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Petition number: P-05-883
Petition title: National Welsh History
Week
Text of petition:
We call on the National Assembly for Wales to urge the Welsh
Government to establish a National Welsh History Week.
The aim is to create and promote a celebratory and historically
accurate week of learning and educational opportunities about the
history of Wales that is more honest than the sanitised British
history that many of us took from school and does not seek to bias
the information to offer a favourable view of any party.
To challenge the
stereotypical and inaccurate historical fantasies of Wales and how
it came to be within the hierarchy of modern day Britain.
Through understanding our actual history, promote the importance of
Welsh language and culture, its place within modern Britain, and
bring about discussion on how we should seek for it to be perceived
not only within Wales, but within the other countries of the
British isles and the wider world.
Many people in Wales
(myself included) grow up with inaccurate assumptions and ideas of
how Wales came to be, and of 'races' within the British
Isles.
A more complete understanding of who we are and how we arrived
where we are today can better place us as a population to consider
where we want to be in the future.
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1.
New curriculum
In his letter to the Committee, the Deputy Minister
for Culture, Sport and Tourism outlines the opportunities to learn
about the history of Wales that are in the current curriculum,
through Programme of Study for History. The Welsh Government
published the draft new curriculum on 30 April 2019. The
statutory introduction of the new curriculum will be in September
2022.
Learning in the new curriculum will be organised in
six ‘Areas of Learning and Experience’ (AoLEs) rather
than narrow subject boundaries. Within these, statements of
‘what matters’ set out the most important knowledge,
skills and experiences to be gained. The six AoLEs are:
§ Expressive
Arts
§ Health and
Well-being
§ Humanities
§ Languages,
Literacy and Communication
§ Mathematics and
Numeracy
§ Science and
Technology.
History will fall mainly within the Humanities
AoLE.
The new curriculum will be organised into
Progression Steps at ages 5, 8, 11, 14 and 16 (rather than
key stages) and take the form of Achievement Outcomes
relating broadly to expectations at those ages. The progression
steps are set out in terms of what a learner can do, or has
done.
The new Curriculum for Wales is purpose-driven
rather than content-driven. There are therefore no
‘programmes of study’ as there are in the current
curriculum and there will be comparatively less prescription of
what must be taught. The statutory guidance on each AoLE sets out
what schools should take into account in designing their curriculum
and how it could be structured and the broad expectations for
learners at each progression step.
As well as the six AoLEs, the new curriculum has
and three cross-curricular responsibilities (literacy, numeracy and
digital competence) and also cross cutting-elements, including the
‘Welsh dimension and international perspective’. The
draft guidance states that:
The Welsh dimension and international
perspective are integral to all disciplines within the Humanities
Area of Learning and Experience. An exploration of Welsh
businesses, cultures, history, geography, politics, religions,
societies, and world views should form a central part of a
learners’ entitlement and include an understanding of the
links between these and wider national, European and international
contexts. Through Humanities, learners develop a sense of identity
and of their own cynefin [habitat], as well as an understanding of
Wales and its place in the wider world
2. Areas of Learning and
Experience
The draft Humanities AoLE defines humanities
as being all about asking questions about the human
condition. It states:
As such, studying human experiences in the
past and present, at local, national and global levels, will help
learners answer those questions, encouraging them to contribute to
their communities, imagine possible futures and benefit from a
sense of belonging. Humanities encompasses geography,
history, religious education, business studies and social
studies. It is intended that Humanities will provide
opportunities for all learners to learn about their heritage and
sense of place through a study of their cynefin and of Wales. It
will aim to promote an understanding of how the people of Wales,
its communities, culture, landscape, resources and industries
interrelate with the rest of the world.
There are five elements within the Humanities what
matters statements, the one that would seem most relevant to the
Petition is ‘Developing an enquiring mind enables learners to
explore and investigate the world, past, present and future, for
themselves’. This states that, at progression step 3
(and onwards), learners should about the history and diversity of
the communities of which they are part.
The Languages, Literacy and Communication
AoLE states that learning about identity and culture through
languages prepares learners to be citizens of Wales and the world.
It says:
Meaningful learning experiences in a
multilingual context go hand in hand with learning about
one’s own cultural identity as well as the cultural
identities of others. This area of learning and experience will
therefore foster in the learners a pride in their sense of identity
as citizens of Wales and the world.
Expand all
Close all
Links within this area of learning and experience
This section suggests where learning can be enriched through
drawing links between other what matters statements across the
Health and Well-being Area of Learning and Experience. It also
suggests where different elements of learning could be considered
together in order to support more holistic learning.
How we process and respond to our experiences affects our
mental health and emotional well-being.
The interdependency of physical and mental health and
emotional well-being.
The links between physical and mental health and emotional
well-being, including body image, identity and physiological
changes in relation to emotions.
Responding to the impact of puberty on emotional
well-being.
The role of self-regulation to support physical health and
well-being and in overcoming challenges in physical
activity.
Our decision-making impacts on the quality of our lives and
the lives of others.
Risks and decision-making which have an impact on physical
health.
Decision-making in physical activity (including selecting
appropriate equipment and strategies).
How we engage with different social influences shapes who we
are and our health and well-being.
The impact of social influences on behaviours that affect physical
health.
How social attitudes and norms can impact on physical
self-image and identity.
The interaction of social influences and dynamics within team
sports.
Healthy relationships are fundamental to our sense of
belonging and well-being.
Developing relationships and working collaboratively through
team games.
(from Progression step 3 onwards)
The link between puberty, sexuality and sexual
relationships.
Links with other areas of learning and experience
This section suggests where learning can be enriched through
drawing links between other what matters statements across all the
areas of learning and experience. It also suggests where different
elements of learning could be considered together in order to
support more holistic learning.
Expressive Arts
Creative movement and dance as a physical activity.
Developing gross and fine motor skills to support
participation in art forms.
Humanities
Elements of citizenship can be developed through respecting
rules and fair play in team games.
Environmental factors that affect health and
well-being.
Food production and sustainability.
Languages, Literacy and Communication
The relationship between physical and cognitive development
has an impact on the acquisition of speech and language.
Acquisition of gross motor skills as a precursor of
fine motor skills such as handwriting.
Mathematics and Numeracy
The role of numeracy in purchasing and preparing food to
support nutrition.
The role of numeracy in measuring distance, weight and
time.
Science and Technology
Biological aspects of growth and physical
development.
Nutrition and food technology.
The biology of physical health and well-being (including
impact of disease, physical activity and nutrition).
Progression step 1
Experiences, knowledge and skills
Learners need to experience:
opportunities to practise strategies that they have developed
to support their physical health and well-being
opportunities to choose, prepare and eat a range of foods that
can support a healthy balanced diet
outdoor learning to support physical health and
well-being
a range of ongoing, daily opportunities to be physically
active
opportunities to be physically active in a variety of
environments (including indoor, outdoor, different surfaces,
heights, in and around water)
a range of physical activities through fun and engaging
approaches to learning.
Learners need to know:
how their physical health and well-being is influenced by a
range of factors, both in the short and long term,
including a balanced diet, physical activity, sleep, personal care
and hygiene, protection from infection, and the use and misuse of
substances
the importance of sustainable, balanced and positive
behaviours to support physical health and well-being
that physical health and well-being supports mental health and
emotional well-being
how physical growth and development influences physical and
emotional health and well-being
the role and importance of the physical self as part of
one’s identity.
Learners need to be able to:
identify and practise strategies to support their physical
health and well-being
plan and prepare food that can form part of a healthy,
balanced diet
develop their competence and confidence in a range of
activities which support physical health and well-being
take responsibility for their own personal care and
hygiene.
Progression step 2
Experiences, knowledge and skills
Learners need to experience:
opportunities to practise strategies that they have developed
to support their physical health and well-being
opportunities to choose, prepare and eat a range of foods that
can support a healthy balanced diet
outdoor learning to support physical health and
well-being
a range of ongoing, daily opportunities to be physically
active
opportunities to be physically active in a variety of
environments (including indoor, outdoor, different surfaces,
heights, in and around water)
a range of physical activities through fun and engaging
approaches to learning.
Learners need to know:
how their physical health and well-being is influenced by a
range of factors, both in the short and long term,
including a balanced diet, physical activity, sleep, personal care
and hygiene, protection from infection, and the use and misuse of
substances
the importance of sustainable, balanced and positive
behaviours to support physical health and well-being
that physical health and well-being supports mental health and
emotional well-being
how physical growth and development influences physical and
emotional health and well-being
the role and importance of the physical self as part of
one’s identity.
Learners need to be able to:
identify and practise strategies to support their physical
health and well-being
plan and prepare food that can form part of a healthy,
balanced diet
develop their competence and confidence in a range of
activities which support physical health and well-being
take responsibility for their own personal care and
hygiene.
Progression step 3
Experiences, knowledge and skills
Learners need to experience:
opportunities to practise strategies that they have developed
to support their physical health and well-being
opportunities to choose, prepare and eat a range of foods that
can support a healthy balanced diet
outdoor learning to support physical health and
well-being
a range of ongoing, daily opportunities to be physically
active
opportunities to be physically active in a variety of
environments (including indoor, outdoor, different surfaces,
heights, in and around water)
a range of physical activities through fun and engaging
approaches to learning.
Learners need to know:
how their physical health and well-being is influenced by a
range of factors, both in the short and long term,
including a balanced diet, physical activity, sleep, personal care
and hygiene, protection from infection, and the use and misuse of
substances
the importance of sustainable, balanced and positive
behaviours to support physical health and well-being
that physical health and well-being supports mental health and
emotional well-being
how physical growth and development influences physical and
emotional health and well-being
the role and importance of the physical self as part of
one’s identity.
Learners need to be able to:
identify and practise strategies to support their physical
health and well-being
plan and prepare food that can form part of a healthy,
balanced diet
develop their competence and confidence in a range of
activities which support physical health and well-being
take responsibility for their own personal care and
hygiene.
Progression step 4
Experiences, knowledge and skills
Learners need to experience:
opportunities to practise strategies that they have developed
to support their physical health and well-being
opportunities to choose, prepare and eat a range of foods that
can support a healthy balanced diet
outdoor learning to support physical health and
well-being
a range of ongoing, daily opportunities to be physically
active
opportunities to be physically active in a variety of
environments (including indoor, outdoor, different surfaces,
heights, in and around water)
a range of physical activities through fun and engaging
approaches to learning.
Learners need to know:
how their physical health and well-being is influenced by a
range of factors, both in the short and long term,
including a balanced diet, physical activity, sleep, personal care
and hygiene, protection from infection, and the use and misuse of
substances
the importance of sustainable, balanced and positive
behaviours to support physical health and well-being
that physical health and well-being supports mental health and
emotional well-being
how physical growth and development influences physical and
emotional health and well-being
the role and importance of the physical self as part of
one’s identity.
Learners need to be able to:
identify and practise strategies to support their physical
health and well-being
plan and prepare food that can form part of a healthy,
balanced diet
develop their competence and confidence in a range of
activities which support physical health and well-being
take responsibility for their own personal care and
hygiene.
Progression step 5
Experiences, knowledge and skills
Learners need to experience:
opportunities to practise strategies that they have developed
to support their physical health and well-being
opportunities to choose, prepare and eat a range of foods that
can support a healthy balanced diet
outdoor learning to support physical health and
well-being
a range of ongoing, daily opportunities to be physically
active
opportunities to be physically active in a variety of
environments (including indoor, outdoor, different surfaces,
heights, in and around water)
a range of physical activities through fun and engaging
approaches to learning.
Learners need to know:
how their physical health and well-being is influenced by a
range of factors, both in the short and long term,
including a balanced diet, physical activity, sleep, personal care
and hygiene, protection from infection, and the use and misuse of
substances
the importance of sustainable, balanced and positive
behaviours to support physical health and well-being
that physical health and well-being supports mental health and
emotional well-being
how physical growth and development influences physical and
emotional health and well-being
the role and importance of the physical self as part of
one’s identity.
Learners need to be able to:
identify and practise strategies to support their physical
health and well-being
plan and prepare food that can form part of a healthy,
balanced diet
develop their competence and confidence in a range of
activities which support physical health and well-being
take responsibility for their own personal care and
hygiene.
All our children and young people will
be:
ambitious, capable learners who:
set themselves high standards and seek and enjoy
challenge
are building up a body of knowledge and have the skills to
connect and apply that knowledge in different contexts
are questioning and enjoy solving problems
can communicate effectively in different forms and settings,
using both Welsh and English
can explain the ideas and concepts they are learning
about
can use number effectively in different contexts –
understand how to interpret data and apply mathematical
concepts
use digital technologies creatively to communicate, find and
analyse information
undertake research and evaluate critically what they
find
and are ready to learn throughout their
lives
enterprising, creative contributors
who:
connect and apply their knowledge and skills to create ideas
and products
think creatively to reframe and solve problems
identify and grasp opportunities
take measured risks
lead and play different roles in teams effectively and
responsibly
express ideas and emotions through different media
give of their energy and skills so that other people will
benefit
and are ready to play a full part in life and
work
ethical, informed citizens who:
find, evaluate and use evidence in forming views
engage with contemporary issues based upon their knowledge and
values
understand and exercise their human and democratic
responsibilities and rights
understand and consider the impact of their actions when
making choices and acting
are knowledgeable about their culture, community, society and
the world, now and in the past
respect the needs and rights of others, as a member of a
diverse society
show their commitment to the sustainability of the
planet
and are ready to be citizens of Wales and the
world
healthy, confident individuals
who:
have secure values and are establishing their spiritual and
ethical beliefs
are building their mental and emotional well-being by
developing confidence, resilience and empathy
apply knowledge about the impact of diet and exercise on
physical and mental health in their daily lives
know how to find the information and support to keep safe and
well
take part in physical activity
take measured decisions about lifestyle and manage
risk
have the confidence to participate in performance
form positive relationships based upon trust and mutual
respect
face and overcome challenge
have the skills and knowledge to manage everyday life as
independently as they can
and are ready to lead fulfilling lives as valued members
of society.
3.
Assembly activity
Previous Petitions
Between February and November 2018, the Committee
considered a petition,
Change the National Curriculum and teach Welsh history, from a
Welsh perspective, in our Primary, Secondary and Sixth form
Schools. The Committee heard oral evidence from the petitioner,
Elfed Wyn Jones, Dr Elin Jones and Kirsty Williams, Minister for
Education.
The Culture, Welsh Language and Communications
(CWLC) Committee ran a public poll during summer 2018, inviting
members of the public to select from a list of potential inquiry
topics. Nearly 2,500 people participated in the poll. Forty-four
per cent voted for ‘Teaching of Welsh history, culture and
heritage in schools’. The Petitions Committee therefore
agreed to pass the evidence that it had received to CWLC Committee
and close the petition.
CWLC Committee’s inquiry, Knowing our History
is underway. The Committee
held a symposium in February 2019 to gather evidence from
stakeholders and will take further evidence later this year.
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Every effort is made to ensure that the information
contained in this briefing is correct at the time of publication.
Readers should be aware that these briefings are not necessarily
updated or otherwise amended to reflect subsequent changes.
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