{ASSIGNMENT (NATIONAL CURRICULA) GLOBAL COMPARISONS}1. Outline the key features of the National Curriculum in Saudi Arabia. (1,000 words) Introduction – confirm the country you have chosen Development of the National Curriculum over time Purpose/rationale Stages or phases Content – subjects/areas of learning/cross-curricular themes Assessment External verification Issues/challenges Conclusion – summarise the key features of the National Curriculum in your chosen country. 2. Identify some of the key challenges involved in the teaching of one subject/cross-curricular theme/area of learning in Saudi Arabia. (1,000 words) Introduction – confirm the subject/area of learning/cross-curricular theme that you have chosen. Below is a list of possible challenges, these are examples only. The challenges you focus on will depend on the educational context you are referring to. Examples – teacher training, resources, staffing, timetable, pedagogy, student engagement, inclusion, option choice. Choose three of these challenges and suggest how these challenges can be met. Conclusion. 3. Critically appraise the similarities and differences between the National Curriculum in Saudi Arabia and the ‘Successful Futures’ curriculum. (1,000 words) Introduction Similarities – focus on three/four similarities in detail. Differences – focus on three/four differences in detail. Conclusion – summarise the positive features of having a National curriculum and justify your choice.
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ASSIGNMENT 1 – NATIONAL CURRICULA – GLOBAL COMPARISONS
1. Outline the key features of the National Curriculum in Saudi Arabia.
(1,000 words)









Introduction – confirm the country you have chosen
Development of the National Curriculum over time
Purpose/rationale
Stages or phases
Content – subjects/areas of learning/cross-curricular themes
Assessment
External verification
Issues/challenges
Conclusion – summarise the key features of the National Curriculum in
your chosen country.
2. Identify some of the key challenges involved in the teaching of one
subject/cross-curricular theme/area of learning in Saudi Arabia. (1,000
words)




Introduction – confirm the subject/area of learning/cross-curricular
theme that you have chosen.
Below is a list of possible challenges, these are examples only. The
challenges you focus on will depend on the educational context you are
referring to. Examples – teacher training, resources, staffing, timetable,
pedagogy, student engagement, inclusion, option choice.
Choose three of these challenges and suggest how these challenges
can be met.
Conclusion.
3. Critically appraise the similarities and differences between the
National Curriculum in Saudi Arabia and the ‘Successful Futures’
curriculum. (1,000 words)




Introduction
Similarities – focus on three/four similarities in detail.
Differences – focus on three/four differences in detail.
Conclusion – summarise the positive features of having a National
curriculum and justify your choice.
‘SUCCESSFUL FUTURES’ – Donaldson (2015)
SUMMARY
OVERVIEW – Professor Graham Donaldson was commissioned by the Welsh
Government to consider new assessment and curriculum arrangements. His
report ‘Successful Futures’ (2015) proposed six ‘Areas of Learning and
Experience’ as the basis for Wales’ new curriculum for all learners. Donaldson
supports the introduction of three ‘cross-curriculum responsibilities’, that all
teachers will be expected to deliver.
Here are the main points from the Donaldson Report:










Incorporates all learners aged 3 to 16, from Foundation Phase to Key
Stage 4 (GCSE)
Purposes – aims to develop: 1. Ambitious, capable learners, ready to
learn throughout their lives; 2. Enterprising, creative contributors, ready
to play a full part in life and work; 3. Ethical informed citizens of Wales
and the world; 4. Healthy, confident individuals ready to live fulfilling
lives as valued members of society.
Replaces key stages with progression steps, relating broadly to
expectations at ages 5, 8, 11, 14 and 16. These progression steps will
provide reference points for teachers and parents, while providing a
‘road map’ for learners according to their individual needs.
The curriculum will be organised into six areas of learning and
experience: 1. Expressive Arts; 2. Health and Wellbeing; 3.
Humanities; 4. Languages, Literacy and Communication; 5.
Mathematics and Numeracy; 6. Science and Technology.
Three ‘cross-curriculum responsibilities’ will be introduced: 1. Literacy,
2. Numeracy, 3. Digital Competence.
Teacher assessment remains the ‘main vehicle for assessment before
qualifications’.
Teaching of the Welsh language remains compulsory up to the age of
16, but there is a new expectation that learners will gain ‘transactional
competence’ by the end of their studies. Welsh-medium schools to act
as hubs for the Welsh language, supporting teachers in Englishmedium schools.
All teaching and learning will be directed to achieving the four
curriculum purposes.
Programme of professional learning to be developed to ensure that the
skills and knowledge of teachers are fully met.
Timeline – the curriculum will be available by April 2019 for feedback. A
final version will be available in January 2020, and will be used
throughout Wales by 2022.
REFERENCES
• ‘Successful Futures – Independent Review of Curriculum and
Assessment Arrangements in Wales’ – Donaldson (February, 2015)
• ‘A systematic approach to curriculum reform in Wales’ – Donaldson
(March 2016) – Wales Journal of Education, Volume 18(1), p7-20.
• ‘Successful Futures’ seven short Welsh Government videos on
YouTube (27 minutes)
• ‘New school curriculum’- Welsh Government (January, 2018)

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