Successful futures, successful curriculum: What can Wales learn from international curriculum reforms?

Claire Sinnema* (Corresponding Author), Nienke Martien Nieveen, Mark Priestley

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

The proposed Curriculum for Wales 2022 presents a bold new vision for curriculum, teaching and learning. Together with its focus on four key purposes, it affords substantially more flexibility and autonomy to teachers and schools, positions learners as central to curriculum decision making, promotes active forms of pedagogy and twenty‐first‐century skills and reduces specification of curriculum content. Like other ‘new curriculum’ examples around the world, it brings with it a complex set of interacting curricular elements, with challenges including curriculum design capability and the agency required of those working with the curriculum. In this article, we discuss challenges and opportunities for this curriculum reform in light of international curriculum experience. In particular, we highlight the need for attention to the accountability, professional learning and social network context necessary for the realization of national curriculum aspirations in Wales.
Original languageEnglish
Pages (from-to)181-201
Number of pages21
JournalCurriculum journal
Volume31
Issue number2
Early online date10 Jan 2020
DOIs
Publication statusPublished - 1 Jun 2020

Keywords

  • UT-Hybrid-D
  • Government policy
  • schools
  • Curriculum innovation
  • curriculum reform
  • Curriculum

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