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Education

Design Partnerships: Creating Learning for Wales

Supporting the Journey of Curriculum for Wales

The Ҵý, in partnership with the University of Glasgow, is running Design Partnerships: Creating Learning for Wales. 

This three-year, evidence-informed project is designed to support schools and practitioners in the coherent realisation of Curriculum for Wales (CfW) as a purpose-led, process-oriented curriculum. Our aim is to work collaboratively with the teaching profession to enhance understanding and practice in curriculum design, progression, and assessment.

What Design Partnerships Offers

This project seeks to build professional knowledge and capacity across the education system in Wales. 

Our core aims are to:

  • Co-construct Professional Knowledge: Work alongside schools and practitioners to develop a shared understanding and capacity in curriculum design, learning progression, and assessment approaches that align with the process-oriented nature of CfW.
  • Develop ‘Knowledgeable Others’: Empower practitioners to become leaders in curriculum development within their own clusters, fostering a sustainable model of peer support and capacity building across the system.
  • Create and Share “School Narratives”: Develop rich case studies, or ‘School Narratives’, using a variety of media. These will showcase diverse and effective approaches to curriculum design, teaching, assessment, and progression in practice across all Areas of Learning and Experience, providing valuable insights for the wider profession.
  • Focus on Key Curriculum Priorities: Address crucial aspects of CfW, including integral skills, cross-curricular skills, and diversity, ensuring learning is rich, responsive, and inclusive.

Our Approach: Collaborative Design and Professional Learning

‘Design Partnerships’ employs a carefully structured model of professional capacity building, grounded in research and collaborative practice. 

The project will unfold over three year-long cycles, with each cycle engaging a new group of schools.

Key features of our approach include:

  • Curriculum Design Teams (CDTs): Participating school practitioners will initially form CDTs, working closely with members of the project team. In these teams, project members act as ‘knowledgeable others’, providing expertise and guidance as practitioners undertake cycles of curriculum design with their learners.
  • Teacher Design Teams (TDTs): Practitioners from the CDTs will then be supported to form TDTs with colleagues from their cluster schools. In this phase, the initial participants become the ‘knowledgeable others’, cascading their learning and supporting curriculum development more widely.
  • A Cycle of Engagement: Each year-long cycle includes: 
    • Initial orientation and engagement.
    • In-person curriculum design workshops and knowledge-sharing events.
    • Ongoing support through school visits, twilight sessions (online), and bespoke guidance from the project team.
    • Co-construction of approaches for cluster working and support.
    • Opportunities for professional reflection and sharing of learning.

What Schools Can Expect: A Supportive and Developmental Journey

Schools joining ‘Design Partnerships’ can anticipate a supportive, collaborative, and professionally enriching experience.  

An indicative journey example:

Getting Started (Pre-Engagement & Term 1)

  • Initial Engagement: Project team members will visit your school to understand your current work with CfW and discuss the project.
  • Foundation Workshop: Your school team (typically two teachers and a senior leader) will attend an in-person workshop introducing the process-oriented approach to CfW.
  • Curriculum Design Team (CDT) Formation: Your team will form a CDT with designated project team leads who provide ongoing support.
  • Practical Application: Your CDT will undertake cycles of curriculum design within your school, applying new learning with your pupils, supported by regular guidance and feedback.

Expanding Your Impact (Term 2)

  • Reflection and Planning: Your CDT will reflect on its learning and co-construct plans to support cluster schools.
  • Teacher Design Team (TDT) Formation: Your school team will transition to leading a TDT, becoming the ‘knowledgeable others’ for practitioners from your cluster schools.
  • Cluster Engagement: You will engage with your cluster schools, introducing them to the project and the process approach.

Consolidating Learning and Sharing (Term 3 & Beyond)

  • Supporting Cluster Implementation: Your TDT will support cluster schools as they undertake their own curriculum design cycles.
  • Whole-Group Sharing: All project participants will come together to share experiences, reflect on learning, and discuss sustainability.
  • Contributing to “School Narratives”: Your school’s journey will contribute to the development of rich case studies for the wider profession.
  • Ongoing Development: The project aims to embed sustainable change, with follow-up contact to see how your school has continued to develop its practice.

Underpinned by Research and Collaboration

Teaching

This project is built upon a strong evidence base, drawing from national and international research on curriculum reform and professional learning, including findings from the preceding . 

We are committed to a co-constructive approach, working in partnership with schools, practitioners, Welsh Government, Adnodd, and other key educational stakeholders.