Okay. So, I think the first thing to realise is that our curriculum is not a copycat of the Scottish curriculum, but it is always useful to reflect on how other systems have undertaken curriculum reform in their nation and to learn from any issues that have arisen. So, I think it's fair to say—and I spent time with some delegates from Scotland just this weekend at the Atlantic Rim Collaboratory conference that Wales hosted this year. Unfortunately, Minister Swinney was not able to attend at the very last minute because of Brexit preparedness work that he was involved in, but certainly their teaching union and their equivalent of the EWC in Scotland joined us as well as representatives from the Scottish Government, although not John himself, and they were very frank about some of the challenges that they had faced in introducing their curriculum. Part of that is about assessment and they had not really thought—. They spent all their time thinking about content and spent no time at all thinking about assessment. Assessment has been a crucial part of the process that we have been involved in. Professional learning, ensuring that the profession was properly prepared for the changes, I think they would agree that that wasn't necessarily—. The middle tier, which they don't have to the—. Well, they've got local authorities and regions, but whether they were truly engaged in what they were doing. So, I think we've learned—. Although our curriculum isn't a copycat, as I said, we have been able to learn from, and we've had people who have been deeply involved in the Scottish experience as part of some of our curriculum and assessment groups and some of the advice that we've had in terms of developing coherence. But, Steve, I don't know if—. You speak to your Scottish colleagues quite a lot.
As I said, they're very forthright in sharing their learning and I think one of the critical elements was the extent to which assessment was considered at the outset alongside the curriculum content. So, that was critical, but we've embraced experts who were involved in that process who were part of our curriculum assessment group. So, they feed in throughout—not 'don't do this because Scotland has done it', but they feed some of that learning into the system. As the Minister said, we had seven other countries from across the world giving us feedback and input over four days as to where we can continue to look at what we're doing but also checks and balances against some of their experiences with this area of reform.
The particular focus of this year's conference was on the issue of assessment and we were joined by colleagues from Scotland, from Ireland, from Iceland, from Finland, from Saskatchewan, from Nova Scotia and from Uruguay.
When did that take place?