Vision and Context
Blaendulais Primary School serves the communities of the Dulais Valley. Our curriculum is designed to reflect our learners’ heritage, language and local environment (river, valley and post‑industrial landscapes) so that learning is relevant, ambitious and rooted in place.
The four purposes are the starting point and aspiration for all learning: to develop ambitious, capable learners; enterprising, creative contributors; ethical, informed citizens; and healthy, confident individuals.
Aims
Our curriculum will enable every learner to make sustained progress towards the four purposes, with integral skills in literacy, numeracy and digital competence and this will be embedded across learning.
Be broad and balanced, responsive to learner voice, place‑based, and coherent 3–11.
Meet all mandatory elements and AoLEs (Areas of Learning and Experience).
Provide clear assessment arrangements to support progression, not just attainment.
Curriculum Design Principles
We design our curriculum by asking: What to teach and why? How to teach it? How will it realise the four purposes? We engage learners, families and community partners in this ongoing design conversation, ensuring alignment with national guidance while reflecting our local context
Areas of Learning and Experience (AoLEs)
Expressive Arts, Health and Well‑being, Humanities, Languages, Literacy and Communication, Mathematics and Numeracy, Science and Technology are planned coherently with clear knowledge, skills and experiences and purposeful links across Areas.
Cross‑Curricular Skills (mandatory)
Literacy, Numeracy and Digital Competence are integral to all learning and are planned, taught and assessed progressively.
Four Purposes in practice
Medium‑ and long‑term planning begins with explicit four‑purpose intentions and progression, ensuring learning experiences foster the characteristics described by the framework. Planning documentation and learner reflection make these intentions visible.
Core Pedagogical Approaches
Literacy and Numeracy Framework
The Literacy and Numeracy Framework (LNF) has been designed by the Welsh Government (WG), so that our children develop excellent literacy and numeracy skills during their time at school. It provides all learners aged 5-14 years with clear annual expected outcomes for literacy and numeracy.
The LNF is designed to help teachers embed literacy and numeracy into all subjects.
The LNF sets the skills we expect learners to develop.
Within literacy we expect learners to become accomplished in:
- oracy across the curriculum
- reading across the curriculum
- writing across the curriculum.
Within numeracy we expect learners to become accomplished in:
- developing numerical reasoning
- using number skills
- using measuring skills
- using data skills.
Teachers use the LNF to:
- develop curriculum content to ensure that all learners have opportunities to develop and refine the skills set out in the LNF
- integrate literacy and numeracy into their teaching – whatever the subject matter
- inform discussions with parents/guardians, learners and other teachers about learner performance
- help learners with their own self-assessment activities and planning for learning
- monitor, assess and report on individual learner performance
- identify learners who may benefit from intervention or who are working beyond age-related expectations.
Languages, Literacy and Communication – Talk for Writing and RWI
The Talk for Writing approach enables children to read and write independently for a variety of audiences and purposes within different subjects. A key feature is that children internalise the language structures needed to write through ‘talking the text’, as well as close reading. The approach moves from dependence towards independence, with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully.
This underpins children’s language work by establishing a core reading spine of quality fiction, poetry and non-fiction that all children experience and draw upon. Imaginative units of work are developed to create a whole-school plan that is refined over the years, is well-resourced and documented to release teachers from planning and preparation so that they can focus on adapting their teaching for children’s learning.
What is Talk for Writing? Pie Corbett explains
To develop children’s acquisition of phonics, we successfully teach Read, Write Ink from Nursery onwards.
Parent guide to Read Write Inc. Phonics – Oxford Owl
Mathematics and Numeracy – White Rose Maths
We use the White Rose Maths approach to support our planning and teaching of Maths throughout school.
White Rose Maths teaches children mathematical concepts through concrete, visual and abstract methods in order to develop a deep understanding, confidence and competence in Maths and improve fluency. Fluency in Maths is about developing number sense and being able to choose and use the most appropriate method for the task at hand and be able to apply a skill to multiple contexts.
The White Rose Maths’ fundamental belief is that ‘everyone can do Maths’, and it is designed to teach to the ‘mastery’ of concepts so pupils become confident and resilient mathematicians.
We believe that all children, when introduced to a new concept, should have the opportunity to build competency by taking this approach.
Concrete – children should have the opportunity to use concrete objects and manipulatives to help them understand what they are doing.
Visual – alongside this children should use pictorial representations. These representations can then be used to help reason and solve problems.
Abstract – both concrete and pictorial representations should support children’s understanding of abstract methods.
Advice and guidance for parents | White Rose Education
Topic‑based Learning (Thematic Curriculum)
Each afternoon, learners engage in topic/thematic units that integrate AoLEs and apply core skills. Topics are co‑constructed with learners and linked to the Dulais Valley’s culture, environment and industry, providing authentic contexts for enquiry, problem‑solving and creativity, directly realising the four purposes.
Our pupils also enjoy Forest School activities where we are fortunate to have two Forest School trained teachers.
Community and External Agency Engagement
As a community‑focused school, we work with families, community groups and multi‑agencies to enrich the curriculum and support wellbeing and safety.
PCSO (Police Community Support Officer): regular inputs on community safety, respectful citizenship, online safety, and anti‑bullying, strengthening learners’ understanding of rights, responsibilities and local issues.
Fire and Rescue Service: age‑appropriate fire safety education and wider safety themes that promote healthy, confident choices.
Progression and Assessment
Assessment is integral to learning and focuses on supporting progression along the 3–16 continuum. Teachers use formative assessment to inform next steps; learners reflect on progress; and the school designs arrangements consistent with Hwb’s assessment guidance and personalised assessments.
Inclusion, Equity and Additional Learning Needs (ALN)
We are committed to equity of access and high expectations for all. Curriculum and pedagogy are adapted to remove barriers, drawing on universal, targeted and specialist provision. Our approach reflects legal duties on equal opportunities and inclusive practice set out for governing bodies and headteachers.
Welsh Language and Culture
We promote Cymraeg across the curriculum and celebrate Welsh culture, identity and the Dulais Valley context, consistent with Curriculum for Wales expectations and the four purposes.
Digital competence is planned and taught across AoLEs to support creativity, communication, data handling and safe, ethical participation online, aligned with the cross‑curricular skill expectations.
Safeguarding, Well‑being and RSE/RVE
We embed Health and Well‑being throughout the curriculum and deliver mandatory RSE and RVE consistent with the Framework and local agreed syllabus, ensuring safe, inclusive and respectful learning environments.
Learners and Families
Our dedicated Family Engagement Officer works in partnership with our parents/carers, pupils and the wider community.
Talk with Me – Supporting Your Child’s Language Development
The Welsh Government’s “Talk with Me” campaign offers a wealth of resources to help parents support their children’s speech, language, and communication skills from birth onwards. Engaging in everyday activities like talking, listening, and playing with your child can significantly enhance their brain development and communication abilities.
Getting Ready to Start School
Below you will find information and support materials to help you and your child prepare for starting Nursery/Reception.
