Evaluating the implementation of curriculum reform: the perspectives of Welsh teachers navigating the new health and wellbeing area of learning experience

Abstract

The Curriculum for Wales became statutory for Welsh schools in September 2022. This study aimed to gather insight from Welsh teachers embedding the New Curriculum for Wales within their context, with a specific focus on the implementation of the Health and Wellbeing (HWB) Area of Learning and Experience (AoLE). Participants included fifteen teachers (secondary n = 8, primary n = 7), currently teaching in Wales, who had been involved in the curriculum design of the HWB AoLE within their context. This research utilised a novel research design combining both research insight and professional learning within an innovative workshop design. A qualitative case study approach was used with multiple data entry points (work booklets, audio recordings, workshop tasks, online evaluation form) during a one-day workshop event. The case study was underpinned by a modified appreciative inquiry approach. The data were analysed using inductive thematic analysis. This study was successful in gathering insight from Welsh teachers. Reflecting upon the implementation of the new Curriculum for Wales has useful implications for other countries worldwide that are considering curriculum reform. This research recommends that the implementation of pedagogical and curricular change be taken as seriously as the new curriculum content itself.