Wales offers an interesting and in many ways novel version of the ‘New Curriculum’ (Priestley & Biesta 2013). In common with earlier variants of this approach (e.g. Scotland, New Zealand, Ireland), the emerging curriculum emphasizes the centrality of the learner, the development of so-called 21st century skills, and the importance of teachers as local curriculum makers and active agents of change. Nevertheless, the new Welsh curriculum, first mooted in the Successful Futures report (Donaldson, 2015) is already manifesting some different features. First, it has eschewed the almost ubiquitous model of framing the curriculum through large numbers of learning outcomes, set out into linear and hierarchical structures. This is a response to previous research (e.g. CEDEFOP, 2009; Priestley & Minty, 2013) that has linked this approach to highly instrumental audit approaches to curriculum development. Instead, the Welsh curriculum has adopted a framework articulated via ‘What Matters?’ statements, each associated with a narrative for progression in learning. Second, the curriculum planners have responded to critiques of other ‘New Curriculum’ policy (e.g. Young & Muller, 2010) by emphasizing the importance of disciplinary knowledge in the emerging specifications. An especially interesting feature of the Welsh curriculum has been the active involvement of practitioners – termed Pioneer Teachers – in the co-construction of the curriculum at a high level in the system (e.g. the development of cross-curricular principles, and the articulation of purposes and content in six subject domains termed Areas of Learning and Experience [AoLE]). This paper will explore these macro-level processes – especially the production of curricular specification – that are currently unfolding as the curricular vision of Successful Futures is developed in its early stages. This will draw upon the presenter’s reflections on his own experiences within the process, as well upon semi-structured interviews with key players – primarily Pioneer Teachers in working groups writing subject level specification for the AoLEs.

CEDEFOP (2009). The shift to learning outcomes: policies and practices in Europe. Luxembourg: Office for Official Publications of the European Communities. Donaldson, G. (2015). Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales. Cardiff: The Welsh Government. Priestley, M & Biesta G.J.J. (Eds.) (2013). Reinventing the Curriculum: New Trends in Curriculum Policy and Practice. London: Bloomsbury Academic. Priestley, M. & Minty, S. (2013). Curriculum for Excellence: 'A brilliant idea, but. . .'. Scottish Educational Review, 45(1), pp. 39-52. Young, M. & Muller, J. (2010). Three Educational Scenarios for the Future: Lessons from the sociology of knowledge. European Journal of Education, 45(1), 11-27.