Following a period of co-construction and consultation with practitioners, the Curriculum for Wales guidance has been updated to include ‘Continuing the Journey’, which outlines our expectations for ongoing curriculum design.
Whilst our expectations for curriculum design have not changed, we have, in response to practitioners, made the guidance shorter and easier to navigate and understand.
It has been split into 4 areas:
Purpose: what should our learners learn and why?
Progression: what should progress in that learning look like for each learner?
Assessment: how are we assessing to enable that progression?
Pedagogy: how does our daily practice support our curriculum?
Easy to access support is also now available on Hwb, including:
For the first time, Professional Learning resources have been centralised in one place on Hwb. The freshly categorised and classified resources are now readily searchable and accessible to all education practitioners across Wales via the professional learning area.
The professional learning area has been organised to help practitioners find the right resources to meet their professional learning needs, whatever those needs may be.
Within the area, practitioners will find a wide breadth of training, self-guided learning, case studies, guidance, and research on all aspects of professional learning.
These videos demonstrate how easy it now is to access Professional Learning resources on Hwb.
The resources cover 4 broad areas: curriculum, pedagogy and assessment; leadership and governance; well-being, equity and inclusion; and developing as a professional.
Practitioners can filter the resources within these categories or search for resources using keywords.
A practitioner working party was convened to assure quality during the process, and several other groups are still providing feedback. The PL area is a work in progress and feedback can be left by anyone accessing the page. Your feedback will help us improve it.
Deputy Headteacher, Sian Evans has been part of the practitioner working party. She says:
‘I have been a part of the practitioner reference group who have been working on this area, to bring together the range of different professional learning opportunities into one really easy to navigate space. We wanted this to be an area that everybody, all types of practitioners at all levels within schools could access and find professional learning that was relevant to them and we wanted to be able to do this in as few clicks of the mouse as possible!
‘What’s coming through very clearly now is that staff are finding that it’s a positive experience to be using Hwb to search for professional learning. They feel that they can now use that very limited time they have to best effect to find relevant professional learning.’
As part of the Cabinet reshuffle, following the appointment of Vaughan Gething as First Minister, Lynne Neagle has been appointed as the Cabinet Secretary for Education, replacing Jeremy Miles who moves to the Economy portfolio.
Lynne Neagle is the Senedd Member for Torfaen, and moves to Education from her previous Cabinet post as the Deputy Minister for Mental Health.
Dear Colleague
I am privileged to have been appointed Cabinet Secretary for Education. I know from my time as Chair of the Senedd Children, Young People and Education Committee what a dedicated and hard-working education workforce we have in Wales, and I am really looking forward to working with you in my new role.
You are critical to the success of our transformative education reforms, including the Curriculum for Wales roll out, the current consultation on 14 to 16 learning, Made-for-Wales GCSEs, and the implementation of the Additional Learning Needs programme. Ensuring you have the tools to make these reforms a success will be my number one priority.
I am acutely aware that you are supporting our ambitious transformation of education while also dealing with the aftermath of a global pandemic. The increase in mental health issues amongst learners and the workforce, a drop in attendance and reports of deteriorating behaviour are matters that worry us all.
Government, parents and carers, and society as a whole need to come together to address these challenges. I know it can’t all be the responsibility of schools.
Making sure our young people have the best chance in life is a passion for me. A good education in an inclusive, safe, and nurturing environment helps build skills, knowledge and resilience. It is the greatest gift we can give our children and young people.
As Deputy Minister for Mental Health, I jointly chaired our Ministerial Board to take forward our Whole Schools Approach to Mental Health and Wellbeing in Wales and was able to secure additional funding for Child and Adolescent Mental Health services in Wales.
I intend to spend my first months in office listening to you. I hope to visit schools after Easter and during those visits, as well as meeting children, young people, and your staff, I would like to talk to you about your burning issues.
I am really looking forward to working with you and meeting as many of you as possible. If there are issues you would like to discuss with me my door is open. Please email Dysg@gov.Wales or Correspondence.Lynne.Neagle@gov.wales and I’ll be in touch.
Yours sincerely
Lynne Neagle AS/MS Ysgrifennydd y Cabinet dros Addysg Cabinet Secretary for Education
Introducing Curriculum for Wales is a journey, not just for schools but for the wider education system as it adapts to support curriculum reform. Estyn’s evolving approach to inspection is an important example.
Ceri Richmond, Deputy Headteacher at Morriston Comprehensive School, is a Peer Inspector. She has recently had a week’s refresher training and is the perfect person to tell us more about how the approach to inspection is changing.
Firstly Ceri, why did you become a Peer Inspector?
I started in 2017 because as a senior leader with responsibility for self-evaluation and teaching and learning, I wanted to ensure that I could identify good practice. I wanted to be confident when observing lessons and mentoring departments in self-evaluation procedures. For me it’s about better teaching and learning, although I started by focussing on school self-evaluation.
What’s the essence of the role?
It’s important for Estyn to have practicing professionals in the team for balance and to bring that current perspective. There are usually at least two peer inspectors in each team. I appreciate the fact that we are full members of the inspection team with the same range of responsibilities. On the other side, I have also appreciated that current perspective from the peer inspectors when my own school is under inspection.
Can you describe your recent training?
I really enjoyed it. We were a room of Peer Inspectors, mainly looking at teaching and learning, pastoral (e.g. skills and attendance) and team development. We looked at lots of examples of pupil work and were asked what we could glean. Evidence gathering is always about triangulating and analysing how those work scrutinies would tie in with observations and pupil voice, for example. During an inspection we would share all our observations and notes from different inspection activities in a live document. This means that all inspectors can collate and see the information pertinent to the area they have been allocated to report on. It’s really good as refresher training if you’ve had a gap in inspections, and I can take a lot back to my own school.
As we move firmly into schools delivering the new Curriculum for Wales, I will be very interested to see how these activities and the focus of these activities will develop to take into account differences, for example in the way we use the principles of progression to measure progress and what we are now measuring in terms of progress, as we move to a purposes-driven curriculum, with a new but more equal emphasis on learner effectiveness as well as knowledge and skills.
How different are inspections under Curriculum for Wales?
The biggest improvement in the current framework is the removal of summative judgements. It means we look at both strengths and weaknesses. You can see the needs of a school, and they do come out in that final report, but the feedback is more balanced and far more constructive.
Leaner inspection arrangements are more focused on the most important areas that drive improvement. It’s also more based on the school’s own self-evaluation activity. In that way, we’re also assessing the strength of the school’s own ability to identify improvement.
Interestingly, in a recent House of Lords evidence session, it was said that the Inspectorate needs to respect the decisions taken at local level on curriculum, otherwise there is a risk that schools will try to please inspectors rather than serve the needs of the learners, which makes absolute sense in Wales!
So what style can schools expect from you?
The style has changed. It’s not big brother anymore, it’s working with the schools and it’s more supportive, although I do believe it will be some time before it feels this way by the school being inspected. The report is far more balanced and constructive. Also, there is more regular contact and more frequent visits – engagement visits and thematic visits. These are designed to focus on improvement processes to support stronger evaluations.
On balance it feels better, especially in a time when the curriculum is being introduced year by year in secondaries. We need to acknowledge the amount of change that’s involved and ensure that all tiers and departments within the sector talk to and communicate openly with each other.
Since April 2023, 3500+ learners from more than 80% of state-funded schools and colleges engaged in mathematics workshops, masterclasses and conferences organised by Further Mathematics Support Programme Wales (FMSPW).
Support is still available to all schools in Wales and can be applied for here.
But for the full picture of the support and how it works for learners in Wales at various ages, read on.
Funded by the Welsh Government and managed by Swansea University, the FMSPW collaborates with partners across Wales and the UK, operating across Aberystwyth, Bangor, Cardiff, and Swansea universities. Together, we offer a comprehensive range of mathematics enrichment activities tailored for all ages.
For pupils in years 7 and 8, FMSPW hosts lunchtime and after-school math clubs, fostering a welcoming atmosphere where participants can engage with mathematics through interactive games and hands-on activities.
For learners aged 14-15, our program provides access to a series of mathematics masterclasses by the Royal Institution, available both online and in-person, along with junior and senior math challenges and problem-solving sessions. Our “Careers in Mathematics” talks offer valuable insights into the practical applications of mathematics in the world of work and study, aiding students in making informed decisions regarding their A-level choices.
As students approach GCSE level, we provide support through revision events and online resources. The FMSPW is especially committed to supporting Additional Mathematics Level 2 qualification as it is evident that the qualification is important for schools. Our recent case studies have shown that studying Additional Mathematics can lead to increased enrolment in A-level mathematics classes, boost confidence among female students, and contribute to a more balanced gender representation at A-level. To encourage more schools to offer Additional Mathematics, FMSPW developed a suite of engaging Desmos resources covering the entire syllabus.
At the A-level stage, FMSPW program extends to include revision classes and a wealth of materials to support students pursuing A-level Mathematics and Further Mathematics qualifications.
For schools unable to offer Further Mathematics internally, FMSPW provides online tuition classes complemented by in-person study days held across Wales. This year, we have had 27 schools subscribe to our Further Mathematics tuition courses, supporting nearly 60 students in studying 140 FM modules. 40% of our students come from schools with medium to high percentages of pupils receiving free school meals.
James Johnson from a school in North Wales shared his positive experience studying Further Mathematics with FMSPW:
“Studying Further Maths has been a fun, challenging and rewarding experience over the last year. The tutors have provided me plenty of support and there were lots of resources available to assist us during the year.”
Further Mathematics remains an important qualification preferred or encouraged by some universities with research evidence of improved transition to STEM degrees among all students but especially girls.
Problem-solving remains a focal point of the FMSPW program at A-level, with challenging courses designed to stretch students’ understanding. As learner feedback shows, participants find the problems both stimulating and enjoyable, often forming new friendships along the way.
A student in Year 12 who is taking part in the Introduction to Problem Solving course this year said:
“I feel like the topics were very challenging and difficult to get your head around, which was good because it stretches your understanding.”
Recognising the need to further support Wales’ brightest mathematicians, we offer a hybrid support program for students aiming to study at Russell Group universities, which may require additional mathematics tests like MAT or STEP. Our online Bridging Maths to Uni program helps students bridge the gap between school mathematics and university-level study.
FMSPW extends its gratitude to our partners in schools, colleges, education consortia, and universities for their invaluable help and support. Together, we continue to inspire and empower the next generation of mathematicians in Wales and beyond.
A new research project, and a new resource, have been designed to support Talk Pedagogy.
Talk Pedagogy enables teachers to reflect on their professional identity in a safe pedagogical space. It enhances teacher agency and supports their capacities to navigate the uncertainty around curriculum design and delivery.
To understand how schools are changing their thinking around pedagogy and learning within Curriculum for Wales, a new research project is underway. Led by The Universities of Bangor, Wrexham and South Wales, supported by GwE, it will explore the extent to which thinking and practice is changing at a national level. Changes in values, beliefs and practices will be in focus.
The first phase of this research is a survey open to school staff across Wales and we kindly ask for you to complete the survey using this link by 31 July 2024.
The second phase of the research will focus on qualitative interviews/focus groups and if you wish to be involved in phase 2 you have the option to indicate this at the end of the survey.
Meanwhile a set of research summaries have been produced to explore authentic learning experiences and as a stimulus for critical conversations and deeper enquiry. Access the resource here which also includes video introductions from HEI colleagues.
Curriculum for Wales is a once in a generation opportunity to raise standards for all, close the attainment gap, and deliver an education system that is a source of national pride. Learner effectiveness is crucial in this and the Welsh Government now needs practitioners to help develop a programme for learners aged 14 to 16.
The work complements the 14 to 16 Learning guidance, currently out for consultation, which is focused on realising the ambition of Curriculum for Wales in years 10 and 11 by enabling all learners to raise their aspirations and achieve their full potential.
Schools face a number of significant barriers to achieving this vision; some young people struggle to attend school full-time; some are disengaged from their learning; and many lack the knowledge and skills they need to learn effectively.
As one of the mandatory Principles of Progression, increasing learner effectiveness is critical to unlocking learner progress within Curriculum for Wales and plays a central role in the proposed 14 to 16 guidance. When we teach young people how to learn more effectively, we can unleash their ability to learn, progress and achieve their full potential.
Over the next year, the Welsh Government plans to work with a group of secondary school practitioners to co-construct a Learner Effectiveness programme for learners in years 10 and 11. The aim is to draw on a wide range of experiences and specialism, and therefore, we are looking for declarations of interest from a mix of:
Headteachers
Deputy headteachers
Assistant headteachers – Teaching & Learning and/or Professional Learning responsibility
Heads of Year 10/11
Welsh Bacc coordinators (or equivalent)
Health & Wellbeing leads (or equivalent)
ALNCos
The commitment required from the practitioners / schools will involve:
Face-to-face event in April 2024
3x 90minute online meeting (1 per term in 2024/25)
Time to review some of the curriculum materials – to be undertaken remotely and likely to involve around 3 hours of work.
5 days’ supply costs at the relevant rate and appropriate travel costswill be provided.
To declare an interest in this exciting project, please complete this form by no later than 4pm on Friday 22 March 2024.
Following the closing date, we will aim to convene a group of around 8-10 practitioners to be involved in this project.
A consultation on how and what schools across Wales will teach 14 to 16 year olds from 2025 opens today, 28 February. It runs until 8 May 2024.
The consultation on ‘the 14 to 16 Learner Entitlement’ represents the next step in Curriculum for Wales implementation. As roll-out reaches year 10 from 2025, it looks at the wider learning and preparation learners need – alongside qualifications – as they look to take their next steps into education or employment.
Schools, parents, carers and stakeholders are being asked for their views on the document, which outlines the curriculum that all learners in years 10 and 11 will be entitled to. It describes four components in particular:
Qualifications in literacy and numeracy
Qualifications to encourage breadth
Wider Learning and Experiences across the Curriculum – in all areas and mandatory elements (including RSE and RVE), no matter their chosen qualifications
Post-16 planning – dedicated time to focus on next steps and understand the options available as learners move into post-16 education, training or employment.
Under the ‘Entitlement’ schools will be required to:
Plan for and offer a 14 to 16 curriculum offer, that includes a mix of general, vocational, and skill-based qualifications at different levels, designed around the needs of their learners, as well as their local context.
review their curricular offers and the progress and achievements of their learners in years 10 and 11, identifying strengths and areas for improvement.
The final version of the guidance will be published for schools in the summer term 2024, accompanied by supporting materials. It will be available alongside the first wave of reformed GCSE exam specifications from WJEC and will be supported by professional learning.
a new ‘Continuing the journey’ section to replace the ‘Journey to roll-out’ now that implementation is underway in all schools. It provides more concise and focussed expectations to support schools (including PRUs and those responsible for EOTAS in other settings) with the practical steps of designing, implementing and ongoing review of their curriculum. It has been developed by practitioners, informed by public consultation, and represents one of the first outputs from practitioners in the new National Network Policy Group
corrections to issues with definitions and hyperlinks
minor updates throughout following feedback to ensure correct and consistent terminology
The ‘last updated’ date at the bottom of each page will reveal whether a change has been made.
There will be a further addition to the Curriculum for Wales framework guidance in the summer to provide further support to schools developing their curriculum and qualifications offer for learners in years 10 and 11. The draft 14-16 Learning guidance section will be out for consultation shortly, so watch this space.
Future updates to the Curriculum for Wales framework guidance will be made each January, so practitioners can be sure that it they are completely up to date all year. January has been chosen to best fit with curriculum planning cycles in schools and settings.
If have a question on the guidance, or identify an issue, please feed that back to us at: curriculumforwales@gov.wales for review.
Professional dialogue and enquiry are crucial in helping to develop our understanding of pedagogy in the context of Curriculum for Wales. Across Wales, collaborative networks and professional learning programmes have been developed by education partners to give all school leaders and teachers opportunities to develop in this important area. See what each area is offering below, and if you haven’t seen it yet, please take a look at the reflecting on the 12 pedagogical principles resource as a useful start point.
In spring and summer 2024 we will be piloting a new programme ‘Supporting learner Progress’. Over three days teachers will observe live practice (in two different schools), engage with research and identify an area for development that will support learner progression. They will then be supported to turn research into action in the classroom. Click here for more information and to book a place.
Support for subject specific and signature pedagogies is integrated into a cohesive and comprehensive offer at CSC. Cathryn Billington-Richards (Cathryn.Billington-Richards@cscjes.org.uk ) and Kathryn Lewis (Kathryn.A.Lewis@cscjes.org.uk ) have embedded professional learning for pedagogy and teaching within all aspects of their work. See their overview of all professional learning opportunities here .
Professional learning opportunities related to specific aspects of teaching and learning are available here:
Our bespoke support for all areas of teaching and assessment, can be reached through your Improvement Partner or email support@cscjes.org.uk.
GWE
GWE, through Tracey Jones, are strengthening existing years 3 through to 8 networks and secondary teaching and learning networks by developing an 8-11 network. This will be focused on exploring pedagogy within a process orientated curriculum and the principles of progression. To date, 20 new schools from across the region have engaged with the 8-11 network and we will be looking to grow this over the next year. The main focus of the network is to develop understanding of research-informed strategies to use at the appropriate stage in learning.
