Global Learning Programme Wales
Helping you plan for curriculum change
and PISA 2018
In partnership with
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.
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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 Futures
Recommendation 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 Learning
The GLP-W helps develop
a whole-school approach
to global learning,
stressing opportunities for
cross-curricular working.
The 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.
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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 skills
The ‘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.
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