• creates authentic contexts for learning

The GLP-W is based on a clear model of progression in global learning, from Foundation Phase to Key Stage 4.

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And finally…

...accountability systems should address the question:

‘How far is the school developing all of its children and young people as: ambitious, capable learners; enterprising, creative individuals; ethical, informed citizens of Wales and the world; and healthy, confident individuals?’

The GLP-W is based on a school-to-school model of support, and self-evaluation linked to Estyn’s Common Inspection Framework.