Camau i'r Dyfodol – Phase 3

Project Context

Phase 1 of the project focused on understanding of progression in the education system in Wales. Phase 2 built on this understanding, to collaborate with education professionals to think through some of the challenges and opportunities of curriculum realisation – translating CfW within practice within your own schools and settings. Phase 2 also explored some of the shifts in thinking involved when working with a purpose-led, process-oriented curriculum. Practical support materials were developed from the work and thinking of the co-construction group. They can be accessed on the Curriculum for Wales webpage.

Phase 3 of the Camau i’r Dyfodol Project

Phase 3 of the project puts into practice the insights gained from Phase 2 regarding the realisation of the Curriculum for Wales. Building upon the practical support materials from Phase 2, there will be collaborative efforts with practitioners in their individual schools and settings to develop curricula using a process-oriented approach. Additionally, the phase will involve developing approaches for progression and assessment, influenced by a purpose-led, process-oriented perspective to realise the Curriculum for Wales. These approaches are designed to be shared across the system, enabling their incorporation into professional practices for capacity building. Phase 3 offers the scope to explore and engage in curriculum development within individual schools, supported by the Camau i’r Dyfodol team

Phase 3 creates a valuable opportunity for schools to focus on developing their own curriculums, with the support of the Camau i’r Dyfodol team. This phase encompasses two key components:

• each school concentrates on shaping its curriculum, tailoring it to meet specific educational goals and student needs.
• schools collaborate with one another, forming groups to exchange ideas, strategies, and experiences gained from their individual curriculum development efforts.

This exchange aims to foster a broader perspective and collective learning. In this collaborative setting, schools are encouraged to share practices and challenges, of developing a process-oriented approach. Throughout this phase, the Camau team plays a pivotal role in assisting both the individual school teams and the collaborative inter-school groups, in the curriculum development process.

Phase 3 Practical Aims

• Establish partnerships with primary, secondary, and special schools across Wales including two representatives from each school (1. Senior leaders 2. close-to-practice teacher, linked to a specific Area of Learning and Experience).
• Link partnerships to various Areas of Learning and Experience (AoLEs) to cover all curriculum aspects.
• Provide opportunities for schools to enhance their understanding of a process-based approach to curriculum development.
• Enable schools to create and implement curriculum materials tailored to their specific settings.
• Set a one-year (calendar) timeframe for schools to develop and apply these curriculum materials.

Schools Time Commitment 

We anticipate the time commitment for the Camau project to be equivalent to ten school days per school staff member; this would sit on top of the work the schools and their teams are already planning to enable curriculum realisation. The majority of the time spent with Camau colleagues will be either on-line or within the school itself; there would be an expectation, however, for an AoLE team member to attend three full-day events through the course of this academic year. 

For more information, please contact camau@uwtsd.ac.uk