Ideate

Generate ideas that attempt to address the needs of your stakeholders

What does the design thinking model say?

Bring teams together to generate many ideas, sharing and building on others’ ideas.

What does this mean for curriculum design?

- Generating ideas to support your high-level curriculum and assessment design

- Developing/refining your school vision

- Starting with questions, not answers

• What should we teach and why?
• How should we teach it?
• How will this support our learners to realise the four purposes

- Establishing your design principles

- Developing a school/cluster shared understanding of progression

- Considering the importance of coherence - learner progression along a 3-16 continuum and connections within and across Areas

What does Welsh Government's Curriculum for Wales: the journey to curriculum roll-out say?

'Schools should start developing high-level curriculum and assessment design, informed by the guidance, and take forward their priorities to support curriculum realisation set out in their school development plan.'

'A high-level curriculum model should build on the vision for curriculum. It should consider what key knowledge, skills and experiences learners should develop to progress over time within the statements of what matters and towards the four purposes, and the values and dispositions that underpin them.'

'Schools should establish design principles to:'

Ensure high standards and enable good and sustainable progress for all learnersDevelop initial approaches for the mandatory requirements of the curriculum

'Develop a shared understanding of progression within a school, understand what this means for its context....share and discuss this initial understanding with their cluster.'

Key questions from Welsh Government's Curriculum for Wales: the journey to curriculum roll-out to support next steps

• What is needed to realise our vision for curriculum?
• What do our learners need to learn? Why?
• What knowledge, skills and experiences should our learners engage with to progress in the statements of what matters towards the four purposes? Why are these important? How does this contribute to the four purposes and build towards the statements of what matters?
• How do we expect learners to progress? How can we ensure this is based on understanding of progression and child development? What should this progression look like over their learning journey?

What CSC professional learning is available to support this phase?

• Leading Pedagogy
• WG Talk pedagogy project
• Introduction to Curriculum Design
• Middle Leader CfW module

Other professional learning / reading to support you:

• Curriculum for Wales: the journey to curriculum roll-out
• Principles for designing your curriculum
• Leading Change - CSC module from national programme
• Establishing Shared Vision - CSC module from national programme
• INSET example/pack for schools on developing whole school and AoLE vision
• Understanding the framework, wider reforms and considering AoLE vision - CSC module from national programme
• Creating Time and Space for Professional Learning
• National CfW PL programme – CSC overview
• CSC CfW poster pack
• CSC CfW Assessment poster pack
• CSC Curriculum for Wales Professional Learning Offer
• CSC Curriculum for Wales Knowledge Bank
• CSC Curriculum for Wales community area
• CSC Central South Wales Challenge booklet

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