13 July 2011

Schools need to develop a skills-based curriculum to help improve

pupils’ literacy and numeracy skills

In a report published today, An evaluation of the impact of the non-statutory Skills

framework for 3 to 19 year olds in Wales at key stage 2, Estyn found that too few

schools plan a ‘skills-based’ curriculum that consists of progressively more complex

activities designed to develop pupils’ thinking, communication, ICT and number skills.

This is because generally there is not a clear understanding of how to use the non-

statutory Skills framework as the basis for planning a curriculum.

Ann Keane, Chief Inspector said, “Schools need to recognise that skills such as literacy

and numeracy should form the core elements of any school curriculum. Lesson plans

should offer pupils challenging opportunities to develop and apply their language and

number skills.

These skills are fundamental to improving pupils’ attainment levels and it is vital that

schools review their planning to ensure that they have aligned the planning in all subject

areas with the principles of a skills-based curriculum.

The PISA challenge highlights the need for all schools to review their curriculum in order

to base it on generic and transferable literacy and numeracy skills.”

The inspectorate found that one of the weakest aspects in the schools visited was the

teachers’ lack of awareness of pupils’ prior achievements in skills which meant that they

weren’t able to plan activities that would extend their learning. This was partly because

systems to assess, track and monitor pupils’ development were not robust enough.

In a few schools visited the inspectorate found an effective skills-based curriculum. In

these schools senior leaders had a clear strategic vision and a clear understanding of

how to apply the Skills framework effectively. For instance, Glais Primary School,

Swansea had a shared understanding of the principles which underpin the Skills

framework. They had developed a ‘whole-school’ approach to the teaching of thinking

and skills and adopted a consistent approach across the school to the planning and

teaching of subjects and transferable skills. As a result, pupils were more confident,

more engaged in their learning, understood their strengths and weaknesses and

learned well from each other.

The inspectorate has included a number of case studies in the appendices of the report.

Estyn calls on schools to place the development of pupils’ skills, particularly literacy and

numeracy, at the heart of the curriculum, provide more effective opportunities for pupils

to develop and apply these skills across all subjects and adopt a whole-school

approach to assessing and tracking progress in pupils’ skills.

Local authorities are encouraged to improve the support they provide to schools and the

Welsh Government to revise the Skills framework to make it clearer and more

accessible for schools.

-END-

For further information please contact: Gina Carrington Stakeholder Engagement team Estyn communications@estyn.gov.uk 02920 446317

Notes to editors

Estyn is the office of Her Majesty's Inspectorate for Education and Training in Wales. We are independent of, but funded by, the National Assembly for Wales (under Section 104 of the Government of Wales Act 1998). The purpose of Estyn is to inspect quality and standards in education and training in Wales, advise Ministers and senior policy makers and disseminate best practice on education and training.

For further information please visit our website www.estyn.gov.uk