Introduction/Background
1.1 In 2015, the Welsh Government published ‘Successful Futures: Independent
The review of curriculum and assessment arrangements in Wales, outlined in the report "Successful Futures," proposed major reforms that were fully embraced by the Welsh Government These recommendations aim to enhance the educational framework and improve assessment practices across the region.
The new curriculum and assessment arrangements in Wales will apply to all schools and learners aged 3–16, emphasizing the importance of being suitable for every learner in every classroom Inspired by Successful Futures, these arrangements will empower teachers to leverage their professional skills and creativity to meet the diverse needs of their students The impact of these changes will vary across different school settings.
Successful Futures suggests replacing the current segmented stages of learning and subject disciplines with a unified curriculum structure that spans the entire age range of 3 to 16 years.
1.4 Successful Futures recommended a curriculum focused on developing children and young people in line with the following four purposes:
ambitious, capable learners, ready to learn throughout their lives;
enterprising, creative contributors, ready to play a full part in life and work;
ethical, informed citizens of Wales and the world; and
healthy, confident individuals, ready to lead fulfilling lives as valued members of society
1.5 The report recommended that the curriculum should comprise of six Areas of
The Areas of Learning and Experience (AoLE) should significantly contribute to the development of the four key purposes for learners, marking a shift from the traditional separation of core and foundation subjects in the curriculum Additionally, learning must be integrated across all subjects through three essential Cross-curriculum Responsibilities: literacy, numeracy, and digital competence.
1 Independent Review of Curriculum and Assessment Arrangements in Wales
1.6 Successful Futures recommended that progression be based on a continuum of learning that flows from 3 to 16 and beyond, along which all children progress:
Learning is akin to an expedition, characterized by various stops, detours, and spurts The report emphasizes that all practitioners should recognize how their contributions impact the overall learning continuum, rather than focusing solely on their specific phase or stage This perspective is reflected in the recommendations to eliminate Key Stages and implement Progression Steps, fostering a more cohesive approach to education.
1.7 ‘Qualified for Life: A curriculum for Wales, a curriculum for Life’ (Welsh Government,
2015) set out plans for developing and implementing the Successful Futures- inspired curriculum The document outlined the development of a network of
Pioneer schools which would receive additional funding to develop key aspects of the Successful Futures-inspired curriculum The Pioneer schools model focused on three work streams:
1) Curriculum and Assessment including Areas of Learning and Experience;
1.8 This research focuses on the activities of a select group or ‘convenience sample’ of
Pioneer and Partner schools across Wales are adapting their curriculum delivery, management structures, and timetabling to align with the Successful Futures framework Even schools not part of the Pioneer model are implementing similar changes to develop a curriculum inspired by Successful Futures This collective effort illustrates the effects of such a curriculum on school structures and highlights the associated benefits and challenges The research aims to systematically gather evidence to enhance understanding of the impact these proposed changes have on schools.
Aims and objectives of the research
1.9 The research aim is to understand how schools are preparing and changing how they structure their activity to reflect curriculum and assessment arrangements laid out in Successful Futures
1.10 More specifically, the report considers the following research questions:
In what ways have schools adapted or are planning to adapt their structures in making steps towards the types of curriculum and assessment arrangements recommended in Successful Futures?
In what ways have schools adapted their teaching and learning to reflect the types of curriculum and assessment arrangements recommended in Successful Futures?
Why have schools made the changes?
What are the challenges involved in adapting activity in these ways?
How have these changes/approaches prepared and supported practitioners for the Successful Futures-inspired curriculum and assessment arrangements?
Do schools have plans for making further changes to teaching and learning structures to prepare for changes to the education system in Wales?
1.11 In order to explore these questions, the research seeks to enrich the analysis of the activities by exploring the changes from a ‘change management’ perspective
The research aims to explore various factors associated with schools implementing a Successful Futures-inspired curriculum, while also acknowledging its limitations.
1.13 Firstly, the scope of this research and the data collected are limited to Pioneer and
Partner schools that have actively adapted and developed structures for the Successful Futures-inspired curriculum represent a selective group known as a 'convenience sample.' These institutions are among the most advanced in implementing this curriculum approach However, it is important to note that the findings of this research should not be generalized to other schools across Wales.
1.14 Secondly, this research was not intended to evaluate or pass judgment on the activities and changes undertaken by the schools with the vision set out in
The Successful Futures initiative aims to document and analyze the changes implemented in educational settings, focusing on the perceptions of staff and governors regarding the associated challenges, motivations, and costs involved.
This research does not aim to assess the Pioneer School Network or the effectiveness of its funding in developing the Successful Futures-inspired curriculum, as this model has already been evaluated in a previously published report available online.
The findings highlight the perceptions and opinions of staff from interviews and focus groups, indicating that the statements made reflect the views of teachers in selected schools regarding the curriculum change process in Wales, rather than an objective reality of the situation.
Curriculum Change and Literature Review
This section outlines the evidence surrounding curriculum reform and implementation in schools, highlighting the factors that influence this process It reviews research that enhances our understanding of past reform efforts while addressing the challenges associated with evaluating curriculum implementation through research By integrating various studies, including those on curriculum implementation, change management in educational settings, and broader implementation sciences, this analysis aims to inform future research approaches.
1.18 Curriculum reform seeks to change what goes on in the classroom This includes both what children are taught and how they are taught
The Successful Futures reforms signify a transformative shift in curriculum culture, moving from a prescriptive framework to a more developmental approach that empowers teachers as key agents of change and curriculum developers These reforms emphasize pupil-centered practices, prioritizing skill development over mere content knowledge Consequently, the focus is on altering both the content taught to children and the methods employed in teaching, allowing educators increased flexibility in their interactions with students.
Legislative reforms aim to drive change, yet they function within a complex and dynamic environment These reforms are not standalone initiatives; instead, they are integrated into existing policy frameworks, institutional structures, and communities of practice.
The article "1.21 Successful Futures" exemplifies global trends in curriculum policy by prioritizing generic skills, emphasizing pedagogical approaches, and granting teachers greater autonomy as change agents However, implementing such curricula can be challenging, as existing practices often conflict with policy goals The successful integration of reforms in schools relies on various interconnected factors.
3 See Biesta & Priestley (2013) ‘Capacities and the curriculum’ in Priestley & Biesta (Eds), Reinventing the curriculum: new trends in curriculum policy and practice, London: Bloomsbury
Methodology
The methodology was developed in collaboration with the Welsh Government and involved nine scoping interviews with essential stakeholders, including key members from the Education Department, Regional Consortia, Estyn, and other significant education partners.
2.2 The focus of the research was on detailed qualitative data on the experiences of 19 schools and their staff Consequently, in each school, the data collection methods consisted of:
19 x 45–60-minute interviews with one or more members of the Senior
18 x 30-minute interviews with one or more school governors
19 x 30-minute focus groups with classroom teachers
414 responses to a survey of school staff
Planning and Pioneer development documentation from schools
During the senior-level interviews, researchers gathered diverse perspectives on curriculum change implementation The extended duration of these semi-structured interviews enabled a deeper exploration of specific experiences and insights beyond the initial discussion guide.
Focus groups with teachers provided valuable insights into their perspectives and experiences related to curriculum changes This analysis incorporated the viewpoints of staff engaged in strategy and implementation, offering a comprehensive understanding of the adjustments schools are making in response to the Successful Futures-inspired curriculum.
2.5 This was a ‘convenience sample’, based on input from Welsh Government,
Regional Consortia and Estyn, of schools that are known to have adapted their curriculum and assessment arrangements
2.6 Schools and individuals have been anonymised The following schools were visited:
CSC English medium Secondary School (Professional Learning Lead Pioneer)
Welsh medium Secondary School (Digital Competence Pioneer)
English medium Primary School (Partner School)
EAS English medium Primary School (Pioneer School)
English medium Secondary School (Professional Learning Pioneer)
English medium Primary School (Professional Learning Pioneer)
English medium Primary School (Pioneer School)
English medium Secondary School (Curriculum Design and Development Pioneer) ERW Bilingual (Type A) medium Middle (Pioneer School)
English medium Secondary School (Curriculum Design and Development Pioneer) English medium Secondary School (Curriculum Design and Development Pioneer) English medium Secondary School (Partner School)
GwE Special School (Curriculum Design and Development Pioneer)
Welsh medium Secondary School (Partner School)
Bilingual (Type B) Secondary School (Curriculum Design and Development Pioneer) Bilingual (Type A) Secondary School (Curriculum Design and Development Pioneer) Special School (Curriculum Design and Development Pioneer)
English medium Secondary School (Curriculum Design and Development Pioneer) Welsh medium Middle School (Pioneer School)
The qualitative data gathered from interviews and focus groups were systematically coded using a thematic framework This framework was tailored for each school, aligning with the key elements of the adopted change management model and highlighting the emerging themes from the discussions.
2.8 The framework comprised an analysis grid for the classification and interpretation of qualitative data A copy of the analysis grid is available in Annex A
Prior to the fieldwork visits, a survey was distributed to staff at the sampled schools, complementing qualitative interviews and focus groups This survey included 12 statements regarding curriculum change and change management, allowing respondents to express their level of agreement with each statement A copy of the survey can be found in Annex B.
The survey aimed to collect quantitative data reflecting the perspectives of the wider workforce in the sampled schools, complementing the in-depth qualitative insights obtained from interviews Specifically, the survey provided valuable information about the workforce's comprehension of the changes and their alignment with the principles of Successful Futures.
2.11 The survey was distributed by the school’s administration before fieldwork visits
2.12 A total of 414 responses were received for the survey One hundred and forty responses were received from the CSC region, 78 responses from the EAS region,
The study gathered a total of 196 responses, with 83 from the ERW region and 113 from the GwE region These responses were generally representative of the school samples in each area, except for the CSC region, which had fewer school visits but received a higher number of responses than the other regions.
In total, there were 403 responses to the survey, comprising 44 from senior staff including headteachers and deputy heads, 71 from middle management such as heads of departments and framework coordinators, 256 from other teaching staff, and 32 from support staff.
The sample includes a diverse range of staff roles from Pioneer and Partner schools involved in curriculum change, indicating that these respondents likely have a higher awareness and understanding of the curriculum compared to the wider workforce in Wales.
The literature review emphasized the importance of school human resources, including leadership, staff, skills, and attitudes Scoping interviews indicated that educational professionals recognized schools as undergoing cultural change, with effective workforce management being crucial for the success of the Successful Futures-inspired curriculum Consequently, discussions with the Welsh Government led to the adoption of a change management perspective for analyzing the research data and findings.
The change management perspective emphasizes the importance of both the structural and human elements within schools during curriculum changes It highlights the need to consider not only the physical adaptations but also the roles, skills, and understanding of the individuals involved This approach enables a thorough analysis of the impacts, challenges, and opportunities that schools encounter while implementing curriculum changes.
The McKinsey 7-S organizational change model is a valuable tool utilized by practitioners, organizations, and academics for strategic planning This model emphasizes the importance of analyzing seven critical elements of an organization and assessing their alignment to facilitate effective and meaningful change.
The seven key aspects of an organization encompass Strategy, Structure, and Systems, which are regarded as 'hard' elements reflecting material resources and established practices In contrast, Style, Staff, and Skills represent the 'soft' human resources and structures Additionally, Shared Values play a crucial role in influencing and connecting the other aspects of the model.
The 7-S model emphasizes the importance of aligning and reinforcing each element within an organization, where progress in one area supports and enhances progress in others To facilitate effective change, it is crucial to develop a robust strategy that requires skilled staff who are informed, led, and aligned with the core values of the strategy Schools can utilize this model to identify areas that need realignment or development, ultimately fostering successful change.
Schools are viewed as organizations that facilitate change, particularly in the context of this research This model raises several questions concerning the seven key aspects of curriculum change in schools By exploring these questions, the research provides an analytical insight into how change is managed within Welsh schools, going beyond simply documenting activities.
2.21 The seven key elements in the context of Welsh schools reforming their curriculum are:
Findings
This chapter presents the research findings organized around key themes identified during data analysis, including activities, barriers, enablers, costs, and future plans.
3.2 In order to offer a further layer of confidentiality to participants, heads and SLT interviews are all recorded as ‘Senior Staff’
The research aimed to explore the types of changes made by schools rather than quantifying their prevalence or assessing their impact Throughout this section, terms like ‘a few’ (1–4), ‘many’ (5–10), and ‘most’ (11–15) will be used to describe the frequency of these changes.
‘almost all’ (16–19) schools in order to suggest the number of schools implementing various forms of changes
Schools engage in a spectrum of activities related to the Successful Futures-inspired curriculum, ranging from superficial to comprehensive efforts Most institutions implemented 'light-touch' activities, like sharing information about curriculum development among staff In contrast, fewer schools undertook more extensive measures, such as reorganizing staff, departments, or faculties, and fully adopting the Successful Futures curriculum across entire school years.
Most schools conducted information-sharing activities and events with staff, primarily through presentations at staff meetings and informal discussions These interactions typically involved curriculum leads or staff members sharing updates on curriculum development initiatives.
Inset days served as valuable structured opportunities for senior and teaching staff to share information and experiences, fostering collaboration among those involved in Pioneer activities and those who were not.
3.7 Staff who had been informed of changes to the curriculum in some form spoke confidently of the adoption of new curriculum over the coming years:
The gradual implementation of our approach is proving effective, as we receive comprehensive updates from the school By 2022, we anticipate further advancements, and we are already nearing expert status in our methods.
Curriculum Design and Development Pioneer School)
3.8 Many schools focused their efforts for developing an understanding of the
The implementation of a Successful Futures-inspired curriculum initially focused on select staff members to ensure effective integration and minimize apprehension among those with limited experience This approach aimed to refine the curriculum with a small, dedicated team before wider exposure However, some schools also prioritized providing all staff with some level of familiarity with the Successful Futures-inspired curriculum to foster a more inclusive understanding.
3.9 A few schools have supported staff in visiting other schools within Wales, the UK and internationally on information-gathering missions
Many schools have prioritized investment in staff training to enhance pedagogy, focusing on the 12 pedagogical principles from the Successful Futures Report This training encompasses key areas such as learner autonomy, creative teaching, and experiential learning Senior staff members from both primary and secondary schools have noted that the pedagogical challenges tend to be more significant for secondary school educators.
3.11 A few schools have developed internal tools for assessing staff understanding and knowledge of the Successful Futures-inspired curriculum and its principles and auditing skills
The school developed an assessment tool for staff to evaluate their understanding of the 12 pedagogical principles outlined in Successful Futures Educators were encouraged to articulate their interpretations of these principles, while the head provided his perspectives on what he deemed the accurate interpretations.
Many schools designate specific staff members as 'framework coordinators' for cross-curricular responsibilities related to digital competence, literacy, or numeracy These coordinators receive targeted support to enhance their understanding of the evolving curriculum.
3.13 Curriculum change has increased in prominence within each school visited This increase in prominence was reflected in the strategic and personnel changes
Most schools designate a staff member, often part of the Senior Leadership Team (SLT), to oversee curriculum development strategically These individuals play a crucial role in aligning curriculum initiatives with the school's overall strategy and ensuring sufficient resources are allocated for these activities Additionally, they serve as a vital connection between classroom educators and broader curriculum advancements occurring at both the school and national levels, keeping teaching staff informed about relevant developments.
‘What Matters’ statements These individuals were also tasked with the formal evaluation of activities, though this had not taken place at the time of the visits
In many secondary schools examined, dedicated teacher teams, overseen by middle managers such as Heads of Department or Heads of Areas of Learning and Experience (AoLE), were responsible for the development, planning, and delivery of classroom instruction This delegation allowed for a focused approach to daily curriculum implementation Conversely, in some secondary schools, a broader group of teachers was involved in shaping and delivering classroom content and teaching strategies.
3.15 Many schools have tailored their recruitment strategy in order to attract the most suitable personnel to key curriculum development posts
Some secondary schools have recruited teachers with primary school experience, recognizing that the pedagogical approach outlined in Successful Futures aligns closely with that of primary education School leaders aim to leverage the skills and insights of primary educators to enhance teaching and curriculum development within a secondary school environment.
The reorganisation of schools varies significantly, as each institution aims to align with its curriculum change strategy Some schools have effectively seconded teachers internally to create and implement week-long activities, while others have merged existing departments into a single Area of Learning and Experience (AoLE) A few secondary schools have gone further by establishing multiple AoLEs and fundamentally restructuring their staffing to accommodate these changes In all cases, the reorganisation received strong support from governors and was viewed by senior staff as a crucial step in adapting to the Successful Futures-inspired curriculum.
3.18 Specifically, a few schools have established a single AoLE faculty related to their
Pioneer area In these cases, teaching staff involved with the AoLE faculty are responsible for the ongoing development of the curriculum provision to pupils
Recently established schools, formed by merging several institutions, had a unique opportunity to restructure their staff Head teachers capitalized on this chance to create a new staffing framework aligned with the curriculum outlined in Successful Futures They appointed faculty heads for Areas of Learning and Experience (AoLE), assigning staff directly to these relevant faculties instead of traditional departmental roles.
Change Management Analysis
This chapter examines the research data from the 7-S framework, focusing on how schools are effectively managing curriculum changes through their activities.
4.2 All schools visited have placed curriculum change at the heart of their development over the coming years, and their School Improvement Plans (SIPs) reflect as much
Nearly all schools recognized their current activities as part of a journey towards implementing a Successful Futures-inspired curriculum The School Improvement Plans (SIPs) often indicated a commitment to further development in the coming years, even for Pioneer schools after funding ended Future initiatives aim to broaden and enhance curriculum changes across the entire school and its staff.
Pioneer activities are crucial within the School Improvement Plan (SIP), enabling schools to confidently and swiftly adopt the Successful Futures-inspired curriculum These initiatives provide essential resources without diverting funds from other budget areas.
4.5 Pioneer activities are also aligned with and developed to address broader priorities within the SIP This was often by design, and linked to the application for Pioneer status
In every secondary school sampled, a significant barrier persisted between the middle phase and Key Stage 4 (KS4), stemming from schools' hesitance to implement reforms that could potentially affect GCSE results Additionally, these institutions had not formulated or advanced their strategies for the KS4 period, stating they would refrain from doing so until more information regarding attainment and GCSE assessment became available.
Schools are integrating curriculum changes into their strategic framework, aiming to align with the Successful Futures-inspired curriculum in a sustainable and well-resourced manner However, these changes currently focus only on the Key Stage 3 (KS3) period, leaving the Key Stage 4 (KS4) and GCSE phases unaddressed for the time being.
4.8 Importantly, the strategies account for and are linked to changing structures, developing skills and gradually introducing the values of the Successful Futures- inspired curriculum to staff
Pioneer schools engage in a variety of activities related to curriculum development, ranging from simple initiatives like training and sharing experiences to comprehensive school-wide workforce reorganizations.
While the pace of curriculum change varies among schools, there is a consensus that an incremental approach is most effective Schools that have undergone reorganization have utilized this method to create new structures, while the majority have started with smaller groups of teachers before gradually expanding their initiatives and involving more staff.
Structural changes primarily occur alongside classroom provisions and align with the overall strategy, with the notable exception of certain secondary schools that restructured their entire workforce into Areas of Learning and Experience (AoLE) faculties while only implementing the Successful Futures-inspired curriculum for specific student groups.
Empowering specific groups of teaching staff with ownership of the curriculum has proven to be both motivating and exciting for the teachers involved Senior staff members noted that this approach is the most effective way to enhance classroom teaching.
Primary school staff generally expressed greater comfort and openness to the necessary changes, whereas secondary schools raised more concerns, especially about assessment and accountability Additionally, it was noted that the curriculum changes indicated a more profound reform of secondary school structures and teaching compared to those in primary schools.
Staff interviewed expressed significant concerns about the information dissemination systems within Wales' education system They emphasized the need for more accessible and detailed information regarding the curriculum, its developments, and their implications Many teachers felt that the current methods of sharing information with both senior and teaching staff were inadequate, failing to deliver the necessary details.
4.15 There were specific concerns amongst senior staff about the lack of details being shared regarding assessment and accountability, as well as the form that
KS4/GCSE would take The uncertainty acted as a barrier to pushing changes further than year 9 in secondary schools and represented a significant concern amongst individual teachers in secondary schools
Teaching and support staff experienced uncertainty about their roles and expectations within a Successful Futures-inspired curriculum Although school leaders researched the curriculum and reviewed available documentation, many teachers did not actively seek out this information Instead, they expressed a need for more accessible and concise details regarding how the curriculum would affect their teaching responsibilities.
Concerns have emerged in secondary schools regarding parents' understanding of the Successful Futures-inspired curriculum Teachers believe that the communication about upcoming changes has been inadequate, leading to confusion among parents Consequently, some parents have voiced their worries about the alterations they have observed in the schools.
Effective systems for sharing and disseminating emerging information from the curriculum development process were established, particularly regarding the successful Futures-inspired curriculum among consortia and Pioneer leads within schools The support provided by consortia for senior staff was highly appreciated, especially in terms of curriculum design information and professional learning opportunities.
Some schools have implemented formal internal systems to share information about curriculum changes between staff members, including those who were involved and those who were not This was particularly evident during inset days in both Pioneer and Partner schools, alongside informal dissemination of information occurring within the schools.
Conclusions
5.1 This final section concludes the research by summarising the key findings from the change management perspective It then addresses the core research questions directly
Key findings from the change management perspective
The change management model highlights the importance of aligning seven key elements that work together to enable effective change management in organizations Progress in one area bolsters advancement in others, while stagnation can impede overall success Analyzing this alignment provides insights into how effectively the schools studied are navigating their curriculum change processes.
5.3 The findings and analysis outlined in the previous chapters suggest that hard structures (Strategies, Structure and Systems) are being aligned with the core purposes and values of Successful Futures
5.4 Strategies seek to adequately resource curriculum change over the coming years
The structural changes within the school are closely tied to the pace of transformation, particularly regarding the designated responsibilities for curriculum development and the necessary resources for implementing curriculum change activities.
Structural changes in schools are typically aligned with individual strategies, leading to variations between institutions Even the most advanced Pioneer schools, known for their curriculum development, progress at their own pace, which differs from one another.
The senior staff at each school recognized that the gradual pace of changes was suitable for fostering simultaneous development of both the staff and the structural elements of the institution This method of implementing curriculum changes is consistently observed across all the schools visited.
5.7 Leadership must be recognised as an important aspect of curriculum change
Effective leadership is crucial in motivating staff to embrace change, fostering understanding and confidence among teaching staff at both strategic and operational levels Key individuals empower educators to take ownership and engage actively, aligning their commitment with the values of Successful Futures.
Internal communication systems for sharing practices in schools are often informal and limited to select teaching staff, leading to inconsistent progress in curriculum changes even among colleagues in the same institution The absence of formal structures hinders support for the wider workforce and the sharing of advancements with other schools This situation is primarily influenced by the school's culture, which prioritizes a uniform pace of change across all areas, resulting in a lack of urgency to create external dissemination channels while the school continues to refine its own curriculum offerings.
Senior staff involved in strategic planning are pleased with the national systems that communicate the implications and values of Successful Futures However, the ambiguity surrounding assessment and accountability has hindered their ability to effectively plan or implement the curriculum beyond Key Stage 3.
The ambiguity surrounding assessment criteria and the uncertainty among teaching and support staff about their roles in a Successful Futures-inspired curriculum raise concerns for schools This lack of clarity hinders effective planning and resource allocation for essential skills training, which is crucial for preparing staff for ongoing and future curriculum changes.
5.11 Some teaching and support staff, while aware of curriculum change, are
Many staff members lack awareness of their roles and responsibilities within the Successful Futures-inspired curriculum and express a need for additional support They also find that the government's communication regarding the developments and implications of this curriculum for teaching and staff is ineffective.
Teaching staff do not access the current sources of information and systems for dissemination
5.12 There were concerns also within secondary schools in particular that little or no information had been disseminated effectively to parents
Organizations felt assured that they had established systems, primarily through consortium-led or internal training programs, to adequately upskill staff for the Successful Futures-inspired curriculum However, it was noted that only a limited number of schools had conducted formal audits to assess the workforce's skills related to this curriculum.
Concerns have been expressed by Welsh medium schools about the wording and level of critical engagement in the Welsh language curriculum documentation Staff view the 'What Matters' statements and the Successful Futures document as essential resources for understanding curriculum expectations Consequently, there is significant apprehension regarding how key information is communicated, which affects critical engagement with the Welsh language versions of these documents.
The majority of senior staff involved in strategic planning are aligned with the values of Successful Futures, fostering engagement and motivation during the curriculum change process However, a minority of teaching and support staff do not share this alignment, indicating a divide in support for the initiative.
In conclusion, the pace of curriculum change was deemed sufficient by schools and staff, aligning with broader strategic adjustments and enhancing their understanding and skills for effective curriculum delivery, as guided by the Successful Futures document This approach was recognized as crucial for the successful management of change.
The change management model highlights the critical challenge of ensuring effective communication systems for disseminating information to both senior and teaching staff, which is essential for the advancement of curriculum change Senior staff require clear guidance on Key Stage 4, assessment, and accountability, while teaching and support staff need easily accessible information regarding their roles in a Successful Futures-inspired curriculum Additionally, some teachers perceive the systems for sharing best practices from Pioneer schools to other institutions as still developing or insufficient, indicating a broader issue related to national curriculum change.
The research focuses on Pioneer and Partner schools in Wales that have effectively implemented the curriculum and assessment strategies outlined in Successful Futures It's important to note that these findings do not represent all schools in Wales but instead highlight some of the most progressive institutions in terms of curriculum innovation, suggesting a potential pathway for other schools to follow.