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Ysgol Gymraeg Llundain Curriculum Statement


The curriculum at Ysgol Gymraeg Llundain is designed to provide a bilingual education that is broad and balanced and that meets the needs of all children. It provides opportunities for children to develop as ambitious and capable learners, enterprising and creative contributors, ethical and informed citizens and healthy and confident individuals who know how to make a positive contribution to their local community, the Welsh community and wider society. The curriculum promotes creativity and innovation, critical thinking and problem solving, personal effectiveness and planning and organising skills. The curriculum teaches children to celebrate diversity and respect differences, to be aware of their rights and the rights of others as well as supporting their spiritual, moral, social and cultural development, ensuring that they are well prepared for life in modern Britain.


As well as incorporating the statutory requirements of the Early Years Foundation Stage framework and the Independent School Standards, the curriculum provides children with tailor-made learning and experiences through the ground-breaking  Curriculum for Wales. A blocked curriculum approach has been implemented at the school to ensure coverage and progression across all of the six areas. This approach enables cross-curricular learning, fostering each child’s curiosity and interest as well as allowing for the consistent development of their literacy, numeracy and digital competency skills in a variety of contexts. Opportunities for child voice are planned at the beginning of each new context for learning and this is used to ensure that children’s learning and experiences are relevant to them.

The school takes pride in providing a highly inclusive environment, with a curriculum that allows children of all abilities and interests to demonstrate high levels of enjoyment as well as the opportunity make very good progress in all areas of learning and experience. Children within all progression steps and levels are helped to achieve their full potential. The curriculum challenges those who are more able, gifted and talented through the offering of learning and experiences at a greater depth. The curriculum encourages children who require special support by offering targeted interventions to embed skills, to develop at their own pace or simply to learn in a style that best suits their individual needs.

A varied timetable of extra-curricular activities is offered by the school, with a wraparound care and clubs provision that both supports and compliments the school’s curriculum intent. The extra-curricular timetable offers children the opportunity to develop specialist skills, such as singing or piano playing, whilst also extending their range of experiences, such as performing on the stage at national Eisteddfodau. 

The school continuously monitors, evaluates and reviews its curriculum and the celebration of good practice contributes to the ongoing commitment to evolve and improve further. All staff are given training and the opportunity to keep developing their knowledge of areas of learning and experience and cross-curricular skills, so they can support curriculum development throughout the school.


The innovative practice across the school provides children with a strong academic foundation and as well as offering opportunities for them to develop social skills both indoors and out. This curriculum design ensures that the needs of individual and small groups of children can be met within the environment of high quality teaching, supported by targeted, proven interventions, where appropriate.

Enjoyment of the curriculum promotes progress, confidence and positive behaviour. Children feel safe to try new things. High quality visits and visitors to the school enhance the curriculum and provide opportunities for writing for a purpose. Children have opportunities to share their learning with each other, their parents and carers and other learners through school-based and external exhibitions, performances and competitions.

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