Education Wales

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An annual report that sets out the progress and achievements of Curriculum for Wales to date, with priorities for the year from September 2023, has been published by Welsh Government.  

The wide-ranging report considers key aspects of curriculum implementation, and is published alongside a plan to undertake a rigorous and transparent evaluation of the curriculum and assessment reforms over time and the extent to which they are having the desired impact for all learners.

An introduction to the annual report from Jeremy Miles, Minister for Education and Welsh Language, sets the scene:

‘The last academic year has been a landmark in terms of our curriculum reforms. In the short time since the Curriculum for Wales was introduced in the majority of schools and funded non-maintained nursery settings last September, we are already starting to see reports of some of the benefits we expect the new curriculum to bring. It is still early days, yet there are some early and encouraging signs.

This second annual report provides an outline of the progress being made across our education system, areas where further focus is necessary, and priorities for support as we head into the 2023 to 2024 academic year; a year when all schools and settings will be using the Curriculum for Wales. It also includes a wide range of links and additional information to help draw together some of the key aspects of our reforms, and how they are supporting us realise our ambitions together.

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A selection of school case study films on curriculum development, progression and assessment, and transition, have been gathered together in this handy pdf with links.

Featuring primaries, secondaries and a Pupil Referral Unit, they show a range of approaches including cluster work. The full Youtube playlist can be found here, and a wide range of resources here on Hwb.

Also hear a new podcast – How the National Resource: Evaluation and Improvement is being used to benefit Ysgol Penrhyn Dewi.

Mark Jones, Professional Advisor to the Welsh Government, interviews Anthony Jones (left), Deputy Headteacher at Ysgol Penrhyn Dewi, about how the school is using the National Resource: Evaluation and Improvement (NR:EI) and the improvements it is helping to bring about. 

Listen on our channel through your chosen platform below:

Apple podcasts 

Spotify

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Or for any mobile phone, use this ‘magic link’

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Jeremy Miles, Minister for Education and Welsh Language, made a statement today that Welsh Government will work with employers, parents and carers, teachers and learners to create a comprehensive approach to developing knowledge, skills and experiences for 14-16-year-old learners under the new curriculum. The approach will recognise the wide opportunities that schools already provide to support their learners move confidently towards employment, further education or training. 

Through engagement, guidance will be developed by Welsh Government for consultation later this calendar year, to be finalised and available for schools at the same time as final GCSE specifications (September 2024). Evolution of the Welsh Baccalaureate will be considered as part of this, to enable all learners to gain the skills, experiences and knowledge to move forward on their next steps. 

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In September 2022 new legislation came into force for schools around providing information to parents and carers on their child’s progress.  See this section of the  summary of legislation or the formal legislation here.

Headteachers must now arrange for termly updates on how learners are progressing, including:

• their well-being
• information on key progress and learning
• key progression needs, the next steps to support their progression, and advice on how parents can support that progress. 

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Role models in school and society are important. By seeing someone ostensibly like us, taking positive action and succeeding in life, we take inspiration, comfort and confidence.

We know it’s like that for learners in our schools. It’s also like that for practitioners, especially those who come from a minority ethnic background and who may not always have access to the support they need from colleagues, parents or peers.

The Anti-racist Wales Connect Group has therefore been created as a source of mutual help and peer to peer support, but also to inspire colleagues from ethnic backgrounds to aspire to leadership, helping to grow a diverse leadership representation in education in Wales.

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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.

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Ysgol Llanhari (3-19) engaged with parents and a range of other stakeholders as it developed its curriculum. See their approach – and how parents responded – below.

See more useful case study films covering curriculum development, assessment and progression, transition and more in the case study area on Hwb.

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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.

Leadership 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

The films are also hosted in the resource area of Hwb.

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Curriculum implementation is being monitored through a research project being conducted by Arad Research, and the report from the first wave is now available.

It’s broadly positive, leaders mainly content with the progress being made, but highlights areas where challenges have arisen and more work is needed.

64 senior leaders from across Wales and all types of school and setting were involved in the research between November 2022 and January 2023. 16 had previously been involved in research about preparations for Curriculum for Wales.

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A new Company has been set up by Welsh Government to commission high quality resources. It became operational on 1st April and will begin by getting staff in place and consulting with practitioners, learners and other key stakeholders to develop an effective model for commissioning and quality assuring resources.

Owain Gethin Davies, Head of Ysgol Dyffryn Conwy, has been appointed as Interim Chair. Below he answers key questions about Adnodd and its ambitions.

So Gethin, in short what is Adnodd?

 A one-stop shop for resources for education practitioners in Wales, that will support Curriculum for Wales and new qualifications, published simultaneously in Welsh and English.

How did you get involved?

I’m passionate about the new curriculum, I want young people and teachers to have the best resources, bilingually, to help them succeed. Resources that are accessible for all learners, those with additional needs, and consider different diverse cultures.  I have worked with NGfL Cymru in the past and also authored numerous music resources for practitioners in Wales. High quality resources should be available for all practitioners and learners.

What will it do?