1. Curriculum Reform-Implications for Qualifications
Kate Crabtree, Executive Director Policy and Research

2. Our involvement
Qualifications Wales is involved at all stages of the programme- Change Board, Curriculum and Assessment Group, and all AoLE groups
Visited Scotland as part of a study visit
Fully committed to developing qualifications that fully support any curriculum change

3. What do we know New curriculum for learners 3-16 year olds
Balance needed between knowledge and skills
Great enthusiasm around changing the curriculum and the way it is taught
Full support for the four purposes and the creation of well rounded, well equipped young people
Increase in thematic learning, however, disciplinary knowledge still important. ‘What Matters’ is at an early stage of detailed design - so implications for qualifications are hard to ascertain
No intention to move away from A levels at 16-18

4. What can we assume? Not all aspects of AoLEs need to be assessed
AoLEs allow for vocational and academic learning
Implementation assumptions - More clarity here since the Cabinet Secretary’s announcement
Not everything that is taught at Key Stage 4 needs to feature in a qualification

5. What have we learnt? Brand is important
GCSEs are understood and are a recognised brand with a good reputation
Common to Wales, England and NI
Can accommodate change - a degree of brand elasticity
Unreformed GCSEs assess low order skills
More assessment of higher order skills is required
Simultaneous reform is challenging

6. Our thinking at this moment in time
Recognise that curriculum change will result in changes to qualifications
Do not see the need to move away from GCSEs – they are known, understood and have brand credibility and portability
Impact is likely to vary subject by subject

7. A GCSE’s purpose…….
provide evidence of learners’ achievement against challenging and relevant content
allow learners to develop a strong foundation of knowledge and skills which will support further academic and vocational study, as well as employment
provide suitable preparation for learners, to enable them to progress to a GCE AS or A Level in the same, or related, subject
support, where appropriate, opportunities to develop skills that are being assessed through the Welsh Baccalaureate

8. Vocational Qualifications need to be part of the offer
Support a mixed economy of GQs and VQs ,
Over time expect to refine the suite of vocational qualifications offered to year olds, following our sector reviews
Considering using the term VCSE for future VQs designed for this age group

9. Impact will be differ by subject
Some will change very little
Others may have radical content change
Some may need structural change
Some subjects may be merged together in one new holistic qualification – for example Expressive Arts
Some subjects may be new - for example a qualification in Social Studies
Assessment may need to be different- more project style assessment, more teacher assessed work

10. Timelines We don't believe that a Big Bang approach is the best way
Our advice would be that an evolution rather than a revolution is needed - introduce change through continuous improvement to existing qualifications
Will know more once AoLE groups have firmed up the content and progression in Strand 3

11. Welsh Baccalaureate Where will the WB fit in the post Donaldson world?
Currently reviewing the WB, need to be mindful of the short term and the longer term position and shape of the WB

12. Next Steps
Critically evaluate the recent reform programme, so that lessons
can be learnt
Continue our research into the proportion of high/low order skills in current GCSEs
Develop new higher order skills questioning and pilot them in non high stakes environments with learners
Review the range of GQs and VQs currently taken by learners
Consider ways to improve the quality and reliability of teacher led assessment
Stay fully involved in the Curriculum Reform Programme

13. Thank you