The School Curriculum Ten Years Hence - UCET: Universities ...

In most cases, programmes are closely matched to young people’s
individual needs, interests and abilities. Educational visits, work
experience, formal training sessions, tutorial type activities and
residential experiences are all used to fully enhance the young
person’s potential.
Where provision is best, a more flexible curriculum has been built
around a core of key skills and core subjects (English, Welsh,
mathematics, science and ICT). Work in school is supplemented by
a range of vocational course tasters in college or experience in work
placements. Sometimes these have resulted in off-site provision for
the most disengaged. In other cases, efforts have been made to
supplement and modify the school curriculum to enhance the
opportunities available thereby maintaining young people on-site.
A wider range of activities is now available to young people as a
result of the projects.
In one case, the project base provides a good range of educational
activities on the school site, including office based and playgroup
work experience, outdoor pursuits, photography, IT, basic skills,
study support, recording studio and other musical activities, multi
gym, art and craft work. Careers and training advice, support in
basic skills, PSE and recreational activities are also features.
Many parents reported how participation in the projects had
contributed to the personal development of their sons and
daughters. They were delighted to see their children eagerly
attending the workshops and work placements. Parents and young
people commented that life at home ran more smoothly because
everyone was happier.
There are clear benefits to providing our young people with a sense
of belonging, and the background necessary to make sense of the
world in which they live.
For example, Y Cwricwlwm Cymreig, designed to add a Welsh
dimension to the curriculum, has an important role to play in
promoting a sense of belonging and cultural identity. Used well it
can encourage inclusiveness among some of the groups most
vulnerable to disengagement. One school serving an urban area
with a large proportion of pupils from ethnic minority groups has a
strong and long-standing commitment to Y Cwricwlwm Cymreig.
The headteacher views this as one of the organising principles of
the school. It is seen as a means of establishing the common
ground for a multi-ethnic school population. It creates the
framework for exploration of values and attitudes about identity and
mutual respect.