We are developing ambitious and capable lifelong learners who are able to reach their full potential in an ever-changing world. Learners who can show enterprise and creativity, having the ability to contribute to our community. Learners who are ethically informed citizens of the local area, Wales and the world. Healthy and confident, our learners will be ready to lead fulfilling lives as valued members of our society.

We strive ‘to be the best we can be, every day.’

Welsh Language Statement.

As a school in Wales, we are extremely proud of our Welsh language and our heritage. St. David’s High School is fully committed to the Welsh Government’s ambitious plans to see the number of people being able to enjoy speaking Welsh reach a million by 2050. This is a challenging ambition, but a challenge we believe is worthwhile and necessary if we are to secure the vitality of our culture and language for future generations. At St. David’s, we believe it is crucial that we strengthen the community base of our language and that we maintain and increase the use of Cymraeg in our school community. Education is of course central to our vision, and we must ensure our young people reach a position where the Welsh language is an integral element of all aspects of everyday life.

We understand that being half a mile from the English border has its challenges, but by raising our expectations and adopting an ambitious vision, we have the potential to change the future outlook for the language. Together, we can enable the Welsh language to grow, and create a truly bilingual Wales.  We will be using the Welsh language in our lessons and on the corridors, and we will encourage our learners to do the same. As well as improving the use of the Welsh language in school, we also want to develop an understanding of our Welsh heritage and culture, and this will be embedded throughout our new Curriculum for Wales.

6 Areas of learning

Expressive Arts

Health and Well-being


Literacy, Languages and Communication

Mathematics and

Science and Technology

Curriculum for Wales Framework Essentials

3 Cross-Curricular Skills




Four Purposes

Creativity and Innovation

Ambitions, 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 context
  • 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

Personel Effectiveness

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 reassured risks
  • Lead and play different roles in teams effectively and responsibly
  • Express ideas and emotions through media
  • Give off their energy and skills so that other people will benefit and are ready to play a full part in live and work

Critical Thinking and Problem Solving

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 knowlage 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 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 in fulfilling lives as valued members of society.

Planning and Organising

Ethical, informed citizens who:

  • find, evaluate and use evidance 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.
  • respect the needs and rights of others as members of a diverse society.
  • show their commitment to the sustainability of the planet and are ready to be citizens of wales and the world.

Principles of Progression

  • Increasing breadth and depth of knowledge
  • Deepening understanding of the ideas and disciplines within the Areas
  • Refinement and growing sophistication in the use and application of skills
  • Making connections and transferring learning into new contexts
  • Increasing effectiveness

Progression supported by descriptions of learning which provide guidance on how learners should progress within each statement of what matters

Arranged in 5 progression steps to guide pace

Framed from learner’s perspective

Framed broadly to sustain learning over a series of years

Broadly set against ages 5, 8, 11, 14 and 16

Stand-alone tasks and activities

Assessment criteria

5 Cross-cutting Themes

Relationships and Sexuality Education RSE

Human Rights Education and the United Nations Convention on the Rights of the Child UNCRC


Careers and Work-related Experience

Local, National and International Context

What are the mandatory curriculum elements?

Religion, values and ethics

Relationships and sexuality education [RSE]



12 Pedagogical Principles

Curriculum design for all learners is underpinned by twelve pedagogical principles, which state that good learning and teaching:

  • Maintains a consistent focus on the overall purposes of the curriculum.
  • Challenges all learners by encouraging them to recognise the importance of sustained effort in meeting expectations that are high but achievable for them.
  • Means employing a blend of approaches including direct teaching.
  • Means employing a blend of approaches including those that promote problem-solving, creative and critical thinking.
  • Sets tasks and selects resources that build on previous knowledge and experience and engage interest.
  • Creates authentic contexts for learning.
  • Means employing assessment for learning principles.
  • Ranges within and across Areas.
  • Regularly reinforces the cross-curricular skills of literacy, numeracy and digital competence, and provides opportunities to practise them.
  • Encourages learners to take increasing responsibility for their own learning.
  • Supports social and emotional development and positive relationships.
  • Encourages collaboration.

5 Interdependent Proficiencies within

Mathematics and Numeracy AOLE

Strategic Competence

Conceptual Understanding

Communication Using Symbols


Logical Reasoning