Thank you, Chair. If I may, I think it's important to understand what the level of that feedback has been. So, there was a concerted effort and a plan drawn up to try and ensure that there was as much engagement, knowledge and opportunity as possible. So, working through the regional consortia, approximately 120 separate events were organised, and we believe that in the region of 6,000 headteachers, teachers, governors and teaching assistants have actually had an opportunity to participate in those events. We also held a number of focus group sessions specifically for young people themselves, so that they could give us their feedback. There were 24 focus groups that were arranged for children and young people. We also held some specific events to engage with the business community. We'll all be familiar, won't we, with the narrative of, 'Oh, we're sending people out into the world of business without the skills that we as an employer are looking for'. So we thought it was really important to engage business so that they can have their say and their input into the process. And obviously we work very hard on making it as easy as possible via new technology for people to have their say. So, Members, I'm sure, will have been aware of the specific pages on Hwb that outlined the draft curriculum, and we had 275,000 unique visits to the Hwb curriculum pages. It's really interesting to see the breakdown of the areas of learning and experience—which particular AoLEs were the most popular and were being looked at the most—with our creative and performing arts and the creativity and the expressive arts being the most popular. So that's really interesting that people really wanted to engage in the content of that particular AoLE. What, then, have people said to us? Well, I'm really pleased that there has been broad support for the curriculum changes that we are proposing. There's real support for the need for change, because that's the first question, actually; why are we doing this, and why do we need to change? So, support for the need for change, and lots of support for the principle of a purpose-led curriculum. So, good levels of support for the four purposes, and that driving the content below it. Strong support for greater autonomy and agency for the profession—so, the ability of the profession to take a framework and then truly let them adapt it to meet the needs of the children that they are working with in their communities. Also, a great welcome of the emphasis on formative assessment and the importance of formative assessment. In terms of some of the things that people are asking us to look again at, some of that is around some of the language used. Can we clarify, can we simplify in some areas, are there things that are repeated in a variety of AoLEs? Can we use that as an overarching, rather than repeating ourselves? Can we simplify it and clarify some of the language? Also, in some areas—. It's interesting; in some areas people want it simplified and cut down, but in other areas, people say, 'Well actually, in this bit of it, we need a bit more detail, and a bit more depth and clarity'. So we'll be reflecting on all the feedback that we've had. That process has already started, but considering that this is a massive change, I have been hugely encouraged, actually, by the high levels of engagement and support for the broad principles of what we're doing.

Okay. Thank you, Minister. You said that you're reflecting on the messages that you've received. Are you able to give the committee any early indication of what level of change you anticipate making to the guidance?

I think what's really important and what has been the strength of the process to date is that we are not doing this to our profession, we are doing it with our profession. So, in the spirit of co-construction, the reflection on the feedback will continue to be primarily led by the existing infrastructure that we already had that got us to this stage at present. So, Members will be aware that we've slightly changed the model. We had our pioneer school model and we have slightly refined that now. Pioneers were asked if they wanted to continue in that process and to put themselves forward, and we've narrowed that down now to a smaller group of innovative schools. But above and beyond the innovative schools, we looked at individuals who have specific expertise in subject areas, and they're the first part of that process. So, they met last week to begin looking at the feedback, and we'll continue to use the processes that we have to reflect and refine. Are there big changes to the concept? No. Opportunities to do things better, explain things better, simplify where possible, where we've been told that that needs to happen, provide greater depth where we've been told that needs to happen—absolutely. We're definitely very alive and very willing to engage in those, but in terms of the overall concept, then no, no significant changes.

Okay. Thank you. And what are the steps now before the final curriculum is published in January 2020?


Okay. Thank you, Minister. You said that you're reflecting on the messages that you've received. Are you able to give the committee any early indication of what level of change you anticipate making to the guidance?

I think what's really important and what has been the strength of the process to date is that we are not doing this to our profession, we are doing it with our profession. So, in the spirit of co-construction, the reflection on the feedback will continue to be primarily led by the existing infrastructure that we already had that got us to this stage at present. So, Members will be aware that we've slightly changed the model. We had our pioneer school model and we have slightly refined that now. Pioneers were asked if they wanted to continue in that process and to put themselves forward, and we've narrowed that down now to a smaller group of innovative schools. But above and beyond the innovative schools, we looked at individuals who have specific expertise in subject areas, and they're the first part of that process. So, they met last week to begin looking at the feedback, and we'll continue to use the processes that we have to reflect and refine. Are there big changes to the concept? No. Opportunities to do things better, explain things better, simplify where possible, where we've been told that that needs to happen, provide greater depth where we've been told that needs to happen—absolutely. We're definitely very alive and very willing to engage in those, but in terms of the overall concept, then no, no significant changes.

Okay. Thank you. And what are the steps now before the final curriculum is published in January 2020?

Okay. So, the quality—. We call them—it's not a very nice name—quality improvement practitioners, the QI practitioners. So, these are the subject specialists. They met last week to begin this process. In October, there will be a number of workshops lasting three days at a time where those practitioners will continue that process of feedback with our curriculum and assessment group and all those people involved. By November, we would expect the QI groups to have completed their work and would want them to be in a position to hand over the refinements to an editorial process, and that has to be done in both languages. I think it's really important that we don't do it in English and then we simply translate it into Welsh. So, the editorial process will then be engaged to draw up the final example. It also, then, hands over to the publication team to do all the work on the publication, our website team will then be working on it, and then we would expect final publication in January—am I right, Claire?


I think what's really important and what has been the strength of the process to date is that we are not doing this to our profession, we are doing it with our profession. So, in the spirit of co-construction, the reflection on the feedback will continue to be primarily led by the existing infrastructure that we already had that got us to this stage at present. So, Members will be aware that we've slightly changed the model. We had our pioneer school model and we have slightly refined that now. Pioneers were asked if they wanted to continue in that process and to put themselves forward, and we've narrowed that down now to a smaller group of innovative schools. But above and beyond the innovative schools, we looked at individuals who have specific expertise in subject areas, and they're the first part of that process. So, they met last week to begin looking at the feedback, and we'll continue to use the processes that we have to reflect and refine. Are there big changes to the concept? No. Opportunities to do things better, explain things better, simplify where possible, where we've been told that that needs to happen, provide greater depth where we've been told that needs to happen—absolutely. We're definitely very alive and very willing to engage in those, but in terms of the overall concept, then no, no significant changes.

Okay. Thank you. And what are the steps now before the final curriculum is published in January 2020?

Okay. So, the quality—. We call them—it's not a very nice name—quality improvement practitioners, the QI practitioners. So, these are the subject specialists. They met last week to begin this process. In October, there will be a number of workshops lasting three days at a time where those practitioners will continue that process of feedback with our curriculum and assessment group and all those people involved. By November, we would expect the QI groups to have completed their work and would want them to be in a position to hand over the refinements to an editorial process, and that has to be done in both languages. I think it's really important that we don't do it in English and then we simply translate it into Welsh. So, the editorial process will then be engaged to draw up the final example. It also, then, hands over to the publication team to do all the work on the publication, our website team will then be working on it, and then we would expect final publication in January—am I right, Claire?


Okay. Thank you. And what are the steps now before the final curriculum is published in January 2020?

Okay. So, the quality—. We call them—it's not a very nice name—quality improvement practitioners, the QI practitioners. So, these are the subject specialists. They met last week to begin this process. In October, there will be a number of workshops lasting three days at a time where those practitioners will continue that process of feedback with our curriculum and assessment group and all those people involved. By November, we would expect the QI groups to have completed their work and would want them to be in a position to hand over the refinements to an editorial process, and that has to be done in both languages. I think it's really important that we don't do it in English and then we simply translate it into Welsh. So, the editorial process will then be engaged to draw up the final example. It also, then, hands over to the publication team to do all the work on the publication, our website team will then be working on it, and then we would expect final publication in January—am I right, Claire?


Okay. So, the quality—. We call them—it's not a very nice name—quality improvement practitioners, the QI practitioners. So, these are the subject specialists. They met last week to begin this process. In October, there will be a number of workshops lasting three days at a time where those practitioners will continue that process of feedback with our curriculum and assessment group and all those people involved. By November, we would expect the QI groups to have completed their work and would want them to be in a position to hand over the refinements to an editorial process, and that has to be done in both languages. I think it's really important that we don't do it in English and then we simply translate it into Welsh. So, the editorial process will then be engaged to draw up the final example. It also, then, hands over to the publication team to do all the work on the publication, our website team will then be working on it, and then we would expect final publication in January—am I right, Claire?

Okay. Thank you. We've got some specific questions now on the legislation from Siân Gwenllian.


Okay. Thank you. We've got some specific questions now on the legislation from Siân Gwenllian.

You've touched on the point that there's going to be some sort of change, and you've mentioned in your paper to us that further specific aspects of the framework of the curriculum are going to be included in the primary legislation. We want to know what those aspects will be and what has made you change your mind.


Okay. Thank you. We've got some specific questions now on the legislation from Siân Gwenllian.

You've touched on the point that there's going to be some sort of change, and you've mentioned in your paper to us that further specific aspects of the framework of the curriculum are going to be included in the primary legislation. We want to know what those aspects will be and what has made you change your mind.

The original proposal that we began working on was, in the legislation, to provide for the four purposes—so, the four purposes would be set out in the legislation—as well as putting in law the areas of learning and experience that you'll all be familiar with. Then, below that, we were going to legislate for a number of the cross-curricular aspects—so, the literacy, the numeracy and the digital competency—as well as some elements where we had already said that we were going to make that statutory, so, for instance, above and beyond what Graham Donaldson would have put in his original reports. A good example of that is relationships and sexuality education. I've already made an announcement that I was going to put RSE on the face of the Bill. So, the two main new areas that we are now working on to include within the Bill are to ensure that there is breadth within the curriculum for everybody—. So, we will make a statutory provision for the 'what matters' statements. So, we're bringing it a step lower again. Rather than simply, in law, leaving it at the AoLE level, we'll be bringing it down again to the 'what matters' statements within that, again, providing greater certainty and greater clarity about our expectations at a national level. We'll also be looking to include in the legislation provision for a statutory framework setting out our approach to progression in each of the AoLE areas. So, there has been in the Chamber—I can see Suzy is writing this down—Suzy has asked me questions about, 'How do you create a national expectation around progression?' We've reflected on that and our conversations with other people outside during this process, so we would look to have a statutory framework where our expectations of progression at a national level would be laid out. As I said, we are proposing those changes because of responses that we've had. One of the consistent worries that some people have had, whilst being very supportive of the overall aims, is how do you get that balance between individual autonomy in the school, but also ensure that there is some national expectation and that the variation on these important things is not so great as to cause concern. So, we've reflected on that. I set up a process—this was an open process, and we were open to listening to people. So, I think those will be the two main areas where we hadn't originally thought that we would legislate for, but that we will now legislate for.


Okay. Thank you. We've got some specific questions now on the legislation from Siân Gwenllian.

You've touched on the point that there's going to be some sort of change, and you've mentioned in your paper to us that further specific aspects of the framework of the curriculum are going to be included in the primary legislation. We want to know what those aspects will be and what has made you change your mind.

The original proposal that we began working on was, in the legislation, to provide for the four purposes—so, the four purposes would be set out in the legislation—as well as putting in law the areas of learning and experience that you'll all be familiar with. Then, below that, we were going to legislate for a number of the cross-curricular aspects—so, the literacy, the numeracy and the digital competency—as well as some elements where we had already said that we were going to make that statutory, so, for instance, above and beyond what Graham Donaldson would have put in his original reports. A good example of that is relationships and sexuality education. I've already made an announcement that I was going to put RSE on the face of the Bill. So, the two main new areas that we are now working on to include within the Bill are to ensure that there is breadth within the curriculum for everybody—. So, we will make a statutory provision for the 'what matters' statements. So, we're bringing it a step lower again. Rather than simply, in law, leaving it at the AoLE level, we'll be bringing it down again to the 'what matters' statements within that, again, providing greater certainty and greater clarity about our expectations at a national level. We'll also be looking to include in the legislation provision for a statutory framework setting out our approach to progression in each of the AoLE areas. So, there has been in the Chamber—I can see Suzy is writing this down—Suzy has asked me questions about, 'How do you create a national expectation around progression?' We've reflected on that and our conversations with other people outside during this process, so we would look to have a statutory framework where our expectations of progression at a national level would be laid out. As I said, we are proposing those changes because of responses that we've had. One of the consistent worries that some people have had, whilst being very supportive of the overall aims, is how do you get that balance between individual autonomy in the school, but also ensure that there is some national expectation and that the variation on these important things is not so great as to cause concern. So, we've reflected on that. I set up a process—this was an open process, and we were open to listening to people. So, I think those will be the two main areas where we hadn't originally thought that we would legislate for, but that we will now legislate for.

Okay. Great. That's very helpful. I haven't got the 'what matters' statements in front of me—


You've touched on the point that there's going to be some sort of change, and you've mentioned in your paper to us that further specific aspects of the framework of the curriculum are going to be included in the primary legislation. We want to know what those aspects will be and what has made you change your mind.

The original proposal that we began working on was, in the legislation, to provide for the four purposes—so, the four purposes would be set out in the legislation—as well as putting in law the areas of learning and experience that you'll all be familiar with. Then, below that, we were going to legislate for a number of the cross-curricular aspects—so, the literacy, the numeracy and the digital competency—as well as some elements where we had already said that we were going to make that statutory, so, for instance, above and beyond what Graham Donaldson would have put in his original reports. A good example of that is relationships and sexuality education. I've already made an announcement that I was going to put RSE on the face of the Bill. So, the two main new areas that we are now working on to include within the Bill are to ensure that there is breadth within the curriculum for everybody—. So, we will make a statutory provision for the 'what matters' statements. So, we're bringing it a step lower again. Rather than simply, in law, leaving it at the AoLE level, we'll be bringing it down again to the 'what matters' statements within that, again, providing greater certainty and greater clarity about our expectations at a national level. We'll also be looking to include in the legislation provision for a statutory framework setting out our approach to progression in each of the AoLE areas. So, there has been in the Chamber—I can see Suzy is writing this down—Suzy has asked me questions about, 'How do you create a national expectation around progression?' We've reflected on that and our conversations with other people outside during this process, so we would look to have a statutory framework where our expectations of progression at a national level would be laid out. As I said, we are proposing those changes because of responses that we've had. One of the consistent worries that some people have had, whilst being very supportive of the overall aims, is how do you get that balance between individual autonomy in the school, but also ensure that there is some national expectation and that the variation on these important things is not so great as to cause concern. So, we've reflected on that. I set up a process—this was an open process, and we were open to listening to people. So, I think those will be the two main areas where we hadn't originally thought that we would legislate for, but that we will now legislate for.

Okay. Great. That's very helpful. I haven't got the 'what matters' statements in front of me—

Well, if you remember, we have the four purposes, and then we have the areas of learning and experience, and then, below the areas of learning and experience are the broad concepts that we would expect to be delivered in each of those areas of learning and experience. So, we're going to be refining some of those. Some of the feedback that we've had is that—


The original proposal that we began working on was, in the legislation, to provide for the four purposes—so, the four purposes would be set out in the legislation—as well as putting in law the areas of learning and experience that you'll all be familiar with. Then, below that, we were going to legislate for a number of the cross-curricular aspects—so, the literacy, the numeracy and the digital competency—as well as some elements where we had already said that we were going to make that statutory, so, for instance, above and beyond what Graham Donaldson would have put in his original reports. A good example of that is relationships and sexuality education. I've already made an announcement that I was going to put RSE on the face of the Bill. So, the two main new areas that we are now working on to include within the Bill are to ensure that there is breadth within the curriculum for everybody—. So, we will make a statutory provision for the 'what matters' statements. So, we're bringing it a step lower again. Rather than simply, in law, leaving it at the AoLE level, we'll be bringing it down again to the 'what matters' statements within that, again, providing greater certainty and greater clarity about our expectations at a national level. We'll also be looking to include in the legislation provision for a statutory framework setting out our approach to progression in each of the AoLE areas. So, there has been in the Chamber—I can see Suzy is writing this down—Suzy has asked me questions about, 'How do you create a national expectation around progression?' We've reflected on that and our conversations with other people outside during this process, so we would look to have a statutory framework where our expectations of progression at a national level would be laid out. As I said, we are proposing those changes because of responses that we've had. One of the consistent worries that some people have had, whilst being very supportive of the overall aims, is how do you get that balance between individual autonomy in the school, but also ensure that there is some national expectation and that the variation on these important things is not so great as to cause concern. So, we've reflected on that. I set up a process—this was an open process, and we were open to listening to people. So, I think those will be the two main areas where we hadn't originally thought that we would legislate for, but that we will now legislate for.

Okay. Great. That's very helpful. I haven't got the 'what matters' statements in front of me—

Well, if you remember, we have the four purposes, and then we have the areas of learning and experience, and then, below the areas of learning and experience are the broad concepts that we would expect to be delivered in each of those areas of learning and experience. So, we're going to be refining some of those. Some of the feedback that we've had is that—


Okay. Great. That's very helpful. I haven't got the 'what matters' statements in front of me—

Well, if you remember, we have the four purposes, and then we have the areas of learning and experience, and then, below the areas of learning and experience are the broad concepts that we would expect to be delivered in each of those areas of learning and experience. So, we're going to be refining some of those. Some of the feedback that we've had is that—

Adding is not necessarily—no, not adding. But, for instance, the children have given us some interesting feedback about what they feel really matters in those areas of learning and experience. So, they'll be refined, but not added to, and then we will legislate for them, and that hadn't been the original intention.


Well, if you remember, we have the four purposes, and then we have the areas of learning and experience, and then, below the areas of learning and experience are the broad concepts that we would expect to be delivered in each of those areas of learning and experience. So, we're going to be refining some of those. Some of the feedback that we've had is that—

Adding is not necessarily—no, not adding. But, for instance, the children have given us some interesting feedback about what they feel really matters in those areas of learning and experience. So, they'll be refined, but not added to, and then we will legislate for them, and that hadn't been the original intention.

Okay. Will they include mental health and well-being?


Adding is not necessarily—no, not adding. But, for instance, the children have given us some interesting feedback about what they feel really matters in those areas of learning and experience. So, they'll be refined, but not added to, and then we will legislate for them, and that hadn't been the original intention.

Okay. Will they include mental health and well-being?

Well, the area of learning and experience for well-being is already there, and underneath that area of learning title, there are the broad concepts of what matters, what we believe matters, in that area of learning, and it is that that we will now actually put into the legislation. Sorry, I'm not helping, because I haven't got them with me either to read them out.


Adding is not necessarily—no, not adding. But, for instance, the children have given us some interesting feedback about what they feel really matters in those areas of learning and experience. So, they'll be refined, but not added to, and then we will legislate for them, and that hadn't been the original intention.

Okay. Will they include mental health and well-being?

Well, the area of learning and experience for well-being is already there, and underneath that area of learning title, there are the broad concepts of what matters, what we believe matters, in that area of learning, and it is that that we will now actually put into the legislation. Sorry, I'm not helping, because I haven't got them with me either to read them out.

They are in the annex to the paper, Siân, and, obviously, mental health is in there. So, just to clarify, then, that would mean that every school would have to teach mental health by law.


Okay. Will they include mental health and well-being?

Well, the area of learning and experience for well-being is already there, and underneath that area of learning title, there are the broad concepts of what matters, what we believe matters, in that area of learning, and it is that that we will now actually put into the legislation. Sorry, I'm not helping, because I haven't got them with me either to read them out.

They are in the annex to the paper, Siân, and, obviously, mental health is in there. So, just to clarify, then, that would mean that every school would have to teach mental health by law.

Yes, because the 'what matters' states very clearly the broad concepts in health and well-being. It refers to both physical and mental health, and we intend to legislate to ensure that the 'what matters' statements are a set given in the system.


Well, the area of learning and experience for well-being is already there, and underneath that area of learning title, there are the broad concepts of what matters, what we believe matters, in that area of learning, and it is that that we will now actually put into the legislation. Sorry, I'm not helping, because I haven't got them with me either to read them out.

They are in the annex to the paper, Siân, and, obviously, mental health is in there. So, just to clarify, then, that would mean that every school would have to teach mental health by law.

Yes, because the 'what matters' states very clearly the broad concepts in health and well-being. It refers to both physical and mental health, and we intend to legislate to ensure that the 'what matters' statements are a set given in the system.


They are in the annex to the paper, Siân, and, obviously, mental health is in there. So, just to clarify, then, that would mean that every school would have to teach mental health by law.

Yes, because the 'what matters' states very clearly the broad concepts in health and well-being. It refers to both physical and mental health, and we intend to legislate to ensure that the 'what matters' statements are a set given in the system.


Yes, because the 'what matters' states very clearly the broad concepts in health and well-being. It refers to both physical and mental health, and we intend to legislate to ensure that the 'what matters' statements are a set given in the system.

Yes, the 'what matters' are the articulation of the big ideas. These are the essence of the core content. So, the idea is to make sure that those are consistent, and then that still leaves huge flexibility underneath as to how to approach those, which particular topics to select in how to actually teach them. But the concept that you might not do one 'what matters'—it was never what was intended. They were always intended to represent, as a whole, the learning that every learner should get. They won't be literally in the Bill, because, obviously, you might want to change the emphasis, so that'll be provided for in subordinate legislation, but the provision will be there, and they will have the status of something that's not optional, basically, for a school.


Yes, the 'what matters' are the articulation of the big ideas. These are the essence of the core content. So, the idea is to make sure that those are consistent, and then that still leaves huge flexibility underneath as to how to approach those, which particular topics to select in how to actually teach them. But the concept that you might not do one 'what matters'—it was never what was intended. They were always intended to represent, as a whole, the learning that every learner should get. They won't be literally in the Bill, because, obviously, you might want to change the emphasis, so that'll be provided for in subordinate legislation, but the provision will be there, and they will have the status of something that's not optional, basically, for a school.

Therefore, it's not going to be on the face of the Bill—the mental health aspect, for example. And there are other matters that we've raised here. This is what I'm not clear about. You're saying that it's subordinate, but then you're saying—


Yes, the 'what matters' are the articulation of the big ideas. These are the essence of the core content. So, the idea is to make sure that those are consistent, and then that still leaves huge flexibility underneath as to how to approach those, which particular topics to select in how to actually teach them. But the concept that you might not do one 'what matters'—it was never what was intended. They were always intended to represent, as a whole, the learning that every learner should get. They won't be literally in the Bill, because, obviously, you might want to change the emphasis, so that'll be provided for in subordinate legislation, but the provision will be there, and they will have the status of something that's not optional, basically, for a school.

Therefore, it's not going to be on the face of the Bill—the mental health aspect, for example. And there are other matters that we've raised here. This is what I'm not clear about. You're saying that it's subordinate, but then you're saying—

So, on the face of the Bill, we will make provision to say that the 'what matters' statements have to be delivered. Over time, the 'what matters' statements might change. So the actual wording of the 'what matters' statements will be in secondary legislation; the need to deliver and the requirement, the legal requirement to deliver the 'what matters' statement, will be on the face of the Bill. So, for instance, education is changing all the time. If I think, if we had sat here 20 years ago, we probably, in a 'what matters' statement on health and well-being, wouldn't have referred to mental health, 20 years ago, because our understanding as a society, our willingness as a society to engage in that—. So, if we had drawn up a 'what matters' statement even a decade ago, I suspect we wouldn't have talked about mental health. So, the concept of having to deliver the 'what matters' statement will be in the primary legislation; the actual wording, because otherwise if you wanted to change it you'd have to go through the entire process—. So, the wording of the 'what matters' statement will be in secondary legislation. The actual need and the compulsion, the expectation that you have to do that, will be on the face of the Bill.


Therefore, it's not going to be on the face of the Bill—the mental health aspect, for example. And there are other matters that we've raised here. This is what I'm not clear about. You're saying that it's subordinate, but then you're saying—

So, on the face of the Bill, we will make provision to say that the 'what matters' statements have to be delivered. Over time, the 'what matters' statements might change. So the actual wording of the 'what matters' statements will be in secondary legislation; the need to deliver and the requirement, the legal requirement to deliver the 'what matters' statement, will be on the face of the Bill. So, for instance, education is changing all the time. If I think, if we had sat here 20 years ago, we probably, in a 'what matters' statement on health and well-being, wouldn't have referred to mental health, 20 years ago, because our understanding as a society, our willingness as a society to engage in that—. So, if we had drawn up a 'what matters' statement even a decade ago, I suspect we wouldn't have talked about mental health. So, the concept of having to deliver the 'what matters' statement will be in the primary legislation; the actual wording, because otherwise if you wanted to change it you'd have to go through the entire process—. So, the wording of the 'what matters' statement will be in secondary legislation. The actual need and the compulsion, the expectation that you have to do that, will be on the face of the Bill.

Just on this question of the distinction between primary and secondary legislation. The point you've made is one that Government has made with other legislation prior to this, but can I just ask you to consider the worthiness, if you like, or the good purpose of actually putting the wording of the 'what matters' statements, the first round of those, in the primary legislation on the basis that they can be amended through affirmative procedure secondary legislation when they need changing in due course? The reason I ask this is just to explain to the population of Wales that there is certainty at the first step, bearing in mind that it will change over the years—I completely accept that. But when you're amending primary legislation, you don't have to go through the whole process again—you can do it via secondary legislation provided the correct powers are put in the primary legislation to do that. So, I'm just asking you to consider that.


So, on the face of the Bill, we will make provision to say that the 'what matters' statements have to be delivered. Over time, the 'what matters' statements might change. So the actual wording of the 'what matters' statements will be in secondary legislation; the need to deliver and the requirement, the legal requirement to deliver the 'what matters' statement, will be on the face of the Bill. So, for instance, education is changing all the time. If I think, if we had sat here 20 years ago, we probably, in a 'what matters' statement on health and well-being, wouldn't have referred to mental health, 20 years ago, because our understanding as a society, our willingness as a society to engage in that—. So, if we had drawn up a 'what matters' statement even a decade ago, I suspect we wouldn't have talked about mental health. So, the concept of having to deliver the 'what matters' statement will be in the primary legislation; the actual wording, because otherwise if you wanted to change it you'd have to go through the entire process—. So, the wording of the 'what matters' statement will be in secondary legislation. The actual need and the compulsion, the expectation that you have to do that, will be on the face of the Bill.

Just on this question of the distinction between primary and secondary legislation. The point you've made is one that Government has made with other legislation prior to this, but can I just ask you to consider the worthiness, if you like, or the good purpose of actually putting the wording of the 'what matters' statements, the first round of those, in the primary legislation on the basis that they can be amended through affirmative procedure secondary legislation when they need changing in due course? The reason I ask this is just to explain to the population of Wales that there is certainty at the first step, bearing in mind that it will change over the years—I completely accept that. But when you're amending primary legislation, you don't have to go through the whole process again—you can do it via secondary legislation provided the correct powers are put in the primary legislation to do that. So, I'm just asking you to consider that.

Yes, as I said, I think we've demonstrated that we're listening to people, that there has been concern expressed about certainty and having a national approach on some of these issues, and we have taken steps to address that and we'll continue to reflect, but, crucially, we'll continue to reflect with our partners who are co-constructing this with us. And I think the important thing to remember is that it's not Ministers or civil servants that are necessarily drawing up these 'what matters' statements, it is practitioners themselves, guided by experts in the field that are not teachers, that have come up with these things.


Just on this question of the distinction between primary and secondary legislation. The point you've made is one that Government has made with other legislation prior to this, but can I just ask you to consider the worthiness, if you like, or the good purpose of actually putting the wording of the 'what matters' statements, the first round of those, in the primary legislation on the basis that they can be amended through affirmative procedure secondary legislation when they need changing in due course? The reason I ask this is just to explain to the population of Wales that there is certainty at the first step, bearing in mind that it will change over the years—I completely accept that. But when you're amending primary legislation, you don't have to go through the whole process again—you can do it via secondary legislation provided the correct powers are put in the primary legislation to do that. So, I'm just asking you to consider that.

Yes, as I said, I think we've demonstrated that we're listening to people, that there has been concern expressed about certainty and having a national approach on some of these issues, and we have taken steps to address that and we'll continue to reflect, but, crucially, we'll continue to reflect with our partners who are co-constructing this with us. And I think the important thing to remember is that it's not Ministers or civil servants that are necessarily drawing up these 'what matters' statements, it is practitioners themselves, guided by experts in the field that are not teachers, that have come up with these things.

Okay, thank you. Obviously, the Bill will presumably come to this committee—


Yes, as I said, I think we've demonstrated that we're listening to people, that there has been concern expressed about certainty and having a national approach on some of these issues, and we have taken steps to address that and we'll continue to reflect, but, crucially, we'll continue to reflect with our partners who are co-constructing this with us. And I think the important thing to remember is that it's not Ministers or civil servants that are necessarily drawing up these 'what matters' statements, it is practitioners themselves, guided by experts in the field that are not teachers, that have come up with these things.

Okay, thank you. Obviously, the Bill will presumably come to this committee—

And we'll have an opportunity to influence it. Siân.


Okay, thank you. Obviously, the Bill will presumably come to this committee—

And we'll have an opportunity to influence it. Siân.

Moving on, therefore, to the religious education and relationships and sexuality education, I understand that you've had numerous responses to the White Paper surrounding this particular area. What are the main points that were raised with you and how do you intend to respond to what's been said?


And we'll have an opportunity to influence it. Siân.

Moving on, therefore, to the religious education and relationships and sexuality education, I understand that you've had numerous responses to the White Paper surrounding this particular area. What are the main points that were raised with you and how do you intend to respond to what's been said?

Well, these two areas certainly have ensured that lots of people have responded. It's interesting that people are far more interested in what we may or may not do about these two subjects than maths, English, Welsh, science, but there we go; I guess it's the nature of the areas that we're talking about. With regard to religious education, we had a significant number of people that have expressed concerns about our approaches towards RE that were set out in the White Paper. I think amongst the things that people have objected to were—. There were very mixed views on the inclusion of a range of faiths and world religions included in that area of learning. Many people said that there needed to be a much clearer and stronger—and in some cases exclusive—focus on Christianity, as opposed to including other world religions and, indeed, non-religious views. So, secular views or spiritual—spirituality rather than organised religion. There were people who thought that RE shouldn't be compulsory at all and therefore our proposals to ensure that RE was compulsory, people objected to that, on the other—. And there were many responses that were concerned about and emphasised the need to respect parents' views. So, if a child's parents have certain views, those are to be respected. Of those respondents that agreed that RE should be a compulsory part of the curriculum, or were neutral—didn't express an opinion either way, but were neutral on the question—the issues that they were bringing forward were: a need for learners, as they saw it, to be prepared to be part of a diverse and multicultural society. So, they wanted RE to be much more broad-based and encompassing of world views and world religions. They felt that that was an important part of preparing a young person to live in a world that is, as you say, diverse with people of different views living in it. There is certainly a need to modernise RE; some people perceived the current curriculum as a bit old-fashioned. And also there was much feedback on making sure that the profession was ready to deliver a renewed, modernised RE curriculum. So, those are the issues around religious education—


And we'll have an opportunity to influence it. Siân.

Moving on, therefore, to the religious education and relationships and sexuality education, I understand that you've had numerous responses to the White Paper surrounding this particular area. What are the main points that were raised with you and how do you intend to respond to what's been said?

Well, these two areas certainly have ensured that lots of people have responded. It's interesting that people are far more interested in what we may or may not do about these two subjects than maths, English, Welsh, science, but there we go; I guess it's the nature of the areas that we're talking about. With regard to religious education, we had a significant number of people that have expressed concerns about our approaches towards RE that were set out in the White Paper. I think amongst the things that people have objected to were—. There were very mixed views on the inclusion of a range of faiths and world religions included in that area of learning. Many people said that there needed to be a much clearer and stronger—and in some cases exclusive—focus on Christianity, as opposed to including other world religions and, indeed, non-religious views. So, secular views or spiritual—spirituality rather than organised religion. There were people who thought that RE shouldn't be compulsory at all and therefore our proposals to ensure that RE was compulsory, people objected to that, on the other—. And there were many responses that were concerned about and emphasised the need to respect parents' views. So, if a child's parents have certain views, those are to be respected. Of those respondents that agreed that RE should be a compulsory part of the curriculum, or were neutral—didn't express an opinion either way, but were neutral on the question—the issues that they were bringing forward were: a need for learners, as they saw it, to be prepared to be part of a diverse and multicultural society. So, they wanted RE to be much more broad-based and encompassing of world views and world religions. They felt that that was an important part of preparing a young person to live in a world that is, as you say, diverse with people of different views living in it. There is certainly a need to modernise RE; some people perceived the current curriculum as a bit old-fashioned. And also there was much feedback on making sure that the profession was ready to deliver a renewed, modernised RE curriculum. So, those are the issues around religious education—

Can I just—? Before you go on to the next section—is there evidence that this was a co-ordinated lobby to present a particular view and what is your response going to be to this? Obviously, there are always going to be lobbies presenting particular viewpoints. Our role, as politicians, is to lead, obviously, isn't it?


Moving on, therefore, to the religious education and relationships and sexuality education, I understand that you've had numerous responses to the White Paper surrounding this particular area. What are the main points that were raised with you and how do you intend to respond to what's been said?

Well, these two areas certainly have ensured that lots of people have responded. It's interesting that people are far more interested in what we may or may not do about these two subjects than maths, English, Welsh, science, but there we go; I guess it's the nature of the areas that we're talking about. With regard to religious education, we had a significant number of people that have expressed concerns about our approaches towards RE that were set out in the White Paper. I think amongst the things that people have objected to were—. There were very mixed views on the inclusion of a range of faiths and world religions included in that area of learning. Many people said that there needed to be a much clearer and stronger—and in some cases exclusive—focus on Christianity, as opposed to including other world religions and, indeed, non-religious views. So, secular views or spiritual—spirituality rather than organised religion. There were people who thought that RE shouldn't be compulsory at all and therefore our proposals to ensure that RE was compulsory, people objected to that, on the other—. And there were many responses that were concerned about and emphasised the need to respect parents' views. So, if a child's parents have certain views, those are to be respected. Of those respondents that agreed that RE should be a compulsory part of the curriculum, or were neutral—didn't express an opinion either way, but were neutral on the question—the issues that they were bringing forward were: a need for learners, as they saw it, to be prepared to be part of a diverse and multicultural society. So, they wanted RE to be much more broad-based and encompassing of world views and world religions. They felt that that was an important part of preparing a young person to live in a world that is, as you say, diverse with people of different views living in it. There is certainly a need to modernise RE; some people perceived the current curriculum as a bit old-fashioned. And also there was much feedback on making sure that the profession was ready to deliver a renewed, modernised RE curriculum. So, those are the issues around religious education—

Can I just—? Before you go on to the next section—is there evidence that this was a co-ordinated lobby to present a particular view and what is your response going to be to this? Obviously, there are always going to be lobbies presenting particular viewpoints. Our role, as politicians, is to lead, obviously, isn't it?

Yes. Claire, would you say that it was a co-ordinated response?


Well, these two areas certainly have ensured that lots of people have responded. It's interesting that people are far more interested in what we may or may not do about these two subjects than maths, English, Welsh, science, but there we go; I guess it's the nature of the areas that we're talking about. With regard to religious education, we had a significant number of people that have expressed concerns about our approaches towards RE that were set out in the White Paper. I think amongst the things that people have objected to were—. There were very mixed views on the inclusion of a range of faiths and world religions included in that area of learning. Many people said that there needed to be a much clearer and stronger—and in some cases exclusive—focus on Christianity, as opposed to including other world religions and, indeed, non-religious views. So, secular views or spiritual—spirituality rather than organised religion. There were people who thought that RE shouldn't be compulsory at all and therefore our proposals to ensure that RE was compulsory, people objected to that, on the other—. And there were many responses that were concerned about and emphasised the need to respect parents' views. So, if a child's parents have certain views, those are to be respected. Of those respondents that agreed that RE should be a compulsory part of the curriculum, or were neutral—didn't express an opinion either way, but were neutral on the question—the issues that they were bringing forward were: a need for learners, as they saw it, to be prepared to be part of a diverse and multicultural society. So, they wanted RE to be much more broad-based and encompassing of world views and world religions. They felt that that was an important part of preparing a young person to live in a world that is, as you say, diverse with people of different views living in it. There is certainly a need to modernise RE; some people perceived the current curriculum as a bit old-fashioned. And also there was much feedback on making sure that the profession was ready to deliver a renewed, modernised RE curriculum. So, those are the issues around religious education—

Can I just—? Before you go on to the next section—is there evidence that this was a co-ordinated lobby to present a particular view and what is your response going to be to this? Obviously, there are always going to be lobbies presenting particular viewpoints. Our role, as politicians, is to lead, obviously, isn't it?

Yes. Claire, would you say that it was a co-ordinated response?

It wasn't a campaign in the sense of it being completely consistent, but, certainly, I think people with a particular interest in this issues felt galvanised to respond to the White Paper on this issue—on this one and on relationships and sex education.


Can I just—? Before you go on to the next section—is there evidence that this was a co-ordinated lobby to present a particular view and what is your response going to be to this? Obviously, there are always going to be lobbies presenting particular viewpoints. Our role, as politicians, is to lead, obviously, isn't it?

Yes. Claire, would you say that it was a co-ordinated response?

It wasn't a campaign in the sense of it being completely consistent, but, certainly, I think people with a particular interest in this issues felt galvanised to respond to the White Paper on this issue—on this one and on relationships and sex education.


Yes. Claire, would you say that it was a co-ordinated response?

It wasn't a campaign in the sense of it being completely consistent, but, certainly, I think people with a particular interest in this issues felt galvanised to respond to the White Paper on this issue—on this one and on relationships and sex education.

And my response: well, clearly, Siân, I need to consider those responses, and both for RE and RSE, I shall be making a statement in the near future of our intentions on how to respond to these issues. With regard to RSE, the key messages, again, are focused on whether children should be taught RSE at all and that this should not be in the curriculum and it shouldn't be a compulsory part of the curriculum—that this was not an area where the school system and the education system should be involved, and that it should be alone the preserve of parents to teach children about issues around relationships and sexuality education. There were some issues raised about potential challenges with staff in talking about issues that they perhaps personally did not agree with with regard to this curriculum. So, those were the main areas that people were concerned about. With regard to guaranteed access to a full curriculum, there were strong views that, again, it should be parents, and parents alone, that made decisions about whether their children should have access to the entirety of the curriculum rather than schools or the state setting those rules. So, I have to reflect on what has come back as part of the consultation exercise. I think these are really important aspects of our curriculum. I think if we are to achieve the four purposes, and that's how we have always got to think about it, and if we agree that those are the kind of people and individuals we want leaving our compulsory education system—how do we achieve those purposes? How are they healthy, confident individuals? How are we to prepare our children to be ethical, informed citizens of Wales and the world? So, we will reflect on what has come back to us, but I do believe that these are important aspects of the curriculum, if we are to achieve the four purposes.


It wasn't a campaign in the sense of it being completely consistent, but, certainly, I think people with a particular interest in this issues felt galvanised to respond to the White Paper on this issue—on this one and on relationships and sex education.

And my response: well, clearly, Siân, I need to consider those responses, and both for RE and RSE, I shall be making a statement in the near future of our intentions on how to respond to these issues. With regard to RSE, the key messages, again, are focused on whether children should be taught RSE at all and that this should not be in the curriculum and it shouldn't be a compulsory part of the curriculum—that this was not an area where the school system and the education system should be involved, and that it should be alone the preserve of parents to teach children about issues around relationships and sexuality education. There were some issues raised about potential challenges with staff in talking about issues that they perhaps personally did not agree with with regard to this curriculum. So, those were the main areas that people were concerned about. With regard to guaranteed access to a full curriculum, there were strong views that, again, it should be parents, and parents alone, that made decisions about whether their children should have access to the entirety of the curriculum rather than schools or the state setting those rules. So, I have to reflect on what has come back as part of the consultation exercise. I think these are really important aspects of our curriculum. I think if we are to achieve the four purposes, and that's how we have always got to think about it, and if we agree that those are the kind of people and individuals we want leaving our compulsory education system—how do we achieve those purposes? How are they healthy, confident individuals? How are we to prepare our children to be ethical, informed citizens of Wales and the world? So, we will reflect on what has come back to us, but I do believe that these are important aspects of the curriculum, if we are to achieve the four purposes.

Okay, thank you. You've also mentioned that there will be a final draft of the curriculum at the start of next year. What is the timetable for the Bill itself and for seeking Royal Assent for that?


And my response: well, clearly, Siân, I need to consider those responses, and both for RE and RSE, I shall be making a statement in the near future of our intentions on how to respond to these issues. With regard to RSE, the key messages, again, are focused on whether children should be taught RSE at all and that this should not be in the curriculum and it shouldn't be a compulsory part of the curriculum—that this was not an area where the school system and the education system should be involved, and that it should be alone the preserve of parents to teach children about issues around relationships and sexuality education. There were some issues raised about potential challenges with staff in talking about issues that they perhaps personally did not agree with with regard to this curriculum. So, those were the main areas that people were concerned about. With regard to guaranteed access to a full curriculum, there were strong views that, again, it should be parents, and parents alone, that made decisions about whether their children should have access to the entirety of the curriculum rather than schools or the state setting those rules. So, I have to reflect on what has come back as part of the consultation exercise. I think these are really important aspects of our curriculum. I think if we are to achieve the four purposes, and that's how we have always got to think about it, and if we agree that those are the kind of people and individuals we want leaving our compulsory education system—how do we achieve those purposes? How are they healthy, confident individuals? How are we to prepare our children to be ethical, informed citizens of Wales and the world? So, we will reflect on what has come back to us, but I do believe that these are important aspects of the curriculum, if we are to achieve the four purposes.

Okay, thank you. You've also mentioned that there will be a final draft of the curriculum at the start of next year. What is the timetable for the Bill itself and for seeking Royal Assent for that?

Okay, so, as I said earlier, the expectation is that we will publish a final version of the curriculum in January 2020, so schools will then have the opportunity to be really engaging in it. I have to say, I'm in schools most weeks, and many, many, many schools are already taking the opportunity, even on the draft, to begin to think about planning and, indeed, changing what they're doing in schools. I'm overwhelmed, actually, by the enthusiasm of the sector to embrace what is a massive change for them. So, that's January. We would expect to introduce the Bill following the Easter recess.


And my response: well, clearly, Siân, I need to consider those responses, and both for RE and RSE, I shall be making a statement in the near future of our intentions on how to respond to these issues. With regard to RSE, the key messages, again, are focused on whether children should be taught RSE at all and that this should not be in the curriculum and it shouldn't be a compulsory part of the curriculum—that this was not an area where the school system and the education system should be involved, and that it should be alone the preserve of parents to teach children about issues around relationships and sexuality education. There were some issues raised about potential challenges with staff in talking about issues that they perhaps personally did not agree with with regard to this curriculum. So, those were the main areas that people were concerned about. With regard to guaranteed access to a full curriculum, there were strong views that, again, it should be parents, and parents alone, that made decisions about whether their children should have access to the entirety of the curriculum rather than schools or the state setting those rules. So, I have to reflect on what has come back as part of the consultation exercise. I think these are really important aspects of our curriculum. I think if we are to achieve the four purposes, and that's how we have always got to think about it, and if we agree that those are the kind of people and individuals we want leaving our compulsory education system—how do we achieve those purposes? How are they healthy, confident individuals? How are we to prepare our children to be ethical, informed citizens of Wales and the world? So, we will reflect on what has come back to us, but I do believe that these are important aspects of the curriculum, if we are to achieve the four purposes.

Okay, thank you. You've also mentioned that there will be a final draft of the curriculum at the start of next year. What is the timetable for the Bill itself and for seeking Royal Assent for that?

Okay, so, as I said earlier, the expectation is that we will publish a final version of the curriculum in January 2020, so schools will then have the opportunity to be really engaging in it. I have to say, I'm in schools most weeks, and many, many, many schools are already taking the opportunity, even on the draft, to begin to think about planning and, indeed, changing what they're doing in schools. I'm overwhelmed, actually, by the enthusiasm of the sector to embrace what is a massive change for them. So, that's January. We would expect to introduce the Bill following the Easter recess.

Okay. That gives enough time, then, for it to be—


Okay, thank you. You've also mentioned that there will be a final draft of the curriculum at the start of next year. What is the timetable for the Bill itself and for seeking Royal Assent for that?

Okay, so, as I said earlier, the expectation is that we will publish a final version of the curriculum in January 2020, so schools will then have the opportunity to be really engaging in it. I have to say, I'm in schools most weeks, and many, many, many schools are already taking the opportunity, even on the draft, to begin to think about planning and, indeed, changing what they're doing in schools. I'm overwhelmed, actually, by the enthusiasm of the sector to embrace what is a massive change for them. So, that's January. We would expect to introduce the Bill following the Easter recess.

Okay. That gives enough time, then, for it to be—


Okay, so, as I said earlier, the expectation is that we will publish a final version of the curriculum in January 2020, so schools will then have the opportunity to be really engaging in it. I have to say, I'm in schools most weeks, and many, many, many schools are already taking the opportunity, even on the draft, to begin to think about planning and, indeed, changing what they're doing in schools. I'm overwhelmed, actually, by the enthusiasm of the sector to embrace what is a massive change for them. So, that's January. We would expect to introduce the Bill following the Easter recess.

Okay. That gives enough time, then, for it to be—


Okay. That gives enough time, then, for it to be—


And I think what's really important is that we get the actual curriculum out in January itself, because that's the bit that schools are really concerned about, and then we will have the process here to underpin it.


And I think what's really important is that we get the actual curriculum out in January itself, because that's the bit that schools are really concerned about, and then we will have the process here to underpin it.

Okay, thank you very much. We've got some questions now on potential unintended consequences, and other matters relating to that, from Hefin David.


And I think what's really important is that we get the actual curriculum out in January itself, because that's the bit that schools are really concerned about, and then we will have the process here to underpin it.

Okay, thank you very much. We've got some questions now on potential unintended consequences, and other matters relating to that, from Hefin David.

Can I ask what value you place on the work done by the Wales Institute of Social and Economic Research, Data and Methods and the presentation so far and the paper to be presented by Dr Nigel Newton?


And I think what's really important is that we get the actual curriculum out in January itself, because that's the bit that schools are really concerned about, and then we will have the process here to underpin it.

Okay, thank you very much. We've got some questions now on potential unintended consequences, and other matters relating to that, from Hefin David.

Can I ask what value you place on the work done by the Wales Institute of Social and Economic Research, Data and Methods and the presentation so far and the paper to be presented by Dr Nigel Newton?

I always—and Welsh Government are big supporters of WISERD and the work that they do, and, in fact, we need more research into Welsh education, not less. Therefore, I find their papers really helpful and help us to inform our work. I think what's really important in perhaps this piece of work is to say that I hope that, in the time where I've had an influence to influence over Welsh education, either as a backbencher or now as a Minister, equality and principles of equity have always driven what I've tried to achieve. And I would never undertake a policy reform that I thought would lead to less equity in the Welsh education system. Closing the attainment gap is a core element of the national mission for education in Wales and we would not proceed with anything that we thought could lead to an exacerbation of an achievement gap.


Okay, thank you very much. We've got some questions now on potential unintended consequences, and other matters relating to that, from Hefin David.

Can I ask what value you place on the work done by the Wales Institute of Social and Economic Research, Data and Methods and the presentation so far and the paper to be presented by Dr Nigel Newton?

I always—and Welsh Government are big supporters of WISERD and the work that they do, and, in fact, we need more research into Welsh education, not less. Therefore, I find their papers really helpful and help us to inform our work. I think what's really important in perhaps this piece of work is to say that I hope that, in the time where I've had an influence to influence over Welsh education, either as a backbencher or now as a Minister, equality and principles of equity have always driven what I've tried to achieve. And I would never undertake a policy reform that I thought would lead to less equity in the Welsh education system. Closing the attainment gap is a core element of the national mission for education in Wales and we would not proceed with anything that we thought could lead to an exacerbation of an achievement gap.

Okay. And how do you respond, then—? I mean, it's a balanced paper, it looks at pros and cons and there's a mixed picture from it. How do you respond to the specific statement that Dr Nigel Newton said that the curriculum could exacerbate segregation within schools between different groups of pupils?


Can I ask what value you place on the work done by the Wales Institute of Social and Economic Research, Data and Methods and the presentation so far and the paper to be presented by Dr Nigel Newton?

I always—and Welsh Government are big supporters of WISERD and the work that they do, and, in fact, we need more research into Welsh education, not less. Therefore, I find their papers really helpful and help us to inform our work. I think what's really important in perhaps this piece of work is to say that I hope that, in the time where I've had an influence to influence over Welsh education, either as a backbencher or now as a Minister, equality and principles of equity have always driven what I've tried to achieve. And I would never undertake a policy reform that I thought would lead to less equity in the Welsh education system. Closing the attainment gap is a core element of the national mission for education in Wales and we would not proceed with anything that we thought could lead to an exacerbation of an achievement gap.

Okay. And how do you respond, then—? I mean, it's a balanced paper, it looks at pros and cons and there's a mixed picture from it. How do you respond to the specific statement that Dr Nigel Newton said that the curriculum could exacerbate segregation within schools between different groups of pupils?

Well, I think what the paper acknowledges is that there is no evidence that that will happen. These are 'coulds' and 'maybes' and things that we need, as a Government, to take into consideration as we plan this journey. There can't be any empirical research done at the moment because the curriculum isn't being delivered, but I understand, and we need listen to—. If there are concerns out there in the field that these are unintended consequences that we may fall into—that is the value of that piece of research that helps inform us. I have to say, though, the curriculum in itself is neither going to necessarily on its own hugely enhance equity nor detract from equity, in the sense that the curriculum is what's taught in our schools. There is an opportunity, I believe, that empowering teachers to be able to be more flexible in what they teach their children actually gives us an opportunity to deliver lessons that could be much more engaging and much more relevant to some of our schoolchildren than what they have at the moment. What will make the curriculum a success for all of our children, and I believe will have a bigger impact on children who are in danger of being left behind, are the four enabling purposes of the curriculum. So, the curriculum on its own can play a part, but it will only be as good as the four enabling elements that surround it. And that is strong leadership of our schools that ensures that there is no segregation, that has high expectation of all of our children, and delivers a curriculum within that setting that meets the needs of the children there. Secondly: excellent teaching. In the end, no education system, whatever its curriculum, can exceed the quality of the people who stand in front of our children day in, day out. So, the curriculum can be the most exciting, wonderful—and I think it is exciting and I think it's wonderful—it can be the most exciting, wonderful thing in the world, but if teachers can't teach it effectively, if their pedagogy is not excellent, then the content itself—it won't work. Then we've got issues around assessment and accountability. So, how do you assess how children are doing in your new curriculum? How do you understand how that pupil, who has, you know—who could be vulnerable for a whole host of reasons, usually reasons outside of the school—? That pupil is vulnerable. How can you assess how that pupil is and move their learning along in an appropriate fashion? And then, finally, the well-being of the child. People sometimes say, 'Oh, you're going soft—typical, going soft'. But what we know is that we cannot expect children to learn unless we address issues around their well-being. But we also know that poor achievement is also detrimental to a child's well-being. There's been lots and lots of research done, not in a Welsh context but in other systems, where children are kept behind for a year. That has a massive impact on their well-being. So, good achievement leads to good well-being, but good well-being also leads to good achievement, and you can't separate the two. So, the curriculum on its own will not be enough. It is the four enabling objectives that sit around it, and we have to be cognisant of the WISERD's research, of course we do, to ensure that, as we're doing our professional learning, as we're planning well-being for our children, as we think about assessment methods and how we develop a culture of strong leaders in our schools—and we have some, we have many, but we need to do more to support them—it is that that will make the biggest difference, not just the content of the curriculum on its own. Although I do believe the flexibility that we're allowing people will, I think, lead to a curriculum and more meaningful lessons for some children in schools who are in danger of disengaging because they don't understand why they're being asked to learn what they're learning, they don't see the relevance of what they're learning to what they may want to do or how their lives are, or they don't see themselves reflected. So, for some of our communities, they don't see themselves reflected in the curriculum that we're teaching at the moment. And, again, international research would suggest that, if you want a child to thrive, they have to see themselves and their community reflected in what they're learning in schools.


I always—and Welsh Government are big supporters of WISERD and the work that they do, and, in fact, we need more research into Welsh education, not less. Therefore, I find their papers really helpful and help us to inform our work. I think what's really important in perhaps this piece of work is to say that I hope that, in the time where I've had an influence to influence over Welsh education, either as a backbencher or now as a Minister, equality and principles of equity have always driven what I've tried to achieve. And I would never undertake a policy reform that I thought would lead to less equity in the Welsh education system. Closing the attainment gap is a core element of the national mission for education in Wales and we would not proceed with anything that we thought could lead to an exacerbation of an achievement gap.

Okay. And how do you respond, then—? I mean, it's a balanced paper, it looks at pros and cons and there's a mixed picture from it. How do you respond to the specific statement that Dr Nigel Newton said that the curriculum could exacerbate segregation within schools between different groups of pupils?

Well, I think what the paper acknowledges is that there is no evidence that that will happen. These are 'coulds' and 'maybes' and things that we need, as a Government, to take into consideration as we plan this journey. There can't be any empirical research done at the moment because the curriculum isn't being delivered, but I understand, and we need listen to—. If there are concerns out there in the field that these are unintended consequences that we may fall into—that is the value of that piece of research that helps inform us. I have to say, though, the curriculum in itself is neither going to necessarily on its own hugely enhance equity nor detract from equity, in the sense that the curriculum is what's taught in our schools. There is an opportunity, I believe, that empowering teachers to be able to be more flexible in what they teach their children actually gives us an opportunity to deliver lessons that could be much more engaging and much more relevant to some of our schoolchildren than what they have at the moment. What will make the curriculum a success for all of our children, and I believe will have a bigger impact on children who are in danger of being left behind, are the four enabling purposes of the curriculum. So, the curriculum on its own can play a part, but it will only be as good as the four enabling elements that surround it. And that is strong leadership of our schools that ensures that there is no segregation, that has high expectation of all of our children, and delivers a curriculum within that setting that meets the needs of the children there. Secondly: excellent teaching. In the end, no education system, whatever its curriculum, can exceed the quality of the people who stand in front of our children day in, day out. So, the curriculum can be the most exciting, wonderful—and I think it is exciting and I think it's wonderful—it can be the most exciting, wonderful thing in the world, but if teachers can't teach it effectively, if their pedagogy is not excellent, then the content itself—it won't work. Then we've got issues around assessment and accountability. So, how do you assess how children are doing in your new curriculum? How do you understand how that pupil, who has, you know—who could be vulnerable for a whole host of reasons, usually reasons outside of the school—? That pupil is vulnerable. How can you assess how that pupil is and move their learning along in an appropriate fashion? And then, finally, the well-being of the child. People sometimes say, 'Oh, you're going soft—typical, going soft'. But what we know is that we cannot expect children to learn unless we address issues around their well-being. But we also know that poor achievement is also detrimental to a child's well-being. There's been lots and lots of research done, not in a Welsh context but in other systems, where children are kept behind for a year. That has a massive impact on their well-being. So, good achievement leads to good well-being, but good well-being also leads to good achievement, and you can't separate the two. So, the curriculum on its own will not be enough. It is the four enabling objectives that sit around it, and we have to be cognisant of the WISERD's research, of course we do, to ensure that, as we're doing our professional learning, as we're planning well-being for our children, as we think about assessment methods and how we develop a culture of strong leaders in our schools—and we have some, we have many, but we need to do more to support them—it is that that will make the biggest difference, not just the content of the curriculum on its own. Although I do believe the flexibility that we're allowing people will, I think, lead to a curriculum and more meaningful lessons for some children in schools who are in danger of disengaging because they don't understand why they're being asked to learn what they're learning, they don't see the relevance of what they're learning to what they may want to do or how their lives are, or they don't see themselves reflected. So, for some of our communities, they don't see themselves reflected in the curriculum that we're teaching at the moment. And, again, international research would suggest that, if you want a child to thrive, they have to see themselves and their community reflected in what they're learning in schools.

What the WISERD research suggests is that the senior management teams—the management teams—would certainly buy into what you've just said, but the classroom teachers would be a little bit more sceptical.


Okay. And how do you respond, then—? I mean, it's a balanced paper, it looks at pros and cons and there's a mixed picture from it. How do you respond to the specific statement that Dr Nigel Newton said that the curriculum could exacerbate segregation within schools between different groups of pupils?

Well, I think what the paper acknowledges is that there is no evidence that that will happen. These are 'coulds' and 'maybes' and things that we need, as a Government, to take into consideration as we plan this journey. There can't be any empirical research done at the moment because the curriculum isn't being delivered, but I understand, and we need listen to—. If there are concerns out there in the field that these are unintended consequences that we may fall into—that is the value of that piece of research that helps inform us. I have to say, though, the curriculum in itself is neither going to necessarily on its own hugely enhance equity nor detract from equity, in the sense that the curriculum is what's taught in our schools. There is an opportunity, I believe, that empowering teachers to be able to be more flexible in what they teach their children actually gives us an opportunity to deliver lessons that could be much more engaging and much more relevant to some of our schoolchildren than what they have at the moment. What will make the curriculum a success for all of our children, and I believe will have a bigger impact on children who are in danger of being left behind, are the four enabling purposes of the curriculum. So, the curriculum on its own can play a part, but it will only be as good as the four enabling elements that surround it. And that is strong leadership of our schools that ensures that there is no segregation, that has high expectation of all of our children, and delivers a curriculum within that setting that meets the needs of the children there. Secondly: excellent teaching. In the end, no education system, whatever its curriculum, can exceed the quality of the people who stand in front of our children day in, day out. So, the curriculum can be the most exciting, wonderful—and I think it is exciting and I think it's wonderful—it can be the most exciting, wonderful thing in the world, but if teachers can't teach it effectively, if their pedagogy is not excellent, then the content itself—it won't work. Then we've got issues around assessment and accountability. So, how do you assess how children are doing in your new curriculum? How do you understand how that pupil, who has, you know—who could be vulnerable for a whole host of reasons, usually reasons outside of the school—? That pupil is vulnerable. How can you assess how that pupil is and move their learning along in an appropriate fashion? And then, finally, the well-being of the child. People sometimes say, 'Oh, you're going soft—typical, going soft'. But what we know is that we cannot expect children to learn unless we address issues around their well-being. But we also know that poor achievement is also detrimental to a child's well-being. There's been lots and lots of research done, not in a Welsh context but in other systems, where children are kept behind for a year. That has a massive impact on their well-being. So, good achievement leads to good well-being, but good well-being also leads to good achievement, and you can't separate the two. So, the curriculum on its own will not be enough. It is the four enabling objectives that sit around it, and we have to be cognisant of the WISERD's research, of course we do, to ensure that, as we're doing our professional learning, as we're planning well-being for our children, as we think about assessment methods and how we develop a culture of strong leaders in our schools—and we have some, we have many, but we need to do more to support them—it is that that will make the biggest difference, not just the content of the curriculum on its own. Although I do believe the flexibility that we're allowing people will, I think, lead to a curriculum and more meaningful lessons for some children in schools who are in danger of disengaging because they don't understand why they're being asked to learn what they're learning, they don't see the relevance of what they're learning to what they may want to do or how their lives are, or they don't see themselves reflected. So, for some of our communities, they don't see themselves reflected in the curriculum that we're teaching at the moment. And, again, international research would suggest that, if you want a child to thrive, they have to see themselves and their community reflected in what they're learning in schools.

What the WISERD research suggests is that the senior management teams—the management teams—would certainly buy into what you've just said, but the classroom teachers would be a little bit more sceptical.

As I said, classroom teachers are absolutely crucial to this, which is why, first of all, we've taken the difficult step to delay the implementation of the curriculum to give us the time that we need to make sure that it's not just school leaders but it is individual classroom practitioners who have the skills that they need to make the most of the opportunity that the curriculum allows them.


Well, I think what the paper acknowledges is that there is no evidence that that will happen. These are 'coulds' and 'maybes' and things that we need, as a Government, to take into consideration as we plan this journey. There can't be any empirical research done at the moment because the curriculum isn't being delivered, but I understand, and we need listen to—. If there are concerns out there in the field that these are unintended consequences that we may fall into—that is the value of that piece of research that helps inform us. I have to say, though, the curriculum in itself is neither going to necessarily on its own hugely enhance equity nor detract from equity, in the sense that the curriculum is what's taught in our schools. There is an opportunity, I believe, that empowering teachers to be able to be more flexible in what they teach their children actually gives us an opportunity to deliver lessons that could be much more engaging and much more relevant to some of our schoolchildren than what they have at the moment. What will make the curriculum a success for all of our children, and I believe will have a bigger impact on children who are in danger of being left behind, are the four enabling purposes of the curriculum. So, the curriculum on its own can play a part, but it will only be as good as the four enabling elements that surround it. And that is strong leadership of our schools that ensures that there is no segregation, that has high expectation of all of our children, and delivers a curriculum within that setting that meets the needs of the children there. Secondly: excellent teaching. In the end, no education system, whatever its curriculum, can exceed the quality of the people who stand in front of our children day in, day out. So, the curriculum can be the most exciting, wonderful—and I think it is exciting and I think it's wonderful—it can be the most exciting, wonderful thing in the world, but if teachers can't teach it effectively, if their pedagogy is not excellent, then the content itself—it won't work. Then we've got issues around assessment and accountability. So, how do you assess how children are doing in your new curriculum? How do you understand how that pupil, who has, you know—who could be vulnerable for a whole host of reasons, usually reasons outside of the school—? That pupil is vulnerable. How can you assess how that pupil is and move their learning along in an appropriate fashion? And then, finally, the well-being of the child. People sometimes say, 'Oh, you're going soft—typical, going soft'. But what we know is that we cannot expect children to learn unless we address issues around their well-being. But we also know that poor achievement is also detrimental to a child's well-being. There's been lots and lots of research done, not in a Welsh context but in other systems, where children are kept behind for a year. That has a massive impact on their well-being. So, good achievement leads to good well-being, but good well-being also leads to good achievement, and you can't separate the two. So, the curriculum on its own will not be enough. It is the four enabling objectives that sit around it, and we have to be cognisant of the WISERD's research, of course we do, to ensure that, as we're doing our professional learning, as we're planning well-being for our children, as we think about assessment methods and how we develop a culture of strong leaders in our schools—and we have some, we have many, but we need to do more to support them—it is that that will make the biggest difference, not just the content of the curriculum on its own. Although I do believe the flexibility that we're allowing people will, I think, lead to a curriculum and more meaningful lessons for some children in schools who are in danger of disengaging because they don't understand why they're being asked to learn what they're learning, they don't see the relevance of what they're learning to what they may want to do or how their lives are, or they don't see themselves reflected. So, for some of our communities, they don't see themselves reflected in the curriculum that we're teaching at the moment. And, again, international research would suggest that, if you want a child to thrive, they have to see themselves and their community reflected in what they're learning in schools.

What the WISERD research suggests is that the senior management teams—the management teams—would certainly buy into what you've just said, but the classroom teachers would be a little bit more sceptical.

As I said, classroom teachers are absolutely crucial to this, which is why, first of all, we've taken the difficult step to delay the implementation of the curriculum to give us the time that we need to make sure that it's not just school leaders but it is individual classroom practitioners who have the skills that they need to make the most of the opportunity that the curriculum allows them.

So, if we look at some of the statements that were in the presentation by WISERD at the seminar two comments jump out: 'We'll end up'—this is from classroom teachers— 'We'll end up with a different accountability framework to the aims and objectives of the new curriculum.' and 'there will be no consistency'. And consistency is the one I'd particularly like to focus on: 'there will be no consistency across all schools in how the new curriculum is delivered which could affect outcomes'.


What the WISERD research suggests is that the senior management teams—the management teams—would certainly buy into what you've just said, but the classroom teachers would be a little bit more sceptical.

As I said, classroom teachers are absolutely crucial to this, which is why, first of all, we've taken the difficult step to delay the implementation of the curriculum to give us the time that we need to make sure that it's not just school leaders but it is individual classroom practitioners who have the skills that they need to make the most of the opportunity that the curriculum allows them.

So, if we look at some of the statements that were in the presentation by WISERD at the seminar two comments jump out: 'We'll end up'—this is from classroom teachers— 'We'll end up with a different accountability framework to the aims and objectives of the new curriculum.' and 'there will be no consistency'. And consistency is the one I'd particularly like to focus on: 'there will be no consistency across all schools in how the new curriculum is delivered which could affect outcomes'.

Well, first of all, we've just talked, haven't we, about trying to ensure that there is greater consistency and that's why we're changing our approach to the legislation around the Bill. So, in terms of progression steps, there will be a statutory framework to ensure that progression is the same wherever you are in Wales. So, as I said, we're using this report, we're using this feedback, to inform decisions going forward. In terms of—. Read the first bit again. Was it—[Interruption.] Accountability, yes.


As I said, classroom teachers are absolutely crucial to this, which is why, first of all, we've taken the difficult step to delay the implementation of the curriculum to give us the time that we need to make sure that it's not just school leaders but it is individual classroom practitioners who have the skills that they need to make the most of the opportunity that the curriculum allows them.

So, if we look at some of the statements that were in the presentation by WISERD at the seminar two comments jump out: 'We'll end up'—this is from classroom teachers— 'We'll end up with a different accountability framework to the aims and objectives of the new curriculum.' and 'there will be no consistency'. And consistency is the one I'd particularly like to focus on: 'there will be no consistency across all schools in how the new curriculum is delivered which could affect outcomes'.

Well, first of all, we've just talked, haven't we, about trying to ensure that there is greater consistency and that's why we're changing our approach to the legislation around the Bill. So, in terms of progression steps, there will be a statutory framework to ensure that progression is the same wherever you are in Wales. So, as I said, we're using this report, we're using this feedback, to inform decisions going forward. In terms of—. Read the first bit again. Was it—[Interruption.] Accountability, yes.

Yes: 'different accountability framework to the aims and objectives of the new curriculum.'


So, if we look at some of the statements that were in the presentation by WISERD at the seminar two comments jump out: 'We'll end up'—this is from classroom teachers— 'We'll end up with a different accountability framework to the aims and objectives of the new curriculum.' and 'there will be no consistency'. And consistency is the one I'd particularly like to focus on: 'there will be no consistency across all schools in how the new curriculum is delivered which could affect outcomes'.

Well, first of all, we've just talked, haven't we, about trying to ensure that there is greater consistency and that's why we're changing our approach to the legislation around the Bill. So, in terms of progression steps, there will be a statutory framework to ensure that progression is the same wherever you are in Wales. So, as I said, we're using this report, we're using this feedback, to inform decisions going forward. In terms of—. Read the first bit again. Was it—[Interruption.] Accountability, yes.

Yes: 'different accountability framework to the aims and objectives of the new curriculum.'

Okay. So, as always, in education, teachers—understandably, because this is the regime that they have been a part of—immediately don't think about their pedagogy, they think about, 'How are judgments going to be made upon me as an individual?' And what we're trying to do is ensure that we are developing another accountability regime that is indeed in line with the purposes of the curriculum and doesn't work against the purposes of the curriculum. So, I understand why teachers are concerned. They spend a lot of time thinking about accountability and how they're going to be held accountable for their practice, but, again, what we want to do is provide reassurance that we are devising an accountability regime for our system that is in line with the purposes of the curriculum and puts us in line with the mainstream thought and reform process across the world of progressive education systems.


Well, first of all, we've just talked, haven't we, about trying to ensure that there is greater consistency and that's why we're changing our approach to the legislation around the Bill. So, in terms of progression steps, there will be a statutory framework to ensure that progression is the same wherever you are in Wales. So, as I said, we're using this report, we're using this feedback, to inform decisions going forward. In terms of—. Read the first bit again. Was it—[Interruption.] Accountability, yes.

Yes: 'different accountability framework to the aims and objectives of the new curriculum.'

Okay. So, as always, in education, teachers—understandably, because this is the regime that they have been a part of—immediately don't think about their pedagogy, they think about, 'How are judgments going to be made upon me as an individual?' And what we're trying to do is ensure that we are developing another accountability regime that is indeed in line with the purposes of the curriculum and doesn't work against the purposes of the curriculum. So, I understand why teachers are concerned. They spend a lot of time thinking about accountability and how they're going to be held accountable for their practice, but, again, what we want to do is provide reassurance that we are devising an accountability regime for our system that is in line with the purposes of the curriculum and puts us in line with the mainstream thought and reform process across the world of progressive education systems.

It was the segregation bit I was particularly interested in and the response with regard to disadvantaged pupils and pupils of lower attainment.


Yes: 'different accountability framework to the aims and objectives of the new curriculum.'

Okay. So, as always, in education, teachers—understandably, because this is the regime that they have been a part of—immediately don't think about their pedagogy, they think about, 'How are judgments going to be made upon me as an individual?' And what we're trying to do is ensure that we are developing another accountability regime that is indeed in line with the purposes of the curriculum and doesn't work against the purposes of the curriculum. So, I understand why teachers are concerned. They spend a lot of time thinking about accountability and how they're going to be held accountable for their practice, but, again, what we want to do is provide reassurance that we are devising an accountability regime for our system that is in line with the purposes of the curriculum and puts us in line with the mainstream thought and reform process across the world of progressive education systems.

It was the segregation bit I was particularly interested in and the response with regard to disadvantaged pupils and pupils of lower attainment.

I don't—. I do not believe that any changes—and I would not pursue any changes that—would lead to a segregation.