Camau i'r Dyfodol: Curriculum for Wales: evolving understandings of progression in learning

Morrison-Love, D. et al. (2023) Camau i'r Dyfodol: Curriculum for Wales: evolving understandings of progression in learning. Project Report. University of Glasgow and University of Wales Trinity Saint David.

[img] Text (English language version)
298263Eng.pdf - Published Version

[img] Text (Welsh language version)
298263Wel.pdf - Published Version



This project is a collaboration between the University of Wales Trinity Saint David (UWTSD) and the University of Glasgow (UofG), funded by the Welsh Government, and working with education professionals in Wales to further support curriculum reform. The Phase 1 report explores understandings of progression and co-construction in the system and reviews published evidence to develop future phases of the project. Various research methods involving education professionals in Wales were used, providing key findings and insights about where education professionals are in the change process, and the challenges and opportunities associated with realisation of the new Curriculum for Wales. The report develops the project’s approach to co-construction and reviews evidence about the relationships between curriculum, assessment, pedagogy, and progression. The key findings of the Phase 1 report include a desire among educational partners for a shared understanding of progression in learning, challenges to co-construction activities, and questions about how to change towards a learner-focused assessment culture. Additionally, the report suggests that progression in Curriculum for Wales is a broader concept than the learning progressions found in most of the research literature, and that it is unclear whether there is consistency in understandings of the new curriculum across the system. The report’s findings, including understandings developed from the literature and the challenges, approaches, and implications identified, were integral to establishing co-construction activity in Phase 2 of the project. Key findings and considerations were also made for the wider system. As the Camau i’r Dyfodol project moves forward, it is committed to ongoing co-construction with educational partners to support the development of practical understanding of progression in learning as part of Wales’ ambitious curricular reform. This collaborative approach will help to ensure that the curriculum is continuously evolving and improving, in response to the changing needs and demands of learners.

Item Type:Research Reports or Papers (Project Report)
Additional Information:Phase 1 report.
Keywords:Learning progression, progression in learning, educational change, co-construction, curriculum, assessment.
Glasgow Author(s) Enlighten ID:Farrar, Dr Jennifer and Morrison-Love, Dr David and Borquez Sanchez, Dr Estelia and Makara Fuller, Dr Kara and Wiseman-Orr, Dr Lesley and Valdera-Gil, Dr Francisco and Patrick, Dr Fiona
Authors: Morrison-Love, D., Singh, S., Makara-Fuller, K., Evans, G., Farrar, J., Patrick, F., Ryder, N., Borquez-Sanchez, E., Sharpling, E., Valdera-Gil, F., and Wiseman-Orr, L.
Subjects:L Education > L Education (General)
L Education > LB Theory and practice of education > LB2361 Curriculum
College/School:College of Social Sciences > School of Education
College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
College of Social Sciences > School of Education > Pedagogy, Praxis & Faith
College of Social Sciences > School of Education > People, Place & Social Change
Publisher:University of Glasgow and University of Wales Trinity Saint David
Copyright Holders:Copyright © 2023 The Authors
Publisher Policy:Reproduced with the permission of the Author
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Project CodeAward NoProject NamePrincipal InvestigatorFunder's NameFunder RefLead Dept
317329CAMAU Phase 2David Morrison-LoveWelsh Government (WELSHGOV)CAMAU ProjectED - Education