Coherence, Integration, Interaction Curriculum for Wales Creating the Climate for Change This presentation has been created to ensure that all schools in CSC are able to see and exploit the links in curriculum reform. Please note that the content of this presentation is a minimum requirement of knowledge for the Autumn Term of 2018. All staff in schools should be familiar with the information provided.

Our National Mission The National Mission sets key policy areas which will be re-shaped in the next 4-5 years: A new national approach to Professional Learning An increase in school to school working ALN reform and a focus on Equity and Wellbeing The development of a new Assessment and Evaluation Framework (including reforms to school inspection) Reform of Initial Teacher Education provision The establishment of the National Academy of Education Leadership New Professional Standards for Teaching and Leadership Schools to be re-conceptualised as Learning Organisations The key document that all schools must be familiar with is ‘Education in Wales: Our National Mission’. It sets out the changes to the education system along with the timescales for these. There is significant change but it is all linked and aligned. It has been shared in previous presentations but the importance of familiarity with it cannot be overemphasised.

Our National Mission The new curriculum driven by the 4 purposes is at the centre of all reform A high quality education profession will deliver this Led by inspirational leaders Ensuring excellence, equity and wellbeing Through meaningful and manageable assessment evaluation and accountability The core essence of the national mission is outlined in this slide. It gives the opportunity to reflect upon the fact that although the change can feel overwhelming, the rationale behind it is what all educators would want for their system.

A good education is something that is experienced by young people; it is not delivered. Delivery implies that education is a product, rather than a process. It implies transmission, rather than experiential learning. (Priestley, 2012) A sensible starting point to consider with all the reform is the curriculum. The quote here captures some of the essence of the new curriculum. The curriculum for Wales is being written in such a way as to support this and thus allow pupils to realise the 4 purposes.

Donaldson The basic structure of the curriculum is as this slide. 4 purposes, 12 pedagogical principles, 3 cross curricular responsibilities (noting that literacy applies to both English and Welsh), 6 Areas of Learning and Experience with progression steps and achievement outcomes to allow meaningful assessment of pupil progress. So to consider each one in turn…

vision ownership leadership aspirational appropriate The 4 purposes are the absolute starting point for the new curriculum. They are the rational behind all of the work. Learners in Wales should have learning experiences that allow them to meet these. They should be an integral part of the school vision All members of the school community should be familiar with them, leaders and practitioners should ensure that all work keeps the 4 purposes in mind. aspirational appropriate

developmental innovation improvement ownership enquiry cyclical The 12 pedagogical principles form chapter 5 of successful futures. It is essential to read the whole chapter. They are not a tick list to be completed, nor are they an exhaustive list. They would rarely if ever be deployed in isolation. They are designed to promote the highest standards of teaching and learning through promoting reflective practice. Leaders and practitioners should explore what pedagogy looks like in their setting and continually seek to improve this. Practitioners should use them to promote their own reflective practice and engage in professional dialogue with others around them. There are clear links to the professional standards and schools as learning organisations within these. ownership enquiry cyclical

literacy numeracy Digital competence integrated The cross-curriculum responsibilities (CCRs) as defined in Successful Futures are literacy, numeracy and digital competence It is essential that these are at the heart of the curriculum and not seen as an add on. It should be acknowledged that the approach to and responsibility for teaching skills may differ in primary, secondary and special school settings. However, all teachers should take responsibility for their application. All learners should be challenged in increasingly demanding situations as learners progress through the continuum. Effective pedagogy will support the development of this. integrated

School curriculum ownership knowledge skills experiences AOLEs are designed to exploit some of the natural links between subjects whilst maintaining the academic integrity of subject disciplines. Each AOLE will comprise of: An explanation of how it supports the four purposes What Matters statements and Rationales The Knowledge skills and experiences relating to each What Matters Progression Steps and Achievement Outcomes knowledge skills experiences

Donaldson The assessment is currently being developed by curriculum pioneers and supported by expert input. The curriculum is driving what assessment will look like and not the other way around. It will be based on a nationally described continuum of learning for learners (3 -16) Learning will be an expedition, not a straight line. Progression steps will be at 5,8,11,14,16 Achievement outcomes will be child facing in the form of ‘I can for outcomes’ and ‘I have for experiences’ By emphasising achievement in a broad sense, these outcomes broaden the scope of what we value in children and young peoples learning and will contribute to achieving the four purposes. In this way learning and progression go hand in hand bringing a purposeful approach to sequencing learning. (CurriculumforWales.Gov)

PLUS MINUS INTERESTING What do you think? The new curriculum is less prescriptive, in order to be enacted to the benefit of learners it is dependent on quality teaching that responds to pupil needs. To support this the pedagogical principles in chapter 5 of Successful Futures along with knowledge of pupil needs. They are not an exhaustive list nor are they a tick list to be used at all times. The new curriculum is designed to give schools the autonomy that the over prescription has inhibited. Schools will take the new curriculum and design it into their school curriculum. Curriculum design and development should be an integral part of teaching and learning in all schools. Based on what you know about the curriculum complete the PMI grid as a staff.

Agency and autonomy The capacity of teachers to act purposefully and constructively to direct their professional growth and contribute to the growth of their colleagues. Moving from Compliance to Agency: What Teachers Need to Make Professional Learning Work, Teacher agency is defined here. In its most basic terms it means that teachers and leaders need agency in the new curriculum to be able to make choices about what is best for them and their school. If each aspect of the reform is a piece of a jigsaw schools and practitioners must use these to build the picture that best supports their needs.

The importance of teacher ‘agency’ In the new curriculum, teachers are seen to be the ‘agents’ who will be responsible for developing the new curriculum, with schools given greater freedom to enact the curriculum at a ‘local’ level as appropriate (subsidiarity). How much agency to teachers have in your school? How can you create the conditions for teacher agency? How much freedom and flexibility is there in your current curriculum? Discuss the questions on this slide

Professional learning A new national approach to Professional Learning An increase in school to school working The establishment of the National Academy of Education Leadership New Professional Standards for Teaching and Leadership Schools to be re-conceptualised as Learning Organisations School needs Hub Programmes SIG working Cluster working Pioneer schools Partner schools Bespoke training The national mission and the self-improving system in CSC recognise that there is no one correct way to bring about improvement. Each school, staff body and cohort of pupils will have different needs at different times. It is important that all schools access the support that is best suited to them. The needs of the school should dictate which professional learning activities they engage with to develop. CSC provide a menu of improvement activities that aims to ensure all needs can be met. Consider as a school what you are engaged with and whether this best meets your needs. Consider also how agency might support this.

How to prioritise A new curriculum for Wales A new national approach to Professional Learning An increase in school to school working ALN reform and a focus on Equity and Wellbeing The development of a new Assessment and Evaluation Framework (including reforms to school inspection) Reform of Initial Teacher Education provision The establishment of the National Academy of Education Leadership New Professional Standards for Teaching and Leadership Schools to be re-conceptualised as Learning Organisations With all the changes happening it can feel like there are too many jigsaw pieces to keep hold of. What is important is that schools recognise that they are all one and the same.

Professional Learning Professional Standards Assessment and Evaluation Framework Professional Learning Professional Standards It isn’t just the curriculum that is changing but all of the changes are one and the same. ALN School to School

Professional Learning Professional Standards Assessment and Evaluation Framework Professional Learning Professional Standards Schools as Learning Organisations Schools as learning organisations is a cross cutting theme which will support the development of all areas. Schools as learning organisations is sensible and focussed school improvement. ALN School to School

Schools as Learning Organisations https://beta.gov.wales/schools-learning-organisations The full document and web page are available on this link. There are a number of case studies of schools that are developing as learning organisations.

Schools as Learning Organisations Developing a shared vision centred on the learning of all learners Creating and supporting continuous learning opportunities for all staff  Promoting team learning and collaboration among all staff  Establishing a culture of enquiry, innovation and exploration  Embedding systems for collecting and exchanging knowledge for learning   Learning with and from the external environment and wider learning system  Modelling and growing learning leadership It is made up of seven dimensions that are listed on this slide. Each of these dimensaions has a number of aspects that give more detail to the title. In its simplist form it is when hearts and minds meet systems and processes. In schools that are learning organisations a strong vision permeates all work, it is far more than a slogan. This is coupled with robost systems and processes for evaluation and professional learning. It should not be seen as a tick box but as a developmental tool that will support schools to improve.

Final thought… Can you deliver the curriculum for Wales unless your school is a learning organisation?