2. Professor Mererid Hopwood
“We must have a much broader attitude towards language learning if we want to see this new curriculum bringing us together.”
Professor Mererid Hopwood

3. Vision and philosophy
A celebration of languages and cultures, embracing a bilingual Wales in an international context.
Bringing together Welsh, English and international languages and literature for all.
Develop ambitious, capable and confident language learners who communicate effectively using both Welsh and English as well as international languages across a variety of media.
Stimulated learners developing knowledge, skills, positive attitudes and motivation through meaningful contexts.
International languages are – modern languages, classical languages, community languages such as Polish or Punjabi, British Sign Language (BSL).
Mererid Hopwood’s Blog is available at: curriculumforwales.gov.wales/2019/01/18/what-really-does-matter/
Enlli Thomas’ Blog further explores bilingualism in education in Wales: curriculumforwales.gov.wales/2019/01/31/understanding-bilingualism-in-education-a-seed-for-bilingual-teaching-success/

4. The rationale for change
The citizens of modern Wales speak various languages reflecting diverse cultures; we want to celebrate and build on this.
Exploring identities and cultures through languages can connect learners with people, places and communities in bilingual Wales and the multilingual world.
Reverse the decline of modern foreign languages through positive, motivating experiences at a young age.
Language skill sets promote understanding and development in all languages.
Remove artificial distinction between Welsh and Welsh second language so all learners are able to use Welsh as per the four purposes of the curriculum.
Differentiated achievement outcomes reflect the different pace and depth of learning, allowing learners and teachers to recognise progression pathways.
Estyn has reported over many years that Welsh second language does not allow most learners to make sufficient progress in the Welsh language to be able to use Welsh beyond the classroom.
Sioned Davies’ report following the review of Welsh second language at Key Stages 3 and 4 made recommendations which were consequently considered during Graham Donaldson’s review of curriculum and assessment arrangements. The report can be found online at beta.gov.wales/sites/default/files/publications/ /review-of-welsh-second-language-at-key-stages-3-and-4.pdf
Although the Languages, Literature and Communication Area of Learning and Experience has differentiated achievement outcomes for Welsh in English-medium schools and streams, they are based on the same continuum or framework of progression. The expectations will be reviewed as the first cohorts learn through the new curriculum and as teachers develop their skills in the Welsh language and methodology. Expectations will be gradually increased over time.
Giving all learners the opportunity to become Welsh speakers is an essential part of achieving the Welsh Government’s ambition of having a million Welsh speakers by 2050.
Modern foreign language learning is in decline in the UK. Our learners already have the advantage of learning Welsh and English with most of those in Welsh-medium becoming fluent in both by the end of primary school. We need to build on this. Giving all our learners an opportunity to learn and use at least one other international language can benefit both the learner themselves and also society and the economy.
Knowledge and skills in one language should support the development of knowledge and skills in another language.

5. How is it different?
Focus on the importance of learning about languages, and the way they relate and reflect our cultures and identities.
By the end of primary school, learners will experience different languages and make progress in Welsh, English and at least one international language.
When learners leave school, they will be able to use Welsh, English and their other languages in a meaningful way.
Oracy, reading and writing have equal prominence.
Literature for all learners: opportunities to explore and create a range of literature in Welsh, English and international languages.
To strengthen oracy, skills are grouped as receptive skills (listening and reading) and expressive skills (speaking and writing).
Literature for all learners offers an opportunity to gain an insight into the culture, people and history of Wales and the world.

6. Which achievement outcomes do we follow?
Bilingual schools
Achievement outcomes
Welsh-medium school
English-medium school
Welsh stream in a bilingual school
English stream in a bilingual school
Welsh 
English
Welsh in English-medium
International language(s)
The new curriculum will not change the arrangements for immersion in Welsh in the early years. More information is available online at beta.gov.wales/sites/default/files/consultations/ /statement-on-the-continuation-of-welsh-immersion.pdf

7. What Matters in Languages, Literacy and Communication
Learning about identity and culture through languages prepares learners to be citizens of Wales and the world.
Learners who listen and read effectively are prepared to learn throughout their lives.
Learners who speak and write effectively are prepared to play a full part in life and work.
Literature fires imaginations and inspires creativity.
The four areas identified as what matters statements in Languages, Literacy and Communication are highly inter-connected. Listening and reading as well as speaking and writing exist in relation to each other and not separately. Rich experiences in one of these four elements will support the development of the other three, and school-level curriculum planning should reflect this.
Similarly planning should reflect how this area of learning and experience recognises the link between languages, and that learning skills in one language strengthens the learning of those skills in second and subsequent languages.
Approach to progression notes that ‘Some learners will communicate by means other than speech and their progression will be seen through, for example, signing or using technology to communicate’.

8. How did we get here? Approach
Consideration of curricula in other countries.
Consideration of the strengths and weaknesses of current programmes of study for Welsh, Welsh second language, English and modern foreign languages (MFL), as well as the literacy elements of the National Literacy and Numeracy Framework (LNF).
Expert input on different aspects of languages, literacy and literature.
Development of a framework of progression for any language from little or no language towards proficiency.
Development of differentiated achievement outcomes to reflect different language learning contexts.
The pioneer group considered curricula in other countries. However, none has the same linguistic landscape or school system as Wales (with Welsh-medium, English-medium and various types of bilingual settings and schools).
The programmes of study for Welsh, Welsh second language, English and modern foreign languages have become increasingly aligned. The 2015 revised programmes of study for Welsh and English embedded the literacy elements of the National Literacy and Numeracy Framework (LNF).
Development of a framework of progression for any language beginning with little or no language and developing towards proficiency. There are significant differences between acquiring and learning a first language and subsequent languages. This made it necessary to address progression separately to show the learning journey for different contexts.

9. Expert input Experts who supported the group include the following.
Neil Mercer, Oracy Cambridge.
Catherine Driver, English as an additional language (EAL) consultant.
Laurie Smith, Kings College, London.
Enlli Thomas, Bangor University.
Diane Leedham, English as an additional language (EAL) consultant. 
Mererid Hopwood, University of Wales Trinity St David (UWTSD).
Elen Roberts, Education Achievement Service (EAS).
Sioned Davies, Cardiff University.
British Council.
Dominic Wyse, UCL Institute of Education (IOE).
CAMAU.
Helen Prosser, National Centre for Learning Welsh.
Cymru Wales Classics Hub.
Estyn.
Josephine Moate, Jyväskylä University.
Global Futures Steering Group.
Literature Wales.
National Deaf Children’s Society.
Qualifications Wales.
Supported by the CAMAU team, we have used international evidence to support the development of the Languages, Literature and Communication Area of Learning and Experience.
The group has engaged with experts from Wales and further afield from a range of fields, from language development, bilingualism, speaking and listening to literature and classics.
We have also engaged with teachers who are not part of the pioneer network.

10. Considerations for schools
How will your leaders, practitioners and networks be able to prepare for the next phase of co-construction and provide meaningful feedback?
What, if any, are the resourcing implications (national and local)?
How could you approach whole-school and/or inter-departmental approaches to both: – knowing about the new curriculum? – understanding how to do the new curriculum?

11. Considerations for schools
What resource, professional learning and organisational implications arise from this area of learning, for example whole-school approach, Siarter Iaith?
English-medium: How do we ensure schools are providing sufficient opportunities for learners to develop and use their Welsh?
Primary: What model(s) could your school use in order to facilitate learning international languages, for example online resources, cluster school support, professional learning for staff?
Revisit Successful Futures (including the twelve pedagogical principles) and other available relevant documents, e.g. Love the Words by J. Brigley (
Time to consider the impact and pedagogy behind Successful Futures, before detailed review of the area of learning and experience requirements.
Exploit collaborative approaches provided via regional consortia – build your local networks.
Secondary teachers in particular need to collaborate early on. Skills and knowledge in one language builds on skills and knowledge in the other (whichever is acquired/learned first) we need a consistent approach to Languages Literacy and Communication and a shared language to achieve this.
What opportunities are there for learners to use languages beyond the Languages Literacy and Communication Area of Learning and Experience? Meaningful cross-curricular and extra-curricular experiences, e.g. Siarter Iaith (Welsh Language Charter).
What resources do you have locally outside of school? Organisations such as Mentrau Iaith, Urdd, British Council and parents/carers and other members of the school and wider community to help enhance learning experiences.
What skills do all your staff have? What support might they need? Start planning and accessing professional learning opportunities.