The National MA Education (Wales) programme run by seven Universities in Wales using shared expertise, expands this September with a Curriculum Pathway.
As well as delving into theory and practice in curriculum design, it will look at implementation and models of curriculum leadership. Participants on the blended learning part-time course will also be given opportunities to improve their professional judgement, autonomy and their ability to respond innovatively to challenges.
Ysgol Plas Cefndy is a pupil referral unit in Rhyl, north Wales, which provides education other than at school (EOTAS) for secondary aged children experiencing social emotional and behavioural difficulties. They also have provision for children with high levels of anxiety at their Milestones centre in Rhyl and their satellite site at Ruthin provides placements for primary aged children.
See their case study films below showing how they’ve approached developing their curriculum, from a leadership and broader staff perspective.
Broader staff perspective:
The Guidance for EOTAS sets out what is needed over and above what is in the Curriculum for Wales framework guidance for all learners. It refers to the following key features:
nurturing and strengthening the health and well-being of each learner
systematic collaboration between learner, parents/carers, school and EOTAS providers
access to an inclusive curriculum that focuses on the individual needs of each learner
supporting the reintegration into or transition of learners receiving EOTAS to mainstream or specialist provision, and/or enabling them to progress towards further education, training or the world of work