Lynne Neagle MS, Cabinet Secretary for Education
The Curriculum for Wales is designed to be purpose-driven, aiming to develop informed citizens, healthy and confident individuals, enterprising contributors to society, and ambitious capable lifelong learners who are ready for their next steps when they finish compulsory education at 16.
We want to support learning and progression within these four purposes by using data and information in a way that keeps learners’ needs at the centre, enabling schools to understand their learners and to inform their self-evaluation and improvement planning. Our use of data should enable this without placing additional burdens upon the workforce or diverting the system away from what is in the best interest of learners, whilst supporting our drive to raise standards.
From September 2025, Curriculum for Wales learners will reach Year 10, and by September 2026, it will be fully implemented across the 3-16 continuum. We recognise that Years 10 and 11 are crucial as students begin to undertake external assessment for qualifications that significantly influence their future choices and pathways.
Last September I published statutory guidance on 14 to 16 learning under the Curriculum for Wales. This guidance outlines the policy for teaching and learning for this age group, and explains the legal requirements for schools set out in legislation, and is part of the broader Curriculum for Wales framework. It sets clear national expectations to ensure a consistent approach across all schools.
At the heart of this guidance is the 14 to 16 Learner Entitlement, which details the learning opportunities that should be made available to all Year 10 and 11 students under the Curriculum for Wales. The Learner Entitlement aims to ensure that each learner follows a path that suits them, with schools supporting them in planning their next steps.
The Learner Entitlement also provides a framework for schools to self-evaluate and reflect on the learning, progress, and achievements of their students in Years 10 and 11 allowing them to plan for further improvements.
Today I am launching a consultation on our proposals for
- An approach to data and information and a set of information ecosystem principles: We aim to establish a shared understanding of how data and information should be used within the school system. We have developed a set of principles to guide this and are seeking feedback on how well these principles reflect our goals.
- A 14 to 16 Learner Entitlement Indicators Framework: We are proposing a framework to support a balanced understanding of 14 to 16 curricula and learner achievement in schools. The indicators and framework, which align with the Learner Entitlement, will replace the “Key Stage 4 interim performance measures” (including the Capped 9). We want to know if stakeholders believe these proposals align with our policy aims, and we are looking for feedback on the framework’s structure and potential challenges during the transition to these new arrangements. Additionally, we seek input on developing systems for data reporting and analysis, and where further guidance might be needed.
The 14 to 16 learning policy and supporting information requirements will inform Estyn’s inspection framework from September 2025.
We plan to publish a summary of the responses to this consultation in summer 2025. Alongside this, we will release a statement outlining our new approach to using data and information in schools and the 14 to 16 Learner Entitlement Indicators Framework. This will include our next steps for improving reporting, developing tools, and creating supporting resources.
We want to understand how our proposals might affect schools. To do this, we will conduct a 'workload impact assessment,' which will be part of the overall Integrated Impact Assessment published in the summer. We have included a specific consultation question to gather practitioners' views on how these proposals might impact their workload.
I welcome feedback on our proposals.