Vision and philosophy: Curriculum access for all

2. Vision and philosophy: Curriculum access for all • Creates a fair and equitable system for all learners based on the principles of the Additional Learning Needs Bill and the new Professional Teaching Standards. • Puts learners at the heart of learning through person-centred planning. • Professionals with high aspirations will use a range of pedagogical approaches to create a unified system supporting learners from birth to age 25. • Schools will collaborate with partners to create holistic approaches to learning. • Additional learning needs coordinators (ALNCos) will have advanced skills, and will advise teachers about differentiated teaching methods and contribute to in-service training.

3. How is it different? • Redefines ALN in the context of individual schools, e.g. through appropriate curriculum design as opposed to separate intervention. • Freedom to realise a curriculum journey for all groups of learners and individual learners. • Knowledge of the ALN needs of learners will inform school-level curriculum design. • Personalised learning will enable the ALNCo and teachers to plan successful holistic learning journeys for all learners towards the four purposes of the curriculum.

4. How is it different? • Focus on what matters statements for individual learners leads to flexible opportunities to deliver ‘what’s important to and for them’ within individual development plans (IDPs). • Emphasis on Assessment for Learning. • Provision by first-hand experiences and authentic learning contexts will lead to meaningful interventions.

5. How did we get here?Approach • All areas of learning and experience groups have included ALN teachers from the outset. • Curriculum pioneer ALN group formed in September 2018 to discuss issues specific to areas of learning and experience. • Workplan created to address areas for development, e.g. assessment. • Ensured curriculum accessibility is clear. • Produced supporting ALN guidance. • ALN pioneer group work to continue into summer term 2019.

6. How did we get here?Collaboration • Reference to: • ALN Bill. • Professional Teaching Standards. • Established pathways for ALN pioneer group to collaborate with: • Estyn. • Welsh Government policy representatives. • Professional dialogue between teachers in special settings and mainstream ALNCos. • Acting upon feedback from pioneer group schools, stakeholders, other areas of learning and experience, etc. • Created emerging partnerships with: • Foundation Phase and assessment groups.

7. Considerations for schools • Promote the role of the ALNCo in line with the ALN Bill. • Audit the match between the needs of learners with ALN and professional development opportunities for all staff. • Use the ALN readiness tool to identify your next steps. • Allow time for pedagogical experimentations. • Ensure easy access to local and regional specialist support and partnerships to secure early identification and means of support.

8. Blending national reforms

9. National reforms: Synergy Blended learning Multi-agency partnership working ALN ACT Inclusive provision Learner participation Differentiation Individual development plans (IDPs) Key Black text: common to all reform Green text: specific to curriculum reform Red text: specific to ALN Act Blue text: specific to Professional Standards reform Welsh dimension Curriculum access to all: The Welsh Way Collaboration PROFESSIONAL LEARNING High expectations Know your school well CURRICULUM FOR WALES 2022 Values and dispositions United Nations Convention on the Rights of the Child (UNCRC) Celebrate success Four purposes of the curriculum Authentic learning experiences Professional standards Pupil voice Estyn standards Pedagogy