Agenda item

James Kent - Assistant Director: Professional Learning (Curriculum, Collaboration & Research) for EAS introduced himself to the committee. He advised that Paula Webber had wrote a report around how the RE framework was progressing. SACRE were informed that Welsh Government were holding a consultation on the draft Curriculum for Wales 2022. This would provide feedback from SACREs and any concerns or issues for the Curriculum working groups to consider. This needed to be done by 19th July deadline. For this phase, all information fed back from various groups would be built into next phase of development.

The Chair advised that the committee had just seen the RE aspect, which was brought to the committee by Paula. The Chair then advised that there would be a cross party meeting to be held in the Civic Centre, Newport on 9th July 2019 at 10am, which hoped to get as many teacher representatives to attend as possible to give their views and comments. The working party would discuss a response from the SACREs in the region to the draft Humanities Curriculum.

JK advised the committee that slides will be forwarded to the committee afterwards. He advised that Everything is changing and will affect qualifications in 2025. 14-16 yr olds and 3 -16 year olds should not have awkward transition phases. JK also informed SACRE that Curriculum reform was one aspect of many changes to the education system. An Important point is that the curriculum will stay the same for a year. The curriculum is not a content driven curriculum but a process curriculum with long term goals which are the Four Purposes of Successful Futures which was the report written by Professor Graham Donaldson. This is different from the current curriculum which has a focus on these Four Purposes rather than starting with assessment and working backwards.

This curriculum has been in draft since 30th April, the final curriculum will be available in January 2020. It was advised that it won’t be final – as the curriculum evolves the framework is flexible enough to change for refinement. There is no statutory requirement for schools to engage in 2020. In the past schools were wanted to engage to trial out new aspects in curriculum. Estyn will be out in schools to see how it is working. This will be a different curriculum which will be split up into components.

There are 6 Areas of Learning and Experience (AoLEs) in the curriculum which define what we think young people should learn, and should talk to the Four Purposes. There is a learning progression in the framework which sets out how the learner progresses in different AoLEs.

There are links between AoLEs and the curriculum outlines experience for knowledge and skills in those areas.. Cross Curricular Responsibilities and Wider Skills are built in where they are most appropriate in learning areas.

Humanities had grown as an area of learning as Business and Social Studies have also been added. Religious Education remains statutory. Learning has become broader, and it is important for young people people to learn in Humanities – this should talk to the 4 Purposes and the big ideas in disciplines, which should be basis of progression. Learning will become more relevant and authentic to young people.Humanities has taken more holistic approach. This has Presented challenges. JK chaired the group and this was challenging. The draft curriculum allows for young people to have greater specialisation which allows for pathways to qualifications.

Qualifications Wales are a part of AoLE groups. All stakeholders in Wales have an opportunity to participate in the consultation. Part of the process was to talk to Headteachers and secondary senior leaders for what they could do with qualifications, and flexibility. There will still be qualifications for 14-16 year olds but they may look different.

HS queried if the Higher Education sector had given opinions on this, as Welsh pupils could be put at a disadvantage if those who wish to go to university wish to have experience in this subject. JK advised that there won’t be any decisions taken that compromises the life decisions of pupils. Example was then given of his daughter undertook a Foundation Arts course, where she experienced different things and specialise in illustration. Pupils could look at general Humanities, then specialise in a subject.

JK advised there are no changes at present for A Levels, they will still exist. Universities will take into account Welsh BACC, as they acknowledge it as a subject.

HS then commented that some skills and experience in Welsh BACC comes through the curriculum. Is there a move to do away with Welsh BACC? JK advised that two things that Prof. Donaldson liked and highlighted were learning through experience and Welsh BACC. When done properly, and given currency, it is a superb qualification. Qualifications Wales are reforming the Welsh BACC and will become more streamlined and focussed, so there is no policy to remove.

EK asked if Teacher training is also changing? JK advised that everything is changing, schools will have a larger role in curriculum development. The challenge is in transition. In 2022 the new curriculum becomes statutory guidance. Schools will have more flexibility in how they develop their curriculum.

It was also advised that there are some significant changes in the way things are structured. There a lots of triggers for in RE curriculum in what young people will study. There is a rationale to support the What Matters and their i development. The group looked at knowledge, experience and skills learners should seek.

A feature of the curriculum is that it is interconnected and can overlap. JK advised that there is a real opportunity for cross phase planning depending on resources.

Comment was made that there could be concerns from people that there won’t be enough specific content or whetheris enough specification on what young people want to study, Assessment in schools are often currently used for accountability purposes which give numbers rather than for performance purposes. We need to ensure that teaching staff have those skills, and have less drive for data.

JK then advised that the biggest change is for a change of culture and behaviour across the system. Greater flexibility equals greater risk. Focus is needed for moderation and

outcomes. RP spoke of the importance of developing cross curriculum responsibilities. They have to underpin the core purposes. Whatever job students choose are going to need Literature, Numerical and Digital components.

Feedback on the draft curriculum can be given as a group or individual, on issues such as important elements that are not in the framework. However Welsh Government won’t consider any amendments on the model or elements. The team had spoken to a great range of people, significant numbers of doctors and professionals that can provide insight to challenge the process.

HS commented that Schools follow agreed syllabus. This was established many years ago, rolled over due to change. How does that sit with this? JK advised that they are looking for SACRE’s to adopt the RE Framework as the agreed syllabus.

NB e about the changes after the consultations are over and that teachers will have lots of changes to manage. Are resources and training going to be given to support teachers? JK replied that Kevin Palmer from Welsh Government has committed resources specifically around RE. What he will need will be guided by SACRE’s. There will be £500 per teacher to support the implementation of the Curriculum. More is needed but there is this commitment. It was then advised that a discussion point from the last meeting was that we need to meet the integrity of RE, it is crucial to have definite specifics, and Welsh Government recognise this. This focus will be kept but it needs to be ensured that SACRE’s monitor provision.

NB commented that when teaching different studies plus RE, it couldn’t be expected for the same teacher to teach all topics. Will RE get diluted or keep the same status? RE will need to be taught by properly trained teachers. RP added that with relevant training, teaching of RE could be greater enhanced and could be made more fascinating and relevant. JK agreed there RE will need specialists. Cross curriculum teaching is important.

EK enquired would teaching be different between England and Wales. Comment was made about the Great Fire of London, this would be of no relevance to Wales other than being a historical event, but pupils in Newport could learn about the Chartists.

The Chair then thanked JK for the presentation and attending.

Agreed

Neil to send invite to July 9th meeting to all members.