Steps to the Future for 'Curriculum for Wales': Developing Coherence, Co-construction, and Praxis

Makara Fuller, K. , Morrison-Love, D. and Borquez Sanchez, E. (2023) Steps to the Future for 'Curriculum for Wales': Developing Coherence, Co-construction, and Praxis. ECER2023, Glasgow, United Kingdom, 22-25 Aug 2023.

Abstract

Wales is in the process of major educational reform. The new curriculum (Curriculum for Wales, CfW) commenced in schools in September 2022. CfW differs from the previous curriculum through its focus on four purposes representing a “shared vision and aspiration” for every learner and by articulating learners' progression through six areas of learning and experience. In contrast to the previous performative culture in Wales (Evans, 2022), CfW suggests a more developmental view of learning. Also central to CfW is the principle of subsidiarity. Similar to ‘new curriculum’ in Finland, Scotland, and the Netherlands, CfW shifts away from top-down policy and gives schools and teachers greater autonomy (Sinnema et al., 2020). Professional understandings of progression in learning, and a recognition that learners start at different points and progress in different ways, are meant to form the basis for schools’ curriculum, assessment, and pedagogy arrangements (Welsh Government, 2021). We engaged in conversations with professionals from across the system to address the following research questions: 1. What influences are there on current and future curriculum realisation? 2. How are educational partners moving their identified priorities forward for curriculum realisation? 3. How can new knowledge from co-construction activity be fed back into the system in ways that are meaningful? In this presentation, we share findings to the research questions and discuss how these inform phase two of our project. Wales has adopted a number of the OECD’s (2018) principles for the future of education systems, and thus insights gained through this research will be of interest to other countries taking similar approaches.

• Item Type: Conference or Workshop Item
• Keywords: Curriculum coherence, co-construction, praxis, curriculum enactment.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Borquez Sanchez, Dr Estelia and Morrison-Love, Dr David and Makara Fuller, Dr Kara
• Authors: Makara Fuller, K., Morrison-Love, D., and Borquez Sanchez, E.
• Subjects: L Education > L Education (General); L Education > LB Theory and practice of education > LB1501 Primary Education; L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools; L Education > LB Theory and practice of education > LB2361 Curriculum
• College/School: College of Social Sciences > School of Education > Robert Owen Centre
• Research Group: University of Glasgow Educational Assessment Network
• Copyright Holders: Copyright © 2023 The Authors
• Publisher Policy: Reproduced with the permission of the authors

Project Code	Award No	Project Name	Principal Investigator	Funder's Name	Funder Ref	Lead Dept
317329		CAMAU Phase 2	David Morrison-Love	Welsh Government (WELSHGOV)	N/A	ED - Education