In this section
Section highlightHouses into homes This report details findings to emerge from the evaluation during the first six months of delivery (April to September 2012).
Written Statement - Update on tobacco policy »Standardised packaging of tobacco products and Sub Committees on The Smoke-free Premises etc. (Wales) (Amendment) Regulations 2012.Learn more »
Internet short cut for Welsh village with the longest name
The Welsh village with the longest name in the UK has succeeded in at least making one thing a whole lot shorter – the time it takes to surf the internet.
- Cardiff Airport key to Wales’ position in global market – First Minister
- Consultation on proposals for ground-breaking legislation to reform arrangements for renting homes
- Internet short cut for Welsh village with the longest name
In this section
- Business and economy
- Children and young people
- Culture and sport
- Education and skills
- Environment and countryside
- Equality and diversity
- Health and social care
- Housing and community
- Improving public services
In this section
Section highlightAccess to information
The Welsh Government has followed the principles of openness in government for many years. Find out how you can make a freedom of information request or see requests that have already been made.
Sky lanterns: environmental and risk assessment »To establish an evidence base to help any future policy decisions on sky lanterns and helium balloons.Learn more »
- Higher Education (Wales) Bill: Technical consultation
- Renting Homes White Paper
- Continuity and Change - Refreshing the Relationship between Welsh Government and the Third Sector in Wales
- Development of a national standards and outcomes framework for Children and Young People's advocacy services in Wales
- Strategic Environmental Assessment: Environmental Report, Rural Development Plan for Wales 2014-2020
- The draft School Governors’ Annual Reports (Wales) (Amendment) Regulations 2013
Featured consultation »Implementing the Domestic Fire Safety (Wales) Measure 2011
26 days left
In this section
Section highlightFurther and Higher Education (Governance and Information) (Wales) Bill 2013
Removes a number of technical restrictions and controls on colleges without changing the principal powers of colleges to provide further, higher and secondary education.
Legislative programme 2012 - 2013 »
Addressing the Assembly in the Senedd today, the First Minister, Carwyn Jones, detailed the eight bills in the Welsh Government’s 5-year Legislative Programme that will be brought forward during the second year of the Welsh Assembly.Learn more »
Section highlightCommunity Infrastructure Levy
Local authorities can charge a Community Infrastructure Levy on new developments to support the infrastructure needed.
2nd Supplementary Budget 2012-13 »
Proposes a number of changes to the 1st Supplementary Budget for 2012-13, which was published on 26 June 2012.Learn more »
Written Statement - Masters in Educational Practice
In my Written Statement to the Assembly in February I stated that, in Wales, we need to raise standards of performance for all, so that all can reach their potential. To realise this objective we need to produce highly skilled teachers who have a thorough knowledge of a range of strategies to improve outcomes; who understand the theories and concepts that underpin these strategies; and who, as a consequence, are able to deliver more effective teaching and learning in the classroom.
This cannot be achieved solely through Initial Teacher Training – teachers need to continue to deepen and broaden their skills and knowledge once in post. We need to embed a culture of lifelong learning, reflection and enquiry into the teaching profession.
The review of Professional Standards, Performance Management and Professional Development that was completed in 2010 revealed that the interpretation, quality and implementation of the arrangements for Induction and Early Professional Development (EPD) varied widely across Wales. It also showed that although many schools and Local Authorities ensured a high quality experience for their Newly Qualified Teachers (NQTs) and EPD teachers, there were others where the needs of beginner teachers were not identified or addressed sufficiently.
In my speech in June I stated that we were looking at a variety of options for introducing a Masters level element into the professional development framework that we are constructing for teachers. I am now pleased to announce that, from September 2012, all NQTs will have the opportunity to follow a Masters programme as part of their Induction and EPD.
Introducing a Masters at this point in a teacher’s career will help to address the inconsistency in the quality of Induction and EPD that teachers receive across the country. It will also provide a positive step towards reducing in-school and between-school variation in teacher quality and learner outcomes.
We have worked with Professor Alma Harris to design a highly practical three year programme which will gain accreditation based on activities and action research rather that a traditional taught, academic approach. We have consulted with international experts on the programme design and there has been strong support from Michael Fullan Professor Emeritus at the Ontario Institute for Studies in Education at the University of Toronto, Andy Hargreaves Thomas More Brennan Chair in the Lynch School of Education at Boston College, Dylan Wiliam Professor Emeritus of Educational Assessment, Institute of Education, Ben Levin (previously Deputy Minister of Ontario) and currently Professor of Education at the University of Toronto and Professor David Reynolds at the Southampton Education School, University of Southampton.
The key elements of the Masters programme will be development modules built upon current evidence of effective practice drawn from Wales and throughout the world. These will be focussed on the three national priorities that I have set out – literacy; numeracy and reducing the impact of poverty on attainment; as well as three additional core areas that have been identified as priorities for NQTs - additional learning needs, behaviour management and reflective practice.
We have shared the list of six core areas in discussion with Estyn, who agree that these are the right areas for teachers to focus on in developing their practice.
The Masters will be supported by a range of high quality online resources which will be hosted on a new website that the Welsh Government are currently developing for school based practitioners. We will ensure that these resources are of the highest quality and based on the latest international research. A quality assurance panel will be established to support the identification and selection of these resources.
The Masters qualification is, in fact, less important than the Masters-level experiences that the teachers will undergo throughout the programme. These experiences will include working as a part of a Professional Learning Community (PLC) focussing on the six core areas outlined above, and periods of coaching and mentoring from a dedicated Masters tutor.
The Masters qualification will not be made mandatory at this stage. Detailed evaluation of the programme will be undertaken before any decisions are made on making the qualification compulsory.
Following the introduction of the Masters for Induction and EPD in September 2012, Masters qualifications will be developed for practitioners at different stages in their career, particularly for those aspiring to a leadership role.
The Masters will be designed and owned by the Welsh Government. We are in the process of setting up a panel of experts to work with us to design the programme content and we will shortly be commencing a tendering exercise to appoint a body who will provide the accreditation for this exciting new programme.