The Minister for Education Norma Foley TD today (Thursday 9 March) launched the new Primary Curriculum Framework for all primary and special schools.
The Primary Curriculum Framework will shape the work of all primary and special schools for the coming years. This is the first curriculum framework for primary education in Ireland. Under the framework, schools will have a dedicated structure underpinning learning, teaching and assessment.
The Primary Curriculum Framework is designed to cater for all primary and special schools and sets out the vision and principles for a redeveloped, modern curriculum.
The framework also introduces key competencies for children’s learning, setting out the main features and components for the full redevelopment of the primary school curriculum, detailing curriculum areas and subjects; and suggested time allocations. It introduces and expands aspects of learning including STEM Education, Modern Foreign Languages and a broader Arts education.
The Primary Curriculum Frameworkwas developed by the National Council for Curriculum and Assessment (NCCA) over a six-year period and draws on an extensive body of national and international research, working with a network of 60 primary schools, post-primary schools and preschools nationally, engaging closely with education partners and wider stakeholders, and conducting extensive consultation, including with primary school-aged children.
Minister Foley said: “Today is a landmark day in the education system. This is the first framework for primary education and therefore a watershed moment for primary school communities who will benefit from the rich experiences it will provide for children, teachers, parents and the wider community.
“The framework has been developed by the National Council for Curriculum and Assessment through a collaborative approach, informed by research, sustained work with school communities, wide consultation, and extensive deliberation.
“The voices from the consultation, in particular, indicate the need for a curriculum that supports all children, celebrates children’s current childhood experiences and prepares them for their future experiences.
“The development of the primary curriculum also reflects the other interconnected developments in education and the progress of policies and strategies being worked on by my Department at this time. These include a new Literacy, Numeracy and Digital Literacy Strategy which is being developed at the moment and the second STEM Education Implementation Plan, which I published last week.
“I would like to thank the National Council for Curriculum and Assessment for their collaborative endeavour, their breadth of vision and indeed their commitment to continued excellence in education.”
The framework supports the development of a primary curriculum which:
- builds on the successes and strengths of previous curricula while recognising and responding to challenges, changing needs and priorities
- provides agency and flexibility in schools
- makes connections with what and how children learn in preschool, primary, special, and post-primary schools
- identifies and responds to emerging priorities for children’s learning
- changes how the curriculum is structured and presented
- supports a variety of pedagogical approaches and strategies with assessment central to learning and teaching.
It is recognised that the introduction of the Primary Curriculum Framework will require time and support for teachers and school leaders to become familiar with the contents of the framework. The need to engage at whole-school level is required in order to develop all teachers’ and school leaders’ understanding of the framework. This will be supported by the provision of professional development opportunities, and supporting materials.
The Department of Education support services will continue to provide their suite of professional development opportunities at primary level, now drawing connection with the framework content. Discrete professional development will also be provided for each of the forthcoming curriculum area specifications in the coming years.
A copy of the framework is available here: gov.ie - Primary Curriculum Framework (www.gov.ie)
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Background
Since 1999, the primary curriculum has provided a strong foundation for teaching and learning. Among the curriculum’s many successes have been children’s enjoyment of learning and teachers’ increased use of active learning methodologies, as well as improved attainment levels in reading, mathematics and science. But there have also been challenges such as curriculum overload, the challenge of using assessment in a meaningful way to inform learning and teaching. Since 1999 the volume of research on children’s learning and development in their early childhood and primary school years has expanded.
As well as the need to respond to curriculum challenges and to take account of new and emerging research findings, there have also been calls for the primary curriculum to do more such as calls for increased time to be allocated to existing curriculum areas such as Social, Personal and Health Education (SPHE) and to Physical Education (PE). Additionally, there are demands to include new aspects of learning in the curriculum such STEM, Modern Foreign Languages, and to place a greater general emphasis on Wellbeing.
The Primary Curriculum Framework was developed over a six year period and includes:
- drawing on an extensive body of national and international research
- working with the Schools Forum, which is a network consisting of 60 primary schools including special schools, post-primary schools and preschools from across the country
- working closely with education partners through the representative structures of the NCCA, and with wider stakeholders through events such as curriculum seminars, and the Leading Out seminar series
- extensive consultation including with primary school-aged children. The PCF also takes into account other consultations including curriculum structure and time; and language and mathematics.
The NCCA published the Draft Primary Curriculum Framework for consultation in February 2020. The impact of COVID-19 required changes to the consultation timeline with a revised two-phased approach put in place. Phase one closed at the end of January 2021 and phase 2 opened in October 2021 with a focus on re-engagement with teachers, school leaders, parents/guardians and children. The consultation closed in March 2022.