Made for Wales: Owning diversity, inclusivity and belonging

The influence of DARPL (Diversity Anti-Racist Professional Learning) in catalysing deeper and more nuanced conversations about belonging was significant. As one of the external partners involved in this journey, my organisation Apex Educate has seen first-hand the seriousness with which WJEC approaches its responsibility. WJEC has created space for dialogue, challenge and meaningful collaboration. The 'heart work' necessary for reimagining the new qualifications and their design motivated WJEC's leadership to ensure this development process was carried out well. As such, the approach taken (planning in staff development, listening to stakeholder’s views, reviewing the revisions carefully) has been measured and planned for, which has been important to the progress made. Following on from the first Wave of qualifications, work has started to complete Waves 2 and 3.  

WJEC made bold decisions about which texts and topics should be included in their new qualifications.  This led to texts such as Of Mice and Men not appearing in the new GCSE English specification and a more global and diverse range of topics included in the new GCSE History. Choices were made after deep thought, careful listening, and guidance from those with lived experience, as well as input from teachers and Areas of Learning and Experience (AoLE). These decisions weren’t about censorship, or sanitising history, but about asking better questions. Whose voices are amplified in our classrooms and how? Whose stories are told and whose are missing? The Qualification Development Team has worked hard on developing their own understanding of inclusion to ensure the Curriculum for Wales is upheld and that the cross-cutting theme of Diversity is authentically interwoven through the qualification design. They’ve taken on the challenge of unlearning, relearning, and building qualifications that reflect the world as it is - and as it could be. Diversity isn’t just added in as an afterthought. It’s being integrated into the core fabric of the qualifications themselves.  

Stakeholder Engagement meetings have been carried out to ensure viewpoints from a wide range of people (teachers, senior leaders, regional consortia representatives and others) can be heard and considered. This kind of leadership matters. It’s not performative. It’s responsive. It’s thoughtful and recognises that transformation, when done right, takes time.  

Wave 2 and 3 qualifications are in development, and they reflect the same commitment to inclusion. These qualifications will provide learners of Wales with a strong opportunity to thrive in the world of work we cannot yet fully imagine. The breadth of skills incorporated and the opportunities of learning about a range of histories, herstories, events and real-world issues, are refreshing, encouraging to see and purposeful. In our current global context of uncertainty, prioritising understanding and belonging, through learning about and with each other effectively, places our future generations in good stead; for a Wales where young people grow up knowing that their identities matter, their stories belong, and their futures are theirs to shape.  

Owning diversity, inclusion and belonging is pivotal to ensuring the values of respect and acceptance are lived by. Whilst the new qualifications pose questions for educators and there are challenges to overcome, if we centre our learners, our societal values and ideals, the challenge of change will be more easily overcome.  WJEC has and will continue to provide support mechanisms for stakeholders to help navigate through these times. Because at the end of the day, this isn’t about qualifications alone. It’s about creating a Wales where every learner feels seen, respected, and ready to thrive in a world we can’t yet fully imagine. That’s a future worth building.”