The Curriculum for Wales

What is the Curriculum for Wales?

When the Curriculum for Wales was announced by the education minister, for those accustomed to the notion of curriculum as ‘the content we need to cover', it must have been an anxious time. In this article, we explore how this new education policy can be adopted and used to enhance the learning journey of our pupils. For the education workforce, the move towards a 'deep education' might have come across as quite daunting.

We will argue that this ambitious education policy can bring life to your classrooms. There will need to be changes in the current assessment arrangements and we will need to rethink are we deliver the core learning experiences. However, we should welcome a move towards authentic learning experiences and with the curriculum design process, education for children in Wales can remain 'ahead of the curve'.

This blog post will provide you with some practical ideas for those making decisions in education authorities and classroom teachers alike. We will focus on the pedagogical side of this new 'Connected learning' and look at what this ambitious vision might look like in practice. As well as breaking some of the boundaries between subjects down, the advice for education systems throughout Wales is to focus on 'depth of learning'. The curriculum guidance doesn't always translate this into how practical classroom tasks.

We will breakdown some of the underlying themes and how they can be used to build a purpose-led curriculum. One of the universal criticisms of many other education policy makers is the continued delivery of a narrow curriculum. This curriculum philosophy is vastly different to anything we have seen before and like the international baccalaureate, it should be welcomed with open arms. In another article, we will go into more detail about the alignment of assessment criteria. This post outlines some of the global changes and how teaching theories should be adapted.

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What is the Curriculum for Wales and when was it introduced?

The Curriculum for Wales is a new education policy that shifts focus from content coverage to deep, connected educational journeys. It was announced by the education minister as an ambitious reform to move Welsh education away from narrow curriculum delivery. The curriculum emphasizes authentic classroom experiences and breaks down traditional boundaries between subjects.

The aim of the curriculum is to create informed citizens in Wales, ready for employment and in an age of democracy. It is designed to provide a balance between the explicit teaching of knowledge and skills, providing opportunities for learners to develop greater understanding, relevant experience and expertise. This will enable learners to become effective participants in today’s world as informed citizens.

The new curriculum also focuses on developing confident individuals who are able to make decisions, set goals, and solve problems. It will also help learners to access further education and training, develop employability skills such as team work, communication, creativity and innovation. As well as intellectual ability, the curriculum will be designed to nurture qualities such as kindness, social responsibility and digital literacy.

The Welsh government has laid out a comprehensive plan for the new curriculum, acknowledging that it must be meaningful and relevant to learners. Improved digital skills are at the core of the plan, with a focus on embedding digital technologies within learning activities in terms of preparation, resources, tasks and assessment. The Welsh government will invest in the teaching quality and technological infrastructure required to ensure successful implementation of this nationwide education strategy.

Classroom teachers are always under pressure to 'get through' curriculum content. The new curriculum places an emphasis on the depth of understanding, this shift changes the way we think about learning objectives. If classroom teachers are well supported in developing new assessment frameworks that go beyond simply recall, then our pupils will begin to value this change. The Universal Thinking Framework equips educators with knowledge frameworks and competency checklists. These can be used for planning, delivering and assessing curriculum objectives.

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How does the Curriculum for Wales guidance work in practice?

The curriculum guidance focuses on depth of learning rather than breadth, requiring teachers to rethink assessment arrangements and core learning processes. It promotes a purpose-led curriculum design process that encourages connected learning across subject areas. While the guidance doesn't always provide specific classroom tasks, it outlines themes for building authentic educational experiences.

The implementation process of this curriculum is being phased in over a five-year period from 2021-2026 and all schools are encouraged to adopt the core principles of the curriculum and embed them into their own unique practice. This includes making sure that the curriculum is learner-centred, interdisciplinary, relevant and meaningful for each group of learners. During this transition period, each school will have access to resources to help them understand, plan and deliver the 21st century Curriculum for Wales.

The Curriculum for Wales framework is divided into six Areas of Learning and Experience (Adfeilion), each containing Progression Steps that describe the knowledge, skills and dispositions learners should demonstrate in each phase. The Adfeilion are Cymraeg, The Arts, Health and Wellbeing, Humanities, Maths and Science. To ensure consistency in teaching practice between schools, standardised exemplifications have been created describing what teaching looks like at each Progression Step.

The new curriculum helps learners to construct meaning through improved critical thinking and the transfer of knowledge. A focus on developing conceptual understanding will increase coherence across the curriculum as it is at the conceptual level where these interdisciplinary connections are often made. Therefore we are moving our focus up the structure of knowledge to the conceptual level with the dual purposes of developing the intellect whilst also increasing motivation for learning. To meet these aims, teachers and schools will need support to develop curriculum and pedagogy which creates a “synergy” between the lower (factual) and higher (conceptual) levels of thinking.

As part of the School Curriculum Overhaul, a new system for grading student work was implemented across Wales. This includes six Grades of Achievement, from A* to E, assigned to all tasks regardless of the learning area. Grades are based on assessments teachers make using the Assessment and Recording Framework, which helps identify and grade-specific elements from educational encounters in each Area of Learning and Experience.

Rationale for the new curriculum design

Idea-centred, knowledge provides a foundation to understand conceptual, transferable ideas.

Intellectual depth, a conceptual lens or focus requires processing at the factual and conceptual levels, producing intellectual depth in thinking and understanding.

Concepts and generalisations transfer, allows the brain to make connections and see patterns more easily.

Develops the intellect to handle a world of increasing complexity and accelerating change.

Rich units of inquiry with traditional subject areas interwoven within them and where concepts are used to support and structure the learning provide a context for learners to understand and acquire essential knowledge, skills and dispositions.

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How are achievement and assessment changing in the Curriculum for Wales?

The Curriculum for Wales requires changes to current assessment arrangements to align with its focus on depth over breadth of learning. Assessment moves away from traditional content-based testing toward evaluating authentic educational pathways and connected understanding. The new approach emphasizes continuous assessment of deep learning rather than surface-level content coverage.

The Curriculum for Wales champions a holistic approach to achievement and assessment in both primary and secondary schools. One notable aspect is the absence of mandatory Key Stage assessments, which allows for a more flexible and learner-centered approach.

In primary schools, teachers use their professional judgment to assess students' progress against a set of "I can" statements. These statements articulate the skills, knowledge, and understanding that learners are expected to develop at each stage. This approach recognizes that students progress at different rates and focuses on celebrating individual achievements rather than relying solely on standardized tests.

Similarly, in secondary schools, teachers are encouraged to use their expertise to assess students' progress and provide meaningful feedback. This approach promotes a deeper understanding of subjects and fosters critical thinking skills.

Proposed changes in assessment aim to build on these existing practices. The Curriculum for Wales plans to discontinue Key Stage 2 assessments, allowing more time for learning and reducing unnecessary pressure on students. Instead, a new system of progression steps is being introduced to track and support learners' progress throughout their educational journey.

Overall, the achievement and assessment section of The Curriculum for Wales promotes a learner-centered approach, emphasizing teacher assessments and "I can" statements to track progress and provide a comprehensive and balanced education for all students.

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What are the four purposes of the Curriculum for Wales?

The four purposes form the foundation of the Curriculum for Wales, guiding all educational journeys toward developing well-rounded learners. These purposes drive the curriculum philosophy of deep education and authentic classroom experiences. They represent a shift from narrow curriculum delivery to a broader vision of what education should achieve for Welsh students.

The Curriculum for Wales has four primary purposes that serve as the foundation for all teaching and learning in Wales. These purposes are designed to support the development of ambitious learners, creative contributors, ethical citizens, and confident individuals.

The first purpose is to create ambitious learners who are eager to explore and engage with the world around them. This involves fostering a love for learning, promoting curiosity, and encouraging learners to take risks and embrace challenges.

The second purpose is to nurture enterprising and creative contributors who can think critically, solve problems, and adapt to a rapidly changing world. This entails developing learners' skills in creativity, innovation, and entrepreneurship, empowering them to make a positive impact on the world.

The third purpose is to cultivate ethical and informed citizens who understand their rights and responsibilities and can actively participate in their communities. This involves developing learners' understanding of social, cultural, and environmental issues, as well as promoting values such as respect, fairness, and tolerance.

The fourth purpose is to promote the well-being and healthy development of confident individuals. This includes supporting learners in developing self-esteem, resilience, and emotional intelligence, as well as promoting physical health and well-being.

It is important to note that these four purposes apply to all learners, regardless of their background or abilities. The Curriculum for Wales strives to provide a holistic and inclusive education that equips learners with the necessary skills, knowledge, and values to thrive in the 21st century. Through a balanced and comprehensive curriculum, Wales aims to empower learners to become active and engaged citizens, capable of shaping a bright future for themselves and their communities.

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What are the key features of the Curriculum for Wales?

The Curriculum for Wales emphasizes depth over breadth in learning, breaking down boundaries between subjects for connected, authentic experiences. It requires education authorities and teachers to adopt new pedagogical approaches focused on deep education rather than content coverage. The curriculum represents an ambitious education policy similar to the international baccalaureate, promoting purpose-led learning design.

The ‘What Matters' statements focus on the development of conceptual understanding, which adds a significant third dimension (depth) to the traditional curriculum consisting of knowledge and skills.

A concept is a “big idea” a principle or notion that is enduring and is not constrained by a particular origin, subject matter or place in time (Erickson 2008). Concepts represent ideas that are broad, abstract, timeless and universal.

Thinking at a conceptual level helps to explore the essence of a subject whilst adding coherence to the curriculum. A 3D curriculum will not only deepen disciplinary understanding but also build learners' capacity to engage with complex ideas. By building understandings across, between and beyond subjects, we can integrate and transfer learning to new contexts more proficiently.

Teachers and schools are likely to need support and guidance in curriculum development and ensuring synergy between factual and conceptual thinking.

A focus on developing conceptual understanding demands that we reduce the amount of content we attempt to cover, focusing on depth.

Education stakeholders will need to think about how the implementation curriculum policy will effect school education.

Learner progression will need to be addressed through different assessment activities.

Education systems around the United Kingdom will be looking at the curriculum development and seeing how school leadership responds.

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Frequently Asked Questions

What is the Curriculum for Wales and how does it differ from traditional curricula?

The Curriculum for Wales is an ambitious education policy that shifts focus from content coverage to deep, connected learning experiences across six Areas of Learning and Experience (Adfeilion). Unlike traditional subject-based approaches, it breaks down boundaries between subjects and emphasises depth of understanding over breadth of material covered.

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What are the six Areas of Learning and Experience in the new curriculum?

The six Areas of Learning and Experience (Adfeilion) are: Cymraeg, The Arts, Health and Wellbeing, Humanities, Mathematics, and Science. These areas are designed to be interconnected rather than taught in isolation, promoting cross-curricular learning and conceptual understanding.

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How can teachers adapt their assessment practices for the new curriculum?

Teachers need to move beyond simple recall assessments and develop new frameworks that measure depth of understanding and conceptual learning. The curriculum uses six Grades of Achievement (A* to E) based on the Assessment and Recording Framework, which helps identify grade-specific elements from educational encounters in each learning area.

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What does 'depth over breadth' mean in practical classroom terms?

Depth over breadth means teachers should focus on developing deep conceptual understanding rather than rushing through extensive content. This approach allows pupils to make interdisciplinary connections, transfer knowledge between contexts, and develop critical thinking skills through meaningful, authentic learning experiences.

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How is digital literacy integrated into the Curriculum for Wales?

Digital literacy is embedded throughout all six Areas of Learning rather than being taught as a separate subject. The Welsh government emphasises integrating digital technologies within learning activities in terms of preparation, resources, tasks, and assessment to prepare students for modern citizenship and employment.

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What timeline should schools follow for implementing the Curriculum for Wales?

The curriculum is being phased in over a five-year period from 2021-2026, allowing schools time to adapt gradually. During this transition period, schools have access to resources and support to help them understand, plan, and deliver the new curriculum whilst embedding core principles into their unique practice.

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What support is available for teachers transitioning to this learner-centred approach?

Schools receive access to resources during the transition period, including the Universal Thinking Framework which provides knowledge frameworks and competency checklists. Standardised exemplifications have also been created to describe what teaching looks like at each Progression Step, ensuring consistency across schools whilst allowing for local adaptation.