2. ‘Understanding curriculum … means to understand the cultural construction of the child and the future citizen’
(Pinar, 2013)

3. Aims of this presentation
Summarise progress.
Share key curriculum messages.
Describe the next steps for development and engagement.
First of all here’s a film that sets the tone for this presentation.

4. Why are we changing the curriculum?
Perceived shortcomings in the current curriculum and assessment arrangements.
The OECD reported a low performance for a high proportion of Welsh young people in schools.
Relatively low performance in PISA surveys.
The perception of highly prescriptive content allied to increasingly powerful accountability mechanisms has diminished the creative role of schools and professionals.
Essential features of our curriculum devised in 1988 do not reflect our world of technology and globalisation.

5. What were the key recommendations from Successful Futures?
Four purposes of the curriculum.
Six areas of learning and experience.
Three cross-curricular responsibilities.
Progression steps at ages 5, 8, 11, 14 and 16.
Achievement outcomes.
A range of pedagogical approaches.
Refocusing assessment on learning, including learners’ self- and peer-assessment.
Monitoring performance of the system at a national level through annual sampling.
The report contains 68 recommendations. These include the following key proposals.
The curriculum structure should include:
four purposes of the curriculum
six areas of learning and experience
three cross-curricular responsibilities
progression steps at ages 5, 8, 11, 14 and 16 (including Routes for Learning)
achievement outcomes
a range of pedagogical approaches
refocusing assessment on learning, including learners’ self- and peer-assessment
monitoring performance of the system at a national level through annual sampling.

6. The purpose of the new curriculum is to support our children and young people to be:
ambitious, capable learners, ready to learn throughout their lives
enterprising, creative contributors, ready to play a full part in life and work
ethical, informed citizens of Wales and the world
healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
The four purposes are at the core of curriculum design and development and as such represent the dispositions that we want for all learners in Wales at the age of 16 (and beyond).
It is important to note that the above headline four purpose statements are underpinned by detailed key characteristics (see page 31 of Successful Futures). These key characteristics provide the necessary detail, alongside the area of learning and experience content (what matters statements and achievement outcomes), to develop your school-level curriculum and understand how learners are able to demonstrate achieving the four purposes.

7. Defining ‘curriculum’
‘Curriculum’ includes all the learning experiences and assessment activities planned in pursuit of agreed purposes of education.
Curriculum for Wales 2022 consists of:
a national level framework
school-level design and planning.
Curriculum for Wales 2022 is a national curriculum. There will be an expectation for schools to use the national-level curriculum to develop and plan their own school-level curriculum.
There are a number of component parts of the curriculum that will support this and reduce the inconsistencies that may occur through variability but it is important at this stage to note that the curriculum reform is merely a single part of the wider education reform. It is these wider elements that will help support schools in understanding curriculum design, to work collaboratively in networks/clusters and to deliver the appropriate curriculum-based professional learning.

8. Supporting the new curriculum
National approach to professional learning (and funding).
New evaluation and improvement (accountability) arrangements.
Online personalised assessments.
New additional learning needs approach.
Qualifications.
Current education reform is wider than just curriculum reform. Education in Wales: Our national mission provides the objectives, details and timelines for the elements of education reform.

9. Our new curriculum is:
a purpose-led curriculum – the four purposes are the heart of curriculum development at a national and local level
organised as a continuum of learning from ages 3 to 16 – all children and young people will make progress along the same continuum
organised around progression steps, articulated as achievement outcomes
inclusive of the three cross-curricular responsibilities
the basis for thinking of the 14–16 phase, qualifications and beyond.
These are reference points that provide a ‘road map’ for each learner’s progress in their learning, not universal expectations of performance at fixed points.
The four purposes, along with the what matters statements, are the aspiration for all learners in Wales aged 16.
There will no longer be key stages. Learners will progress along the same continuum of learning.
Achievement outcomes are designed to identify what progression of learning looks like at five points, within a what matters statement.
The Literacy and Numeracy Framework (LNF) and Digital Competence Framework (DCF) (the first element published in September 2016).
Qualifications Wales are involved in the co-construction of the curriculum and pioneers will be collaborating with Qualifications Wales to begin working towards the new qualifications.

10. Our new curriculum will not be:
overly prescriptive or specific; it will not dictate time allocations for areas of learning and experience, subjects or disciplines
driven by content coverage, defining detailed inputs for learners or groups of learners
biased towards either knowledge or skills; it has been developed to allow schools to provide a balance of knowledge, skills and experiences
based upon programmes of study; subjects and disciplines will work as parts of the areas of learning and experience to ensure that meaningful links are made.
These are reference points that provide a ‘road map’ for each learner’s progress in their learning, not universal expectations of performance at fixed points.
The four purposes, along with the what matters statements, are the aspiration for all learners in Wales aged 16.
There will no longer be key stages. Learners will progress along the same continuum of learning.
Achievement outcomes are designed to identify what progression of learning looks like at five points, within a what matters statement.
The Literacy and Numeracy Framework (LNF) and Digital Competence Framework (DCF) (the first element published in September 2016).
Qualifications Wales are involved in the co-construction of the curriculum and pioneers will be collaborating with Qualifications Wales to begin working towards the new qualifications.

11. What’s new about the curriculum?
Purpose
Process
Progression
Pedagogy
Professional learning
Practice

12. Creating the curriculum for your school: National to school level
National-level curriculum – as defined by the Welsh Government.
School-level curriculum – which will be further planned, developed and evaluated by teachers in schools and clusters
A number of curriculum models emerge as you engage with the curriculum and the research underpinning it.
National level curriculum – as defined by the Welsh Government – is intended to be interpreted, developed and refined by schools to create their own school-level curriculum, which will be further planned, developed and evaluated by teachers in the classroom.
Using the national-level model to develop school-level curriculum will result in a number of curriculum models emerging as you engage with the curriculum and the research underpinning it.
By moving through this process you can create a curriculum which is explored, developed, enacted and in a constant state of review, evaluation and improvement – meeting the needs of your learning community.
The gaps between progression steps provide scope.

13. Progression (of learning)
Progression should be described along a continuum of learning in each area of learning and experience.
It is formative and involves the learner actively in the process.
Curriculum, assessment and pedagogy are seen as parts of an integrated whole.
The model has been developed based upon research and evidence alongside the CAMAU project.
Progression of learning is described through achievement outcomes at five steps on the continuum.
Progression steps relate broadly to expectations at ages 5, 8, 11, 14 and 16.

14. Progression (of learning)
Progression steps should be reference points, providing a ‘road map’ for each individual learner’s progress in their learning, not universal expectations of their performance at fixed points.
Authentic learning opportunities that connect aspects of the curriculum and make connections to ‘everyday life’.
Achievement outcomes are not to be used directly for assessment. They should be used: – for school-level and class- level curriculum design, development and planning – to support practitioners’ understanding of moving learning forward.

15. The components of our new curriculum
Cross-curricular responsibilities
Areas of learning and experience
What matters statements
Experiences, knowledge and skills
Achievement outcomes
Four purposes
Wider skills
Welsh dimension and international perspective
School-level curriculum

16. Areas of learning and experience
Expressive Arts
Humanities
Health and Well-being
Science and Technology
Mathematics and Numeracy
Languages, Literacy and Communication
Each area of learning and experience is organised into a suite of what matters statements which prioritise the important concepts about which learners must have experiences, knowledge and skills.

17. What matters statements
Organisers for essential learning working towards the four purposes.
Provide conceptual triggers for subject/disciplinary experiences, knowledge and skills.
Headline and rationale are one – must be used together.
Key to school-level curriculum and development – selecting and prioritising subject matter.
Provide clear opportunities to make links within and between areas of learning and experience.
Basis on which progression has been built.

18. Experiences, knowledge and skills
Essential planning support for schools – a common starting point.
Links within and between areas of learning and experience.
Need to be considered to enable learners to meet: – four purposes of the curriculum – achievement outcomes – what matters statements.

19. Achievement outcomes
Described from the learner’s perspective, using terms like ‘I can … ’ or ‘I have … ’.
Describe the broad knowledge, competency or experience a learner needs to gain.
Should contribute clearly to the four purposes of the curriculum and have emphasis on achievement in a broad sense, rather than narrow measures of assessment.

20. Achievement outcomes
Allow learners to make progress along the same continuum, regardless of any additional learning needs they might have, though they may move between progression steps at a different pace.
Should be used as the basis to build assessment approaches, e.g. formative, summative, self, peer, portfolio.
Should provide agency for professionals in developing curriculum and helping learners realise the achievement outcome.

21. Achievement outcomes are not:
narrow measures of attainment
qualification specifications
granular learning objectives
shallow descriptions of content
criteria for a single assessment piece.
Achievement outcomes are to be used to develop school-based assessment practices and have not been developed as assessment objectives.

22. Assessment Arrangements will:
include key principles for effective assessment in the context of the curriculum
be available for feedback in April alongside the curriculum.

23. Assessment Arrangements will include guidance on:
the use of self- and peer-assessment to support high-quality learning
the use of e-portfolios to encourage learners to demonstrate learning and experiences
maximising the quality and value of reporting to parents/carers, which gives a picture of a learner’s development against all four purposes of the curriculum
standardisation and moderation to develop an agreed understanding of progression building on current good practice
transition arrangements to support continuity and progression in learning for learners within and between schools.

24. A national approach to professional learning
The new curriculum will call on all practitioners to think afresh about what they teach, how they teach and about what we want young people to be as well as to learn.
Leaders and teachers will be afforded higher levels of autonomy and agency in schools and classrooms, and with this will come the need to develop new skills and approaches.
A new national approach to professional learning (along with a funding package) was announced in November 2018.
A separate presentation is available to give you comprehensive details, but for now the headlines are as follows.
Professional learning pioneers and universities have already been working together and with curriculum pioneers to support the new national approach to professional learning.
Key elements are: – pedagogy – the individual’s professional learning journey – new professional standards – schools as learning organisations – a professional learning blend, with more accreditation.
The National Academy for Educational Leadership has been established.
Examples of areas schools will need to explore in 2019: – implications of new curriculum content – planning, realising and assessment – developing school-level curriculum design skills, as individual schools and clusters – implications of areas of learning and experience for school organisation, such as faculty organisation, timetabling and where learning takes place.

25. Qualifications Qualifications will adapt to reflect the curriculum.
The timeline for qualifications development is as follows.
2019 – Stakeholder discussions/consulting on the purposes of future qualifications.
2020 – Qualifications Wales and the Welsh Government confirm the qualifications offer.
2021 – Consultation on detailed design of qualifications.
2023 – New qualifications approved; training and resources available.
2025 – New qualifications taught in schools.

26. Proposals for a new legislative framework
Reflect recommendations in Successful Futures.
Consultation sets out legislative proposals for: – four purposes of the curriculum at the heart – six areas of learning and experience with content in statutory guidance – three cross-curricular responsibilities – progression points at ages 5, 8, 11, 14 and 16 – Welsh and English remaining statutory – religious education, and age-appropriate relationships and sexuality education.
The proposals mirror and reflect the recommendations set out in Successful Futures, along with the aims and objectives in Education in Wales: Our national mission. The principle is for a continuum of learning from age 3 to 16 with the four purposes of the curriculum at the heart; the four purposes of the curriculum will be set out in primary legislation as the starting point for all teaching and learning.
The titles of the areas of learning and experience will be set out in primary legislation but the content of them will be in statutory guidance. This allows practitioners to apply their expertise and creativity as to how they are delivered. Specific subjects (excluding those listed below) will not be set out in primary legislation.
Literacy, numeracy and digital competence will be named in legislation but the National Literacy and Numeracy Framework (LNF) and Digital Competence Framework (DCF) will no longer be statutory frameworks.
The principle of a single continuum of learning is integral the proposals from 3 to 16. This principle will apply to English and Welsh learning. To be clear, our proposal is that the new curriculum will still enable schools and settings to fully immerse children in the Welsh language. Welsh will remain statutory up to age 16 – however the changes remove the distinction between first and second language Welsh.
Religious education will now span the age range from 3 to 16. The exemption for nursery schools would be removed. Relationships and sexuality education will be age appropriate, depending on the point at which it is delivered in the continuum. Currently both religious education and relationships and sexuality education have a corresponding right for parents/carers to withdraw their child/children from learning these subjects. The consultation asks for views on the right to withdraw and how it could fit in with the wider proposals.
Most of the assessment provisions already provided for in the curriculum will be re-enacted. This will maintain a focus on assessment for the learner. An Assessment and Evaluation Framework will be published alongside the curriculum as statutory guidance.

27. Proposals for a new legislative framework
However, there is:
no new proposed legislation for evaluation
nothing on content of the curriculum or the pedagogical and methodological processes in schools.
The consultation can be found online at
The deadline for responses is 25 March 2019.
There are no proposals to legislate in this Bill for evaluation and improvement arrangements. The consultation proposes to publish statutory guidance to support robust self-evaluation under existing legislation. The Evaluation and Improvement Arrangements will be published in February 2019 on the Welsh Government website.
The consultation is focused on proposals for a legislative framework to support the new curriculum and assessment arrangements. The content of the curriculum is out of scope of this consultation.

28. Feedback exercise for the curriculum
The curriculum will available online for feedback until 14 July.
The purpose of the feedback exercise to:
understand the profession’s perceptions
inform refinements – the next stage of development.
For consideration during feedback: The wording and components of the areas of learning and experience.
Not for consideration during feedback: The model and elements of the areas of learning and experience.
Engagement events will take place regionally throughout summer term.
Purpose of feedback
Primary outcomes
Grow understanding amongst the wider profession and understand their initial perceptions of the curriculum.
Inform next stage of curriculum refinement.
Secondary outcomes
Intelligence capture in respect of professional support for the curriculum.
Initial intelligence for school self-evaluation.
Assess and quantify the need for further communication and engagement for the profession.
What is up for consideration?
The focus and wording of any component of the areas of learning and experience.
What is not up for consideration?
The model of areas of learning and experience (the concept of what matters statements; experiences, knowledge and skills; achievement outcomes; etc.).

29. What can you do now?
Share this presentation with your colleagues – begin the discussion
Begin to explore the areas of learning and experience in detail – available online at hwb.gov.wales
Follow the Curriculum for Wales blog at
Inform parents/carers about the ‘Education is changing’ website at
Follow #educationreformwales on Twitter.

30. Thank you
for listening.