Education Wales

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The Curriculum for Wales Policy Group continues to meet monthly in locations across Wales. Workshops focus on the ongoing process of reviewing and refining the Curriculum for Wales Framework guidance, co-construction of supporting materials, and contributing to the work of Welsh Government’s partners where our work dovetails. Representatives of Adoption UK, Adnodd, Arad Research, DARPL, and Microsoft have all met with the Group over the last year.

The Group has helped develop Tools and templates for curriculum design and has  published a Blog post to help schools and settings develop their Curriculum summaries.

They’ve contributed to work around curriculum and assessment design, enabling learning guidance, literacy and numeracy, and international languages.

We operate a reserve list to make sure the Policy Group remains representative of all types of schools and settings across Wales. If you currently work in a school or setting using the Curriculum for Wales and have a passion for working with others to co-construct solutions, please complete the Expression of interest form. We’ll contact practitioners on the Reserve list when a place becomes available.  We are especially keen to hear from practitioners in pupil referral units (PRUs) and other providers of education other than at school (EOTAS), and those working in Blaenau Gwent, Ceredigion, Denbighshire, Merthyr Tydfil, and Monmouthshire

The current members are:

Darllenwch y dudalen hon yn Gymraeg

This is not just about understanding history or geography it is about preparing learners to become active, informed, and responsible citizens who can engage with democratic processes and make thoughtful decisions about the world around them.

For teachers, this matters because it shapes what and how we teach, from early years through to age 16, learners are expected to explore concepts such as rights, responsibility, justice, and governance, and to understand how political systems operate locally, nationally, and globally. By embedding these ideas into your curriculum design, you help learners develop critical thinking, problem-solving, and ethical reasoning skills essential for life in modern Wales and beyond.

The next Senedd election will take place on 7 May 2026. Anyone aged 16 and over who lives in Wales can vote. This is a great opportunity to bring real time politics to life in the classroom.

There are lots of resources and organisations available to support you to engage your learners in democratic education ahead of the election.

Resources, events and more

Senedd Election 2026 Resources

The Children’s Commissioner for Wales, the Senedd Commission, and the Electoral Commission have worked in partnership to create new resources that support young people to learn about the Senedd and how to vote. The resources are aimed at first-time voters but are suitable for all young people in year 10 and up.

The resources cover key topics including:

Resources include an assembly, lesson plans, short activities, and educator guidance.

Download the Senedd election resources: Democracy Classroom

Let’s Talk Senedd: Educator Training Programme

The Senedd Commission’s free online Teams sessions are designed for educators who are beginners when it comes to learning about the Senedd. It aims to boost educator confidence when starting conversations with young people about politics, voting, and elections.

In this 45-minute session, educators will learn about the Senedd, democracy in Wales, and they will be provided with step-by-step guidance on delivering sessions to young people.

Visiting the Senedd

Educators can arrange a free school educational session to the Senedd and receive a bespoke session from the Senedd’s Education Team. The sessions are designed for all ages and provides an insight on how the Senedd, and democracy works in Wales. A travel subsidy is also available.

To book your visit: https://senedd.wales/visit/education-and-youth-engagement/visit-us

Outreach and Education Visit

The Senedd Education team also provides a free educational visit to your school, college or youth group. Visits are tailored to your needs but with a clear emphasis on the work of the Senedd and the upcoming Senedd Elections.

Welcome to Your Vote Week (9 – 16 March 2026)

An opportunity for those who work with young people to start a conversation about democracy and voting. Every year the Electoral Commission invite schools, youth groups, and local elections teams to join them in celebrating democracy by running activities that help young people understand how it works and how to get involved.

This year’s theme is ‘Why Voting Matters’. Discover the difference voting makes and how young people can have their voices heard.

Find out more and sign-up to take part.

Electoral Commission resources including resources about how to design a voter registration campaign, run a registration drive and on mis and disinformation.

Guidance on how to embed democratic education within the Curriculum for Wales

Videos for young people about the Senedd and Senedd elections.

Host a Hustings Cymru

Here teachers and youth practitioners can access help to organise and deliver their own youth hustings events for the 2026 Senedd elections.

Youth Hustings provide a platform for young people aged 14–25 to engage directly with electoral candidates in Welsh elections. They give young people the chance to ask questions, voice their opinions, and take part in meaningful dialogue in the run-up to local and national votes. Events can be run in person or online.

To find out more about Host a Hustings Cymru, and to register your interest in taking part 

Digital Dialogues: Wales Programme

Support for learners across Wales to have meaningful conversations with their elected representatives.

It also helps teachers to prepare learners for those conversations through delivering engaging workshops with learning resources that empower learners to become ethical, informed citizens of Wales and the world, directly supporting one of the four core purposes of the Curriculum for Wales. To find out more about Digital Dialogue: Wales 

Shout Out UK (SOUK)

Is running a two-year programme of interactive workshops across schools and colleges in Wales to inform and empower young people (aged 14-18) to participate actively in the country’s democracy.

The programme aims to increase participants’ likelihood to vote and their understanding of political processes. It will also equip students with skills to evaluate election-related information, identify mis/disinformation, combat online hate, promote candidate safety, and become responsible, active, and informed digital citizens. Contact caitlin@shoutoutuk.org to organise free sessions in your school!

Information and links to all of the above, as well as additional resources to support you in the build up to the 2026 election can be found on the Senedd Elections page of Democracy Classroom.

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Wales is shaking up how teachers and education staff develop their skills. As of September 2025, Dysgu, the new National Professional Learning and Leadership Education Wales body, will steer professional learning opportunities across the country.

Dr Gwenllian Lansdown Davies, Dysgu’s CEO, leads a team of thirteen staff members who are spearheading the change.

Dysgu represents a significant shift toward a more streamlined, consistent approach to professional development in education, ultimately aiming to improve support for educators and outcomes for learners across Wales.

During its first year – a transitional year – Dysgu will take on responsibility for national programmes in areas such as literacy, numeracy and well-being, alongside developing support for leaders at all levels.

Dysgu will build capacity around three key themes:

• Leadership
• Curriculum and Teaching
• Well-being and Inclusion

Dysgu’s offer will deliver high-quality Professional Learning in Welsh and English reflecting the needs and aspirations of the sector and responding to national priorities.

Work is already underway delivering the newly-revised NPQH Wales programme for aspiring headteachers and providing experienced headteachers with coaching opportunities. In early November a new pilot, Calm Classrooms Thriving Minds: professional learning for educators, was advertised on Hwb and a Maths roadshow aimed at secondary schools is being delivered by Dysgu and Estyn in February. Dysgu’s new Chair – Professor Dylan Jones – starts in post this January and new Board members are being recruited.

Dysgu will work alongside the Welsh Government on policy, with Estyn on inspection findings, and with local authorities, who will focus on providing tailored training to address specific school needs through school-to-school collaboration models.

Dysgu will develop professional learning that is accessible, consistent, and impactful, empowering educators to thrive and improving outcomes for every learner in Wales.

Be part of the journey

Sign up for Dysgu’s newsletter to discover new opportunities, events, and resources shaping the future of education in Wales.

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Our research evaluating the policies that support Initial Teacher Education (ITE) in Wales is underway. The research has been guided by a stakeholder steering group with representatives from:

• Education Workforce Council
• Estyn
• ITE Partnerships
• The Teacher Education Accreditation Board
• Welsh Government
• Welsh Local Government Association

Since the summer term Alma Economics has been working with our steering group to scope out the evaluation and prepare the field work phase of the research.

This research will help us understand how our policies can better support the recruitment, development and ongoing support of student teachers as they begin their professional journey as well as the wider ITE sector.

If you are involved in ITE, are a student teacher or early career teacher, here’s your opportunity to provide your views on our ITE system.

What the research is examining

High-quality ITE is fundamental to ensuring excellent education for all children and young people in Wales. The evaluation focuses on Wales’ education policies and legislative reforms that support our ITE system and examine how ITE incentive schemes have influenced the recruitment of student teachers.

Get involved

If your school is involved in ITE, you may be approached by your ITE Partnership to participate in this research.

You can also help us by completing an online survey. Please complete one survey only.

If you work in a Higher Education Institution (HEI) or are an ITE student, please follow the HEI survey link:

• https://www.surveymonkey.com/r/N3526LZ

If you work in an ITE Clinical Practice School or are a Newly Qualified Teacher, please follow this Schools survey link:

• https://www.surveymonkey.com/r/QW6VHTJ

The survey takes around 10-15 minutes to complete, and your participation is anonymous and voluntary, and you can withdraw at any time by closing the browser window. You can find more information about how your data will be stored and used here: https://tinyurl.com/2rymvv45  

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We are pleased to introduce the updated School Improvement Guidance, which strengthens the way we support improvement across Wales. The guidance reflects the outcomes of the recent review of roles and responsibilities and sets out a clear, shared ambition: that every learner is supported to achieve their full potential within an equitable and collaborative education system. 

At the centre of the guidance is a straightforward principle: improvement is a shared responsibility. 

Schools should not work in isolation. By developing strong local improvement communities, partners can draw on collective expertise, respond to challenges more effectively, and develop solutions that are sustainable and focused on learners’ needs. This is about building a culture rooted in openness, trust and ongoing learning. 

The guidance is underpinned by five core principles: 

• Collective responsibility for raising standards for every learner. 

• Purposeful collaboration that brings in external perspectives and fosters professional dialogue. 

• A focus on activity that improves learning. 

• Building capacity within the school system, so expertise is shared and strengthened. 

• Clarity and coherence across partners, connecting local needs with national priorities. 

This is an exciting opportunity for schools, local authorities, and partners to work together in new ways – through vertical and horizontal collaboration, robust self-evaluation, and strategic planning that truly makes a difference. The aim is clear: better outcomes, stronger leadership, and a more inclusive education system for Wales. 

We encourage all partners to engage fully with this guidance and play an active role in shaping an improvement system that works for everyone. By working collectively, we can build a system that responds to today’s challenges while laying firm foundations for future success. 

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We’d like to congratulate Simon Roberts on receiving the ‘Exceptional Contribution to School Business Leadership’ award, at ISBL National Conference for School Business Leadership at the end of November

Earlier this year Welsh Government launched an exciting pilot project with the Institute of School Business Leaders (ISBL), facilitated by Simon Roberts, Director of Business Finance at Olchfa School in Swansea, who has 24 years’ experience  working in education, and 16 as a Senior Leader and School Business Leader.

Working with a cohort of 50 School Business Professionals (SBPs) across Wales, the pilot aims to assess and support the development needs of the profession, provide coaching and mentoring alongside professional accreditation, and support the creation of SBP Champions to provide peer review and system leadership.

Bethan Cullen, Deputy CEO of the ISBL stated: “Simon Roberts has played a pivotal role in shaping the pilot programme for Welsh school business professionals, an initiative that will significantly raise the profile of the profession in Wales. His leadership has strengthened the understanding and application of Integrated Curriculum Financial Planning (ICFP) metrics and empowered school leaders to more effectively evaluate and maximise the resources available to them.

Simon’s unwavering commitment, both through his advocacy for the profession and his impactful delivery of programme content, has been central to the success of this work. ISBL is proud to recognise Simon’s outstanding achievements and celebrate him as one of our Fellows.”

On winning the award, Simon said: ‘It’s a real honour and privilege for me, mostly because it is awarded by the Institute who represent my profession.  I would never have won the award without the support, trust and professional freedom I have been fortunate enough to get from all the Headteachers I have worked with in my career.  I have championed the SBL role in Wales for a number of years and was delighted to get the opportunity to work with Welsh Government recently on a project to amplify the role of School Business Leaders in Wales and generate the recognition the role deserves, which, without doubt, was a significant contributing factor in me being given this award, and I really appreciate having the opportunity to do so.

“This project is ongoing, but gaining rapid traction and buy-in from stakeholders across the education sector, which is fantastic, but must continue if schools in Wales are to become financially sustainable in the future – it is a real indication of progress for the role of SBLs in Wales and a significant sign of intent by Welsh Government that they are supporting it in the way they are.”

For further information on the project, please contact School Funding / Ariannu Ysgolion

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Food and Fun recently celebrated 10 years supporting families across Wales.

The Food and Fun programme started as a pilot by Cardiff Council to help children during school holidays. The programme now runs in schools across the whole country, delivered by the Welsh Local Government Association.

Winners of the awards were: 

• Council Co-ordinator: Paul Williams, Neath Port Talbot Youth Service 
• Co-ordinator award scheme: Sabrina Amor, Herbertt Thompson Primary School 
• Scheme Staff award: Luke Cross Ysgol Cwm Brombil 
• Catering award: Sarah Lever and Caroline Clatworthy, Bridgend Catering  
• Volunteer Award: Harri and Sion Colthard, Ysgol Calon y Cymoedd 
• Health Board Award: Cardiff and Vale University Health Board 
• Sports Coach Awards: MonLife 
• Working together award: Neyland Community Primary School 
• School Impact Award: Gemma Ness Ysgol Awel Y Mor 
• Outstanding Contribution award: Angharad Williams Ysgol y Gogarth, Chantelle Matthias Howardian Primary School
• Children’s Choice award: Justin Johnson Torfaen Play 

We asked Gemma Ness, Ysgol Awel y Môr, winner of the School Impact Award, to tell us about her journey.

“The anticipation began long before the event, it started with an unexpected email. Excitement, and a little nervous energy began to unfold.

The days before were filled with laughter and banter around potentially giving a speech. Although i was personally nominated it was for us. There’s no I in team.

The morning of the event was a steady one. The journey itself was a mix of reflection and excitement.  When I arrived, the atmosphere was calm. The room set up was fabulous! This felt official and special.

Then my name was called up for School Impact Winner in Wales. I was in genuine shock. As I proceeded to collect the award, I could hear the audience erupt.

When I returned home, I shared the news with my Family, my eldest child gave me a high five. I did not expect to see such beautiful comments all echoing the same “You deserve it”.

Sharing the achievement with everyone at Awel Y Môr Primary School was a proud unforgettable moment. This wasn’t just my achievement – it was ours.”

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Data is a powerful tool for shaping education. In Wales, we’re committed to using it to support evaluation, improvement, and accountability in ways that benefit learners. 

We’re reshaping how we communicate what’s happening in schools. Education is complex, and our understanding should reflect this broader picture—not just a handful of attainment measures. We’ve moved away from “high stakes” approaches where a few results defined performance, focusing instead on supporting individual learners and helping schools improve meaningfully. 

Data use should be proportionate, balanced, and impactful, keeping each learner at the centre of improvement without creating extra burdens for teachers. By using a range of qualitative and quantitative insights, we can help every learner reach their potential whilst maintaining a clear national picture. 

Consultation: Shaping the future of data use 

Earlier this year, we launched a public consultation on how data should be used to support learning and improvement. We also proposed a 14 to 16 Learner Entitlement Indicators Framework to replace existing Key Stage 4 indicators. 

The responses confirmed broad support for: 

• Information Ecosystem Principles – guiding responsible data use across the system 

• 14 to 16 Learner Entitlement Indicators Framework – reporting on learners’ experiences and outcomes under the Curriculum for Wales 

Our published Decisions Report confirmed both will be implemented with refinements. 

What is the 14 to 16 Framework? 

The framework supports meaningful public communication about 14 to 16 learning, providing a balanced, holistic view beyond exam results—including wellbeing, learner effectiveness, and post-16 preparation. 

It includes: 

• Qualification-based indicators at individual qualification level—no complex composite measures 

• Contextualised and disaggregated data for meaningful, inclusive results 

• School-shared information alongside Welsh Government published data 

What’s next? 

We’re working with school leaders and practitioners representing a wide range of school characteristics through autumn/winter workshops to refine indicators, exploring options and gathering insight on alignment with improvement aims and impact. We’ll also be looking at clarity and guidance needed on information schools are expected to make available. 

We’re also exploring development of digital tools to support this work, including replacing or building on platforms like My Local School and the All-Wales Core Data Sets (AWCDS), offering smarter ways to access and interpret data. A key part of this discovery work will be speaking to a broad range of users of the AWCDS and My Local School. 

Timeline 

Spring 2026: Finalised 14 to 16 indicators confirmed

Summer 2027: New reporting arrangements go live with first Curriculum for Wales Year 11 cohort 

Supplier appointment to the discovery exercise to shape digital systems is expected January 2026. User engagement (schools, local authorities, public) will run January-March 2026. Email ims@gov.wales to register interest. 

Updates will appear on our Hwb pages as work progresses. 

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MFL Mentoring is a Welsh Government-funded project that’s been promoting multilingualism in secondary schools since 2015. The project connects university students from nine Welsh universities with secondary schools across Wales, creating meaningful mentoring relationships that inspire young people to engage with languages and cultures.

Exploring languages together

Learning a language opens doors to new cultures, perspectives and opportunities. Yet fewer than 12% of learners in Wales choose to study an International Language at GCSE level. That’s where MFL Mentoring comes in

A different approach to languages

This isn’t about memorising grammar rules or vocabulary lists. Instead, student mentors work with learners in Years 7 to 9 who are unsure about studying International Languages (French, Spanish or German) for GCSE. Together, they explore languages and cultures in an engaging, relevant way that extends far beyond the classroom.

The mentoring sessions help learners to reconsider their attitudes towards International Languages and discover how these skills connect to their future lives, careers and wellbeing.

Our mission

The project exists to:

• encourage learners to be curious about all languages and cultures
• challenge perspectives and assumptions about others
• promote a sense of global community
• celebrate cultural and linguistic diversity
• highlight how languages support careers and wellbeing

Why? So that our future generations have the skills they need to thrive in our globalised world.

Supporting the Curriculum for Wales

The work of MFL Mentoring also supports learners to progress towards the four purposes of the Curriculum for Wales, encouraging cross-curricular links and empowering learners to appreciate a wider global perspective.

Get involved

Interested in bringing MFL Mentoring to your school? Express your interest by completing our survey and a member of the team will be in touch to let you know when applications open, or suggest other ways you can engage with the project.

Find out more

Visit our website to learn more and sign up to our newsletter. You can also follow us on Instagram, X and LinkedIn to keep up-to-date with the project.

For any questions or queries, please contact me, Miss Glesni Owen, Operations Manager on owengh@cardiff.ac.uk

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Curriculum summaries are more than just a tick-box exercise. Done well, they can be powerful tools for communicating your school or setting’s ethos, curriculum thinking, and learner experience to a wide audience – from parents and carers to governors and community partners.

So, what does a good curriculum summary look like? And what should we steer clear of?

Characteristics of an effective curriculum summary

1. Clear, accessible and audience-focused

A good summary speaks to its audience. That means:

• Using plain language that’s free from jargon.
• Tailoring the language to suit parents, carers, and non-specialists.
• Being concise – it’s a summary, not a policy document.

2. Visually appealing and well-presented

First impressions matter. A well-designed summary:

• Uses layout and branding that reflect the school or setting’s identity.
• Incorporates photos, colours, and even video to bring the curriculum to life.
• Is easy to navigate, with clear headings and structure.

3. Bespoke and reflective of your school or setting

Avoid generic content. Instead:

• Showcase your school or setting’s unique ethos, vision, and values.
• Include authentic examples of learning and pupil experiences.
• Demonstrate the thinking behind your curriculum decisions.

4. Useful and linked to key information

Make it practical:

• Include links to statutory frameworks and curriculum guidance where appropriate.
• Allow those that want to  delve deeper into aspects they’re interested in.
• Highlight connections to wellbeing, pastoral care, and community involvement.

5. Up-to-date and transparent

Trust is built through transparency:

• Clearly state when the summary was first published and last updated.
• Ensure links and references are current.
• Show how staff and stakeholders have contributed to its development.

Common pitfalls to avoid

Even with the best intentions, some summaries miss the mark. Here’s what to watch out for:

1. Jargon overload

• Avoid unexplained acronyms and technical language.
• Don’t assume your audience has a background in education.

2. Content copied from elsewhere

• Resist the temptation to lift text directly from the Curriculum for Wales framework guidance.
• Generic summaries that could belong to any school lack authenticity.

3. Too much detail

• Keep it focused – this isn’t the place for full schemes of work.
• Overly long documents can overwhelm and disengage readers.

4. Outdated or vague information

• Make sure your summary is regularly reviewed and updated.
• Avoid references to old documents or resources that no longer reflect current practice.

5. Disconnected presentation

• Ensure the summary reflects your whole school or setting, not just an individual class or certain subject areas.
• Avoid promotional content that doesn’t explain curriculum progression or intent.

Examples

Thank you to the schools, PRUs and nursery settings below for letting us share their published curriculum summaries:

Primary schools:

Gelliswick VC School Pembrokeshire

Llangan Primary School Vale of Glamorgan

St David’s RC primary school Swansea

Y Gynradd Gymraeg Gellionnen Swansea

Ysgol Bodhyfryd Wrexham

Ysgol Gellifor Denbighshire

Ysgol Glan Aber Flintshire

Ysgol Iolo Morganwg Vale of Glamorgan

Ysgol Maes y Coed Neath Port Talbot

Ysgol Pen Rhos Carmarthenshire

Ysgol Raglan VC Primary school Monmouthshire

Ysgol Santes Dwynwen Isle of Anglesey

All-through schools:

Abertillery Learning Community Blaenau Gwent

Ysgol Bro Pedr Ceredigion

Ysgol Nantgwyn Rhondda Cynon Taf

Special schools:

Crownbridge Special School Torfaen

Ysgol Robert Owen Powys

PRUs:

Y Deryn Family of Schools Cardiff

New Start Centre Powys

Secondary:

Chepstow School Monmouthshire

Corpus Christi Catholic High School Cardiff

Llanwern High School Newport

Risca Community Comprehensive School Caerphilly

Ysgol Aberconwy Conwy

Ysgol Glan y Môr Carmarthenshire

Ysgol Gyfun Gymraeg Llangynwyd Bridgend

Ysgol Pen y Dre Merthyr Tydfil

Non-maintained nursery settings:

Cylch Meithrin Ruthin Denbighshire

Sticky Fingers Nursery Monmouthshire

Final Thoughts

A curriculum summary should be a window into your learning journey – clear, engaging, and rooted in your values. By focusing on clarity, authenticity, and accessibility, you can create a summary that not only informs but inspires.

The summary of legislation section on Hwb sets out the requirements for publishing a curriculum summary.

The statutory guidance notes that the published summaries should include:

• information on how practitioners, learners, parents, carers and the wider community are being engaged to inform the curriculum’s ongoing development
• how the curriculum meets the required elements set out in this Framework, starting from the four purposes
• information on how the school is approaching learning progression and its arrangements for assessment
• how the curriculum is being kept under review, including the process for feedback and ongoing refinement

and  should be published before the start of each academic year.

Practical support for curriculum and assessment design is available on Hwb.

There is no duty on non-maintained nursery settings to design a curriculum; Welsh Ministers are required to provide this for settings. These are the curriculum and assessment arrangements for those settings.  Like schools and PRUs, settings need to publish a summary of their curriculum. Guidance for settings on publishing a summary can be found within the engagement toolkit.