New Camau i’r Dyfodol research highlights how practitioner-led curriculum making supports curriculum realisation in Wales

The Camau i’r Dyfodol research project, a collaboration between the University of Wales Trinity Saint David (UWTSD), the University of Glasgow, and the Welsh Government, has recently published its Phase 3 Report, marking a major step forward in understanding how the Curriculum for Wales (CfW) can be realised in practice.

This phase of research focused on curriculum making in schools and settings using the process model of curriculum development throughout 2024 and 2025.  This provided a basis for supporting shared understanding of curriculum, assessment and progression in alignment with the Curriculum for Wales framework. It also considered with Educational Support Partners what a process approach to Curriculum for Wales means for quality in the system, professional learning, and 14-16 learning, and sought to understand how Teacher Education Institutions are working with student teachers to support their understanding of CfW. 

Empowering practitioners through a process approach

Teachers reported positive experiences of working with a process approach to curriculum making. They noted that this approach has supported more responsive, inclusive, and engaging teaching and learning practices, as well as greater pupil engagement.

The research also found that teachers were able and enthusiastic curriculum makers using the process approach. 

Reflecting on the findings, Dr Singh added:

“It’s inspiring to see practitioners across Wales embracing this approach and finding renewed energy and purpose in their work. The evidence shows that when teachers are empowered to work collaboratively and creatively, learners flourish and the education system becomes more coherent as a result.”

Teachers described this approach as allowing for “slower, deeper learning” and greater professional fulfilment through collaboration and reflective practice.  One teacher said, “I can now be the teacher I always wanted to be.” Another said, “What these children have achieved through this project is something that wouldn’t have happened if I’d stuck to my own planning.”

Working through systemic challenges

While the overall findings were positive, the report also identifies ongoing challenges.  It highlights the need for continued support, clear and coherent messaging across the education system, and dedicated time and space for curriculum making to sustain progress.

Perceptions related to data-driven performance and ‘standards’, as well as the perceived need to cover content in a tight timeframe to prepare for national qualifications, were among the identified barriers to change. The report also emphasises the importance of school leadership and professional trust in enabling new ways of working with Curriculum for Wales.

Building coherence and capacity across the system

The research found that clarifying that Curriculum for Wales aligns with a process model of curriculum helped to resolve some of the challenges to curriculum realisation that arise when the curriculum is understood and realised in different ways.  This allowed for curriculum making that is coherent in the system while still preserving subsidiarity.

Curriculum Design Teams provided a collaborative and meaningful approach to curriculum-making with the Curriculum for Wales framework that brought together complementary expertise and strengthened teacher confidence.

Expanding on the approaches to curriculum making, Dr Kara Makara, from the University of Glasgow, added: “We found that a promising way to build shared understanding and support coherent realisation with practitioners in the project was through collaborative curriculum making between experts and practitioners. Through the Curriculum Design Teams, supported with curriculum design workshops, schools were able to move forward with realising a process approach to Curriculum for Wales within their classrooms. This approach could be used to scale up and build capacity in curriculum making across the system.”

Initial Teacher Education (ITE) programmes in Wales were found to play a key role, preparing new teachers with the skills, criticality, and adaptability required to understand CfW in practice.

Click on the following link to read the full report:

https://www.uwtsd.ac.uk/research/camau-ir-dyfodol/camau-ir-dyfodol-phase-3 

Further Information

Arwel Lloyd

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