Reading final CfW docs... what now?
January 2020 - Welsh Govt publishes final curriculum
Key elements of CfW 2022 that all schools should engage with
Minister for Education, Kirsty Williams has been clear that she doesn't want schools rushing to implement the new Curriculum for Wales. She wants schools to read and engage with the final documents before Welsh Government publishes the more detailed curriculum guidance in April. However, schools are also expected to have a fully redesigned curriculum ready for first teaching between September 2021 and July 2022 with full staggered implementation in September 2022. Which doesn't leave schools much time to get ready. Asking teachers to read and deeply engage with the entirety of Welsh Government’s output, which including the draft accountability arrangements is over 260 pages long, is an enormous ask.
So, this is the first of our series of three blogs on these new documents, designed to help streamline reading of the new documents. Each blog will focus on a different aspect of the curriculum redesign process:
- Blog One – Engaging with the key changes presented in the new materials
- Blog Two – Focussing on the changes to pedagogy
- Blog Three – Practical Considerations for all schools during implementation
In each blog we’ll be highlighting key elements of the January release with corresponding page numbers, so that you can focus your reading process but are still engaging with it directly yourself.
Progression is a key principle of Curriculum for Wales and it is expected that it will be embedded into curriculum design, underpin assessment and form part of the vision each school has for their curriculum. Progression will be enshrined in legislation in the form of a Progression Code, which will reflect the 5 Principles of Progression that underpin all of the Areas (formerly known as AoLEs).
Key concerns for schools:
- Your curriculum needs to progressively build pupils declarative knowledge (facts, information) and their procedural knowledge (skills) year on year, so that fundamental learning is mastered and underpins more complex, sophisticated learning.
- You will need to start using the descriptions of learning to identify how pupils are progressing.
Curriculum Vision is a new element of the January documentation and is expected to be developed by all schools to describe what and how schools will teach, as well as how the curriculum will support learners to realise the four purposes.
Key concerns for schools:
- Schools will need to decide what principles drive not only the content of their curriculum, but also the way in which it is taught.
- You will need to consider in practical terms how your curriculum is enabling the key components of the Welsh Government mission for education in Wales, how it will raise standards, close the attainment gap and provide a world class education for all.
What Matters Statements - each of the 6 Areas have seen changes since the draft curriculum documents. The statements themselves will be set out in legislation and become required content for schools to include in their curriculum. The statements must be used to guide curriculum content and as learners progress, they should gain an increasingly sophisticated understanding of the statements.
Key concerns for schools:
Schools will need to consider how well their current curriculum addresses the What Matters statements within each area and what more needs to be done to refine and redesign curriculum content across the whole school and how this will work for transition.
Schools should also be thinking about whether there are specific elements of the What Matters Statements that they feel their learners need considerably more support to develop and think about how this might happen.
Within the Curriculum for Wales documentation (pages 18-52), Welsh Government has provided guidance for schools specifically on curriculum design. This takes the form of 12 key questions for reflection and defines the following curriculum elements for inclusion:
- Curriculum vision
- 4 Purposes
- Integral skills
- Cross-curricular skills – literacy, numeracy digital competence
- Principles of Progression
- Welsh context
- Assessment
- Equity of provision
- What Matters Statements
- Descriptions of Learning
- Principles of Curriculum Design
- Role of subject disciplines
If you’d like to know more about how we support schools to redesign their curriculum and their pedagogical approach contact enquiries@impact.wales or go to our website www.impact.wales .
A Little More About Us
Who are we? - We are Finola & Jane, Literacy & Numeracy specialists, with 35+ years of teaching, training & leadership experience between us.
What's our experience? - We have both worked for Welsh Government supporting schools & senior leaders across Wales. We have held senior leadership posts, delivered support to strategic education advisers, both hold school governor posts and have published curriculum support guidance with Oxford University Press...but if you need to know more visit our website for testimonials from schools we've worked with.
Why should you book our support? - Put simply, because we believe in impact. We do exactly what our name suggests. Our workshop keeps things simple and ensures school actions really work. Our focus is always on delivering measurable impact for pupils
Email: enquiries@impact.wales
Website: www.impact.wales
Location: Caerphilly, UK
Phone: 029 2167 9140
Facebook: facebook.com/impactwales123
Twitter: @ImpactWales