Teachers as curriculum-makers: professional learning implications for enacting a new curriculum in Wales, perspectives from the Humanities and Mathematics and Numeracy Areas of Learning and Experience

Hughes, Sioned; Makara Fuller, Kara; Morrison-Love, David and Wallis, Rachel (2021). Teachers as curriculum-makers: professional learning implications for enacting a new curriculum in Wales, perspectives from the Humanities and Mathematics and Numeracy Areas of Learning and Experience. In: European Conference on Educational Research, 6-10 Sep 2021, European Conference on Educational Research, Geneva [Online].

Abstract

The new purpose-led ‘Curriculum for Wales’ (Donaldson, 2015) will be structured around six Areas of Learning and Experience (AoLEs): Expressive Arts; Health and Wellbeing; Humanities; Languages, Literacy and Communication; Mathematics and Numeracy; and Science and Technology, with literacy, numeracy and digital competence as cross-curricular responsibilities.

Wales’ approach to incorporating learning progression within curriculum design is innovative in bringing together multiple forms of evidence, for example, research on learning progression, teacher and pupil understandings of progression, and insights from other national frameworks, in order to create bespoke progression frameworks for each AoLE tailored to the needs of young people in Wales (Hayward et al., 2018).

This paper draws on the authors’ experience and research from working with curriculum ‘pioneer’ schools as part of the ‘CAMAU’ project, designed to facilitate research-informed learning progressions for the new curriculum. It reports on its early findings, with particular focus on the Humanities and Mathematics and Numeracy AoLEs, and considers the processes and tensions that arose in the creation of progression frameworks.

Viewing alternatives

Item Actions

Export

You can export this page using these formats