Whilst it was mentioned in the blog post of the conference, there was always the chance it could have been missed amid all the other content. So we’re happy to present it in its own right in this post.
The pack includes:
A Curriculum planning and Priorities Guide
A playlist of videos showing the journey so far for some schools
Information to help communicate with parents
Ways of keeping in touch with everything that’s happening
Jeremy Miles, Minister for Education and the Welsh Language, spoke with headteachers on 17th February to re-visit the importance of the new curriculum, describe practical support in the pipeline, and join a discussion with Owen Evans, HM Chief Inspector of Education and Training, Estyn.
The Minister’s speech included news about extra support for assessment and progression, a new commitment on professional learning, and trailed the creation of a new company to produce bilingual resources to support curriculum implementation. Read the full speech here.
Owen Evans described how Estyn’s inspectors will take a supportive role as schools introduce their new curriculum. He stressed that Estyn understands that ‘not one size fits all’ and that he wants to offer a ‘safe space’ for schools to innovate. Consistent with that, a new inspection framework will be piloted this academic year. Read the full speech here.
The film of the entire event, incorporating both speeches, and Q&A, can be seen here.
Also announced at the event was a batch of materials designed to help practitioners take next steps in curriculum planning and implementation, with links to resources. the specific ‘planning and priorities’ resource is here. The full set of conference and curriculum background materials is here.
The Minister was also keen to share videos of Headteachers sharing their experiences, to help schools with their thinking. These explain the progress they’d made and how they had overcome challenges. See them below.
Ysgol Tryfan is a bilingual comprehensive school in Bangor, Gwynedd. The school plans to introduce the new curriculum to year 7 in September 2022, even after a challenging few years thanks to Covid.
Their approach to informing parents of the changes and gathering their views has received positive feedback from parents for its simplicity and straightforwardness. And whilst there are of course many ways to approach the task, headmaster Arwyn Williams agreed to share the Tryfan approach.
Planned by Assistant Head Cheryl Roberts, Osian Hughes and the senior leadership team, the on-line survey was part of wider engagement with pupils, governors, staff and others. Parents are often time-poor, so making the exercise quick and easy was a major consideration.
The feedback, also from focus groups, was very constructive, and in some cases exposed issues which were ‘better discovered here than discussions taking place elsewhere’. Priorities that parents felt needed more emphasis were global citizenship, sustainability and working with local organisations and the community.
‘Can you help us provide enriching experiences?’ Was the final question and brought several great responses including STEM help from Bangor University, several business offers, youth work, creative skills and volunteering.
Here’s the Tryfan approach in full:
We are preparing for the introduction of a new curriculum for year 7 learners in September 2022. In order to offer our learners the best experiences we would like to hear your views please. There are questions on our vision here at Ysgol Tryfan, the experiences we offer our learners and what you as parents can offer. We would appreciate it if you took a few minutes to complete the questionnaire.
Assessment guidance was updated alongside the changes to Curriculum guidance on 11th January, following the passing of the Curriculum and Assessment Act and in response to legislative consultations.
The changes further cement the new role of assessment as integral to curriculum design, directly linked to a continuum of progression from 3 – 16 as opposed to a key stage summative approach. They make clear how the guidance and legislation also applies to Pupil Referral Units, EOTAS (Education otherwise than at school), and Funded Non-Maintained Nursery Education.
What’s changing in assessment: sets out the stall for the changes and answers the bigger questions, such as on removing key stages and building a shared understanding of progression.
Supporting Learner Progression: assessment guidance: this is the statutory guidance section covering: the principles for assessment; developing a shared understanding of progression; transition along the 3 to 16 continuum, and; communicating and engaging with parents and carers.
Resources to support practitioners: This growing area now features case studies from schools showing how they have approached assessment and progression under the new guidance. They include George MacBride’s paper on the mutuality between well-being and assessment, and interesting professional enquiry examples looking at assessment and progression, and professional learning journey case studies from schools.
During the Spring and Summer terms, and subject to the legislative process, more regulations and guidance/materials to support learner progression within Curriculum for Wales will be published as follows:
Estyn has been fully involved throughout the development of the Curriculum for Wales. We have recently published our pilot inspection framework to explain how we will inspect schools during this transition phase and following September 2022. In this post, we hope to help school leaders and teachers consider their response to the Curriculum for Wales, by sharing some of the emerging strengths and perceived barriers to progress that schools have shared with us. We expand on these in a series of webinars.
Since the publication of the Curriculum for Wales 2022, the teaching profession across Wales has had the opportunity to reflect on their current practice and consider how this might change when delivering a purpose led curriculum. Further guidance to support schools has been provided in the Welsh Government document The Journey to rollout.
Although schools have faced a challenging time during the COVID-19 pandemic, increasingly they are beginning to reconsider their planning for Curriculum for Wales. This has also involved considering what they have learnt from this period that they will want to develop further, for example the use of digital platforms.
During the pandemic, Estyn has continued to sensitively engage with schools and work closely with the Welsh Government,, regional consortia and local authorities. We have provided reports summarising how they have responded and adapted to the many challenges.
In May 2018, Estyn published a thematic report looking at curriculum innovation in primary schools. This report provides a useful starting point. Leaders and teachers could use the toolkit to see where their school is on the curriculum journey or explore the links to specific case studies.
The report highlights strengths and barriers that we identified during this engagement with schools and provides case studies and cameos that highlight how different schools are approaching this reform.
Changes to the Curriculum for Wales Guidance, as trailed in a previous blog item, have now been made, either in response to consultation feedback or legislation being passed in the Senedd.
The changes are significant but not substantial, as most of the consultation feedback was very positive. Here’s a brief summary:
Legislation summary – This section has been updated to reflect the new Act, and new highlighting in the wider guidance will better show what is mandatory, helping practitioners understand the national requirements of the framework.
Relationships and Sexuality Education – As featured extensively in this December ’21 blog post the final guidance has now been published following Senedd approval of the Code on 14th December.
Religion, Values and Ethics – This new section has been added to the Humanities Area reflecting the new requirements, including a more consistent tone and greater ease of navigation.
British Sign Language (BSL) – a BSL version of the Four Purposes and the What Matters for the Languages, Literacy and Communication Area is now included. BSL is now embedded in the Guidance!
Careers and Work-related Experience – An expanded section of guidance to support schools and settings, including on workers’ rights, and more emphasis on cross-curricular skills and progression.
At the end of term I want to thank you for your continued hard work and commitment during what I know has been an extremely challenging term.
Our collective priority continues to be to minimise the disruption to education, and ensure where possible learners continue to receive in person learning, as well as protecting school staff and learners.
But as someone who’s married to a primary school teacher I know only too well how difficult this term has been. In her view, this is the most challenging time the teaching workforce has faced in decades. In both a professional and personal capacity I agree with her assessment. I do hope you’ll have time over the next few weeks to rest, relax but also reflect on the incredible work you’ve done during 2021.
I re-joined Welsh Government as Director for Education and Welsh Language at the end of June 2021. It’s been a privilege to witness the way in which you’ve reacted and adapted to an evolving situation and the continued uncertainty. I can assure you that regular and ongoing discussions with the teaching workforce continue to highlight the extreme pressures you’re facing and the need for us to create space and reduce bureaucracy wherever possible.
While my role is to advise and support the Welsh Government to deliver its agenda, I also take seriously my responsibility to engage with the education sector in Wales and to listen to your ideas and concerns. There will continue to be a range of opportunities in 2022 for us to engage and I do feel that the pandemic has led to closer interaction between Welsh Government, schools, local authorities, regional consortia, Estyn and other partners. But there is always room for improvement and we remain open to suggestions as to how we reduce bureaucracy and create space.
Unfortunately, none of us have a crystal ball as to what 2022 might bring. Given current levels of uncertainty regarding the impact of Omicron, we’ve tried to provide schools with as much clarity now as we can, to enable you to plan and prepare for the return in January. However, this is a fast evolving situation and we will be working closely with your Directors of Education to consider any necessary adjustments to mitigations at the start of the January 2022 term.
I hope you have a peaceful and restful Christmas break. Covid permitting, I’m looking forward to visiting some of your wonderful schools in 2022.
p.s. As a member of a choir myself, it always thrills me to hear young voices celebrating Christmas. Here’s Ysgol Dewi Sant who’ve kindly agreed to let me share their video. Many thanks!
Every year, thousands of learners aged 14-16 across Wales study for qualifications in science and go on to have careers as doctors, dentists, pharmacists and science researchers. The Curriculum for Wales aims to give learners more opportunities to succeed through a broad and balanced education.
Those who are now in their last year of primary school will be the first learners to experience the new curriculum. We recently announced the GCSE subjects that will be available to them when they turn 14.
Confirming the GCSE subjects is the starting point for reform. This year, we will work with learners, teachers, universities, employers and others to agree the content and assessment for each new GCSE. We will also agree which other qualifications should sit alongside the new GCSEs to offer something for everyone.
We will create a new Combined Science GCSE to replace the six different science GCSEs currently available. While we expressed in our recent report that the new Combined Science GCSE will be around the size of two GCSEs, the final size will be determined by what content and assessment is needed to ensure learners have the same, or better progression opportunities to further and higher education as they do now.
So why have we decided to create a Combined Science GCSE?
A strong foundation
It has never been more important for all learners to gain a solid foundation in science. The world around us is changing faster than ever before. New technology brings new opportunities and insights, but also more complexity and new challenges. The future of our environment, society, and economy depends on learners who can think scientifically and apply their knowledge across many different fields.
The new Combined Science GCSE will give all learners a firm grasp of scientific knowledge and skills and encourage more of them to go on to study and work in science. A common science GCSE will increase opportunities for learners and keep their options open for longer. And it will make science more accessible, more relevant, and more exciting for all learners.
It will give all learners a chance to study the different disciplines of Biology, Chemistry and Physics, while also exploring the connections between them. They will also get to explore the cross-cutting themes reflecting the major challenges of our times, such as climate change, sustainability and the rise of artificial intelligence. The new GCSE will help learners to integrate and apply their learning, making it relevant and engaging.
The forthcoming Curriculum for Wales has been well received for the way it will help our young people survive and thrive in a rapidly changing world. RSE will play an important part in delivering on the Curriculum’s aspirations. The draft mandatory RSE Code was laid in the Senedd on 23 November in preparation for members’ approval. It has been designed to outline core learning at developmentally-appropriate phases, introducing the learning sensitively, providing detail for schools and settings on what should be taught and when.
In this piece we want to help practitioner colleagues understand how the draft RSE Code was developed, the considerations and consultations along the way, and briefly how it should be used. In doing this we hope to provide the tools to dismantle any myth or misconception that might be faced in school or at the school gate. We also want to share the many positives that this forward-looking draft Code will bring.
So to begin at the beginning…
The draft RSE Code has been developed by educational practitioners, in consultation with experts and interested parties who represent the rights of children, families, and community groups. As a working group, we took an evidence-informed approach to developing the draft Code and supporting statutory guidance. We debated on a whole range of issues relating to RSE, health and wellbeing, rights and diversity, to name just a few! There were many rich and engaging discussions around the purpose of RSE and the role it needs to play in safeguarding, educating and empowering children to develop safe and healthy relationships, and make a positive contribution to society.
Whatever discussions there were, and whatever tangents we veered off on, invariably we would return to these three vital questions for RSE:
In what way can Relationships and Sexuality Education best support our learners to engage with their social world in a healthy, positive, and proactive way?
How can the RSE Code provide the mandatory learning needed for practitioners to develop a positive and protective curriculum; which sits within an emotionally-safe and supportive whole-school approach?
How can schools and families be supported to work together to ensure that learners get the best possible experience of RSE?
A national pilot is now underway of the National Resource: Evaluation and Improvement. The Resource has been designed to provide schools with a means to evaluate and improve performance over time, in harmony with curriculum reform and Estyn’s evolving approach to inspection.
Over 100 schools have already taken part in a first stage pilot which was positive but also provided feedback that led to changes which have made the resource more user-friendly.
Now all schools are encouraged to test the Resource for themselves and feed back via an online form by February 8th 2022 at the latest. After that it will be revised, with a national launch in April 2022. The Resource will continue to grow and develop as additional case studies, guidance and other review toolkits are added over time.
The Resource represents a change in culture from previous approaches, focusing on improving performance in future rather than evidencing current achievements to external bodies.
Moreover this large resource is designed to be used selectively: after a top-level review of the four areas, schools can choose to focus on those they feel are in more need of attention.