Curriculum
This includes establishing a vision (learning leadership and managing change), designing, planning and trialling (designing and implementing learning experiences).
How effective is the school’s curriculum?
- Establishing a vision (learning leadership and managing change)
- Designing, planning and trialling (designing and implementing learning experiences)
- Implementing and evaluating (learning from the wider system and further enquiry) (coming soon)
Establishing a vision (learning leadership and managing change)
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How well does the school:
- How well does the school develop a clear vision for the difference that the curriculum will make to its learners and their progression?
- Establish a vision for its curriculum? (What does it look like? Requirements/authentic context)
- Develop a vision for the teaching pedagogy to deliver its curriculum? (How are we going to teach it? Pedagogical principles)
- Develop a vision for the procurement/ development/ deployment/use of resources to realise its curriculum? (What do we need to teach it?)
- Establish the right culture and conditions for change?
- Recognise barriers to change, address and overcome them?
- Promote innovation to support change?
- Draw on contributions from the community and other partners (e.g. schools) to develop its vision for learning, teaching and the curriculum?
- Identify and provide professional learning opportunities to support the realisation of its vision?
Designing, planning and trialling (designing and implementing learning experiences)
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How well does our curriculum’s design and delivery:
- Contribute to learners’ realisation of the four purposes through the principles of progression? How well are learners developing the integral skills which underpin them?
- Provide broad and balanced learning experiences?
- Engage and meet the needs of learners, with regards to their age, ability, aptitudes and interests?
- Nurture positive attitudes to learning and wellbeing?
- Enable appropriate progression for all learners along the continuum of learning in accordance with the principles of progression?
- Enable learners to make connections and transfer their learning between different areas of learning and experience?
- Incorporates opportunities for the application of mandatory cross-curricular skills?
- Support the development of specialist skills and specific subject knowledge?
- Incorporate arrangements to capture learners’ progression?
- Draw on learner voice and responds to learners’ needs, experiences and input?
- Support the development of learners’ sense of identity in their locality, Wales and the world?
- Ensure equity and accessibility for all?
How well does the school:
- Use first-hand evidence to identify emerging strengths, barriers to change and areas for further development in relation to its curriculum?
- Use first-hand evidence to identify emerging strengths, barriers to change and areas for further development in relation to teaching pedagogy to support curriculum delivery?
- Use first-hand evidence to identify emerging strengths, barriers to change and areas for further development in relation to learners’ progress?
- Use first-hand evidence to inform changes to curriculum, teaching and learning?
- Support improvement to curriculum, teaching and learning through professional learning, collaboration and innovation?
Associated professional learning journey resources
The following resources, produced as part of the professional learning journey, provide case study examples from schools where they have managed change as part of developing their approaches to the new curriculum for Wales.