Generating tomorrow’s qualifications

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Quals Wales Emyr_George 2 - blogThe students sitting their exams this summer are part of Generation Z. Born at the turn of the century, for them the interconnected global world is the norm. Less than 10 years from now, it’ll be the turn of Generation Alpha – the children of Millennials.

What skills and knowledge will they need to be ready for their future? And in what ways will they need to be able to show what they’ve learned and what they’re capable of?

The new Curriculum for Wales is an important shift in education, and that’s why we’re already looking at what it means for 14-16 year olds in the future. In other words, the exams they’ll be sitting from 2027 onwards. Continue reading

Thank you. Now let’s take this forward.

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kw-portrait-1As we approach an exciting milestone in the creation of our new curriculum for Wales, I want to thank all those who have played a part in creating it.

Practitioners across Wales have been committed to this pioneering work for some three years. They have engaged with the latest international thinking and have had their outputs challenged by external experts; they have debated, and tested latest thinking with their colleagues.

On April 30th we will publish the result for feedback – the draft curriculum for Wales 2022. I encourage all practitioners to review it, consider it, and provide feedback before the closing date of 19th July. The graphic (below) sets out the timeline for this and next steps.

Continue reading

New podcast! How the new professional learning approach supports the new curriculum

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NAPL IMG_1218 April 2019.JPGSchools are already applying the new National Approach to Professional Learning to help them prepare for the new curriculum.

In this podcast, Mike Bubbins speaks to teachers from St Julian’s school in Newport to find out what they’ve been doing and how it’s working. He also asks a consortium representative to explain how the approach is supported by the regions.

Listen to the podcast on our channel through your chosen platform below: Continue reading

Revealed: the draft ‘What Matters’ for Areas of Learning and Experience (AoLEs) in the new curriculum

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Preparing for the new curriculum ENGThe latest draft ‘What Matters’ are now available, as part of short presentations.

‘What Matters’ will be key to school-level curriculum development. They comprise headlines and rationales , which used together will inform the knowledge, skills and experiences to be provided for pupils. They provide the crucial link to the four purposes and are the basis on which progression has been built. Continue reading

Developing Schools as Learning Organisations – Working together to produce an animation

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SLO pupil explainer large engAs a group of schools fully committed to developing as learning organisations we feel it is important to develop other schools’ awareness and understanding of the seven dimensions.   Even though we understand what is meant by schools as learning organisations, do all other schools understand?  More importantly, do our pupils, the most important individuals in our organisations, understand what being part of a learning organisation means? Continue reading

New website explains education changes to parents.

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Education is changing - our journey starts - Re-sized ENGA new parent and public-facing website has been created to explain the changes underway in Education in Wales. Launched to coincide with the White Paper consultation on the new curriculum, it features a scene-setting video, the curriculum animation and a link to the consultation.

Designed to be very accessible, over time it will grow to include information on other significant changes.

Understanding bilingualism in education: a seed for bilingual teaching success

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Following the Government’s attempt to reach a million Welsh speakers by 2050 and increase the number of individuals who use the language on a daily basis, there is more emphasis than ever on seeing our schools produce confident bilingual speakers. But the challenge of increasing Welsh language speakers and users varies from one context to another – from one area to another, from one school to another, from one home to another, from one teacher to another, and from one pupil to another – and it is vital that any strategies are flexible enough to allow the teacher to consider those variations, and what is relevant and appropriate within his or her own educational context. Continue reading