A Formative Evaluation of the Curriculum for Wales: Year 1 Report

brett duggan; Hefin  Thomas; Felicity  Morris; Clare Sinemma; David Egan; Mark Priestley

A Formative Evaluation of the Curriculum for Wales: Year 1 Report

brett duggan
, Hefin Thomas
, Felicity Morris
, Clare Sinemma
, David Egan
, Mark Priestley

Allbwn ymchwil: Llyfr/Adroddiad › Adroddiad wedi’i gomisiynu › adolygiad gan gymheiriaid

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Background and methodology The Welsh Government commissioned Arad Research to lead a formative evaluation of the Curriculum for Wales, working alongside Cardiff Metropolitan University, Bangor University, the Open University in Wales, the University of Stirling, the University of Auckland and AlphaPlus Consultancy. This report provides a synthesis of evaluation evidence collected between May 2024 and September 2025 during the first phase of the formative evaluation. The report is structured around sections of the theory of change (ToC), developed to support the evaluation of the curriculum reforms in Wales, specifically: • curriculum design practices, pedagogical practices and assessment practices • enablers and constraints • emerging outcomes

Iaith wreiddiol	Saesneg
Man cyhoeddi	Cardiff
Cyhoeddwr	Welsh Government
Nifer y tudalennau	76
Statws	Cyhoeddwyd - 18 Rhag 2025

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@book{9ca72158e4bb4777b8939d23ab32f900,

title = "A Formative Evaluation of the Curriculum for Wales: Year 1 Report",

abstract = "Background and methodology The Welsh Government commissioned Arad Research to lead a formative evaluation of the Curriculum for Wales, working alongside Cardiff Metropolitan University, Bangor University, the Open University in Wales, the University of Stirling, the University of Auckland and AlphaPlus Consultancy. This report provides a synthesis of evaluation evidence collected between May 2024 and September 2025 during the first phase of the formative evaluation. The report is structured around sections of the theory of change (ToC), developed to support the evaluation of the curriculum reforms in Wales, specifically: • curriculum design practices, pedagogical practices and assessment practices • enablers and constraints • emerging outcomes ",

author = "brett duggan and Hefin Thomas and Felicity Morris and Clare Sinemma and David Egan and Mark Priestley",

year = "2025",

month = dec,

day = "18",

language = "English",

publisher = "Welsh Government",

}

TY - BOOK

T1 - A Formative Evaluation of the Curriculum for Wales: Year 1 Report

AU - duggan, brett

AU - Thomas, Hefin

AU - Morris, Felicity

AU - Sinemma, Clare

AU - Egan, David

AU - Priestley, Mark

PY - 2025/12/18

Y1 - 2025/12/18

N2 - Background and methodology The Welsh Government commissioned Arad Research to lead a formative evaluation of the Curriculum for Wales, working alongside Cardiff Metropolitan University, Bangor University, the Open University in Wales, the University of Stirling, the University of Auckland and AlphaPlus Consultancy. This report provides a synthesis of evaluation evidence collected between May 2024 and September 2025 during the first phase of the formative evaluation. The report is structured around sections of the theory of change (ToC), developed to support the evaluation of the curriculum reforms in Wales, specifically: • curriculum design practices, pedagogical practices and assessment practices • enablers and constraints • emerging outcomes

AB - Background and methodology The Welsh Government commissioned Arad Research to lead a formative evaluation of the Curriculum for Wales, working alongside Cardiff Metropolitan University, Bangor University, the Open University in Wales, the University of Stirling, the University of Auckland and AlphaPlus Consultancy. This report provides a synthesis of evaluation evidence collected between May 2024 and September 2025 during the first phase of the formative evaluation. The report is structured around sections of the theory of change (ToC), developed to support the evaluation of the curriculum reforms in Wales, specifically: • curriculum design practices, pedagogical practices and assessment practices • enablers and constraints • emerging outcomes