The termly notification newsletter is designed to keep schools and their governing bodies fully informed of forthcoming consultations and documents sent to schools. This will help schools to forward plan and manage their workload.
59 per cent of 15 year olds achieved the Level 2 threshold, 1 percentage point higher than in 2007/08; 2 per cent achieved no recognised qualification. 95 per cent of those 17 year olds entering a volume equivalent to 2 A levels achieved the Level 3 threshold, 1 percentage point higher than in 2007/08.
In 2008/09, 9.0 per cent of half-day sessions were missed through authorised and unauthorised absence, no change from 2007/08. 1.7 per cent of half-day sessions were missed through unauthorised absence, a decrease from 1.8 per cent in 2007/08. Girls had a higher rate of overall absenteeism than boys, while the rate of unauthorised absence was the same for both genders. A little over 7,000 pupils (4.0 per cent) had no absence from maintained secondary schools in 2008/09.
The aim of the report is to list all documents sent by the Welsh Minister to headteachers in Wales for the previous academic year (2008-09). The aim is to draw all guidance into one report that will act as a quick reference point for schools and their governing bodies.
This edition includes information on the Welsh Baccalaureate roll-out, the database of approved Qualifications in Wales (DAQW), Using Careers Wales On-line, Learning Pathways 14-19 – COW Road Safety film and a Regional Strategic Approach to the Development of e-Learning Module Resources.
Education Minster Jane Hutt has announced approval for the Higher Education Funding Council for Wales (HEFCW) to release £14.3million in support of the merger of the University of Wales Lampeter and Trinity University College.
The committee discussed the transformation agenda for post-16 education along with the draft committee report on arrangements for school funding - Follow-up inquiry. Papers from the meeting and the Full agenda are available.
Papers. Full agenda.
Who inspires young people in Wales in Learning for Life? Martin Luther King, Florence Nightingale, Joe Callaghan, Helen Keller and Nelson Mandela featured prominently in the 2009 Learning for Life Values Poster Awards. Schools, colleges, WBL providers and youth community groups are invited to be involved in this innovative, free programme for 2009/2010.
Contact the Wales office by email.
This circular informs institutions of amendments to the application procedures and assessment processes for proposals to the Reconfiguration and Collaboration Fund and Strategic Development Fund, which are to operate from September 2009 until further notice.
This circular sets out for consultation proposed changes to HEFCW funding arrangements. The proposals respond to the Welsh Assembly Government’s remit to HEFCW to increase the strategic use of core funding. Responses are invited by Friday, 6 November 2009.
World Teachers’ Day, held annually on 5 October since 1994, commemorates the anniversary of the signing in 1966 of the UNESCO/ILO Recommendation Concerning the Status of Teachers. It is an occasion to celebrate the essential role of teachers in providing quality education at all levels.
This edition includes news on changes: to Ofsted itself, to inspections of early years provision and of learning and skills. There are featured reports on family learning, exclusions of young children, the 14-19 education reforms and changes to the Key Stage 3 curriculum.
What should children and young people learn? The Qualifications and Curriculum Development Agency (QCDA) describes the curriculum as “the entire planned learning experience of a young person”, which includes skills, values and personal development in addition to what is to be taught and learnt. But what does this mean in practice?
Twenty outstanding primary schools: excelling against the odds examines a sample of primary schools, including infant and junior schools, which provide great service to highly disadvantaged communities in different parts of the country. As in the previous report, patterns emerge which indicate how these consistently outstanding schools achieved success, how they sustain it, and the extent to which they share their expertise with other schools or with the system at large.
