INCA Education around the world

Ireland : Curricula (age 3-19)


Last updated: 01-Apr-2011
5.2 Second phase: Primary, age 4/5 to 12 
5.2.1 Control
5.2.2 Compulsory subjects
5.2.3 Optional/elective subjects
5.2.4 Formulation of curriculum
5.2.5 Key skills
5.2.6 Curriculum materials

 

 

5.2 Second phase: Primary, age 4/5 to 12

 

5.2.1 Control

Primary Curriculum Review

Since the introduction of a revised Primary School Curriculum in 1999 (see below), teachers have participated in the implementation of the new curriculum in phases. The 2003/2004 school year was the first year of a review of the revised primary curriculum, which is being carried out by the National Council for Curriculum and Assessment (NCCA).  Following this exploratory year of review, the NCCA intends, for future school years, to put in place a programme for the ongoing review of the Primary School Curriculum. The NCCA is conducting the review for four main reasons:

  • To identify the needs of teachers and children for additional support and guidance in using the Primary School Curriculum documents.
  • To inform current curriculum development projects at primary level within the NCCA.
  • To issue recommendations regarding the ongoing formal implementation of the Primary School Curriculum in schools.
  • To develop a long-term programme for ongoing review of the Primary School Curriculum.  

Further information regarding the Primary Curriculum Review is available from the NCCA website: http://www.ncca.ie/index.asp?locID=261&docID=-1 

Primary School Curriculum (1999)

A revised Primary School Curriculum ("Curaclam na Bunscoile") was introduced in Ireland in September 1999 and is being implemented in phases.  Prior to this, the last major revision of the curriculum for primary schools took place in 1971.7

The Primary School Curriculum (1999) provides a detailed framework for schools (see section 5.2.4 below, in addition), within which schools are afforded the flexibility to plan a programme that is appropriate to the individual school's circumstances and to the needs, aptitudes and interests of the children involved. In the presentation of content and in the exploration of approaches and methodologies, the curriculum assumes that schools, in the process of planning its implementation, will adapt and interpret the curriculum where necessary to meet their own unique requirements.7

A characteristic feature of Irish education is that many children begin formal schooling at the age of 4 (although education does not become compulsory until children reach 6 years of age). This requires a curriculum that is appropriate to the developmental and learning needs of young children. The curriculum for junior infants and senior infants classes (children aged 4-5 and 5-6 respectively) takes account of these factors by, for example, the informality of the learning experience inherent in it and the emphasis it gives to the element of play and learning through play. It stresses too, the centrality of language in early childhood learning and the importance of activity and the manipulation of a variety of materials in promoting motor and sensor development.7

The Primary School Curriculum (1999) is based on the following principles:

A focus on learning: the curriculum is based on a philosophy and psychology of teaching and learning that accords equal importance to what a child learns and to the process by which he or she learns it. The curriculum therefore articulates not only the content to be learned and the outcomes to be achieved, but also a wide range of approaches to learning. The curriculum aims to ensure that children's experience of school will be such that they will come to value learning and will develop the ability to learn independently. It also aims to enhance the enjoyment of learning and the motivation to learn.

A relevant curriculum: the curriculum seeks to satisfy the developmental and educational needs of the children it serves in the context of the contemporary society in which they live. It aims to provide for their immediate learning needs and interests and, at the same time, to prepare them to benefit from further education. It aims to enable them to function effectively in a changing society and to cope successfully with the demands of modern life.

A broad and balanced curriculum: the curriculum is characterised by its breadth and balance and is directed towards the development of the full potential of every child. Within a clear and structured national framework, it affords flexibility to the school and the teacher in planning the learning experiences that are useful to the individual child at the various stages of his or her development.

A developmental approach to learning: by revisiting knowledge and ideas already acquired as the starting point for new learning, the curriculum aims to allow for the coherent expansion of knowledge and the gradual refinement of concepts. It also recognises the integrated nature of knowledge and thought and stresses the connections in content in the different curriculum areas.

A detailed statement of content: the curriculum gives a detailed statement of content for each subject and aims to provide for an extensive learning experience and encourage a rich variety of approaches to teaching and learning to cater for the differing needs of individual children.

A balance of knowledge, concepts and skills: the curriculum envisages a particular relationship between the acquisition of knowledge and the development of concepts and skills. Concepts and skills are outlined at each class level, and their development is approached through the exploration of the content of the curriculum. Strong emphasis is placed on developing the ability to question, to analyse, to investigate, to think critically, to solve problems and to interact effectively with others.

Assessment as an integral part of teaching and learning: a significant feature of the Primary School Curriculum (1999) is the central position given to assessment in the teaching and learning process. Each subject in the curriculum contains a statement on appropriate assessment procedures and their use, with a view to directing assessment strategies towards the identification of children's needs and providing experiences to fulfil those needs.

The importance of planning: the curriculum envisages an integrated learning experience for children. In order to achieve this, strong emphasis is placed on planning. Within the framework of the curriculum, schools are afforded flexibility to plan a programme that is appropriate to the individual school's circumstances and to the needs, aptitudes and interests of its children. The curriculum assumes that schools will adapt and interpret it where necessary to meet their own unique requirements.7

In addition, the principles of learning on which the Primary School Curriculum (1999) is based comprise:

The child's sense of wonder and national curiosity: it is in cultivating the child's sense of wonder that the curriculum can provide the most fulfilling learning experience for the child and foster an appreciation of the value of learning.

The child as an active agent in his or her learning: it is an underlying principle of the curriculum that the child should be an active agent in his or her own learning. The structure and content of the curriculum are designed to provide opportunities for active engagement in a wide range of learning experiences, and to encourage children to respond in a variety of ways to particular content and teaching strategies.

The developmental nature of learning: the curriculum offers the child the opportunity, having dealt with particular knowledge, ideas and skills at a simple level, to return to these at regular intervals in order to deepen his or her understanding.

The child's knowledge and experience as a base for learning: it is a fundamental principle of the curriculum that the child's existing knowledge and experience should be a starting point for acquiring new understanding.

Environment-based learning: the curriculum reflects the principle that the child's environment is an important context for his or her development.

Learning through guided activity and discovery: the principle of guided activity and discovery and the importance of the teacher in providing the most effective learning experiences for the child are central to the curriculum.

Learning through language: in view of the crucial relationship between language and learning, the curriculum incorporates the use of talk and discussion as a central strategy in every curriculum area.

The aesthetic dimension: the curriculum aims to enable the child to perceive the aesthetic dimension in every area.7

Responsible agencies

There are different levels of responsibility for the development and implementation of the curriculum. At national level, the curriculum is formulated by the Minister for Education and Skills, on the advice of the National Council for Curriculum and Assessment (NCCA), and the Department of Education and Skills (DES) oversees its implementation through its Inspectorate. At school level, the particular character of the school makes a vital contribution. Adaptation of the curriculum to suit the individual school is achieved through the preparation and continuous updating of a "plean scoile" (school plan).27

The preparation of the Primary School Curriculum (1999) was chiefly the responsibility of the NCCA, whose function it is to advise the Minister for Education and Skills on matters of curriculum review and assessment. The NCCA was assisted in its work by committees, representing all the principal partners and interests in primary education, including the Irish National Teachers' Organisation (INTO), the primary teachers' union and the National Parents' Council - Primary. These committees worked on six curriculum areas:

  • language (sub-divided into Gaeilge [Irish] and English),
  • mathematics,
  • social, environmental and scientific education (SESE) (sub-divided into history, geography and science),
  • arts education (sub-divided into visual arts, drama and music),
  • physical education (PE), and
  • social, personal and health education (SPHE).7

The development and implementation of the curriculum in religious education in primary schools is the responsibility of the relevant church authorities.7

The process of revising the Primary School Curriculum began with the work of the Review Body on the Primary Curriculum, which published an initial report in 1990. This report comprised a detailed appraisal of the 1971 curriculum and provided the basis for the redesign and restructuring presented in the final 1999 version.7

National Council for Curriculum and Assessment (NCCA)

The NCCA was established in November 1987. Its brief is to advise the Minister for Education and Skills on matters related to curriculum and assessment for early childhood, primary and post-primary education. The tasks given to the NCCA under the terms of the Education Act 19982 include:

  • To improve the quality of education by keeping the school curriculum and the arrangements for assessing children under regular review.
  • To advise the Minister on the curriculum for early childhood education, primary and post-primary schools.
  • To advise the Minister on the assessment procedures employed in schools and the examination of subjects which are part of the curriculum.
  • To advise the Minister on strategies which will assist children to make a successful transition from primary to post-primary school.
  • To advise the Minister on the standards of knowledge and skills which children at various age levels should attain.
  • To advise the Minister on the requirements as regards curriculum and syllabuses for students with a disability or other special educational needs (SEN).
  • To advise the Minister on strategies for the enhancement of the effectiveness in teaching and use of Gaeilge (the Irish language) in schools.
  • To promote equality of access to education generally.5

In this context, NCCA is involved in:

  • Planning the curriculum, including assessment, by setting out broad policy aims and specific policy objectives, and by drawing up syllabuses or courses of study.
  • Consulting with all interests, through the representative nature of the Council itself and through consultative documents, discussion papers, seminars and meetings.
  • Supporting the implementation of the curriculum, for example, through involvement in in-service training courses and the production of guidelines for teachers.
  • Reviewing the effectiveness of the curriculum by, for example, monitoring children's performance in public examinations and commissioning research.
  • Informing school authorities, teachers, parents, employers and the general public about developments in curriculum and assessment, through publications, public meetings, briefings and the media.5

The Minister for Education and Skills appoints the Members of the Council for a three-year term of office. Currently, there are 22 members in all, coming from the various bodies that represent teachers, school managers, parents, employers and trade unions. Other members include Department of Education and Skills (DES) representatives and nominees of the Minister. In addition, the NCCA has a small, full-time executive, professional and administrative staff, and is assisted by a number of full- and part-time Education Officers. The latter are mainly subject specialists, usually appointed on a secondment basis to the NCCA. The NCCA works in close cooperation with officials of the DES.5

The work of the NCCA is carried out by a number of specialist committees with the guidance of the Executive. The committees comprise teachers, inspectors, representatives of teacher unions and school managerial bodies, parent and subject associations and higher education interests including universities and other colleges. These committees draw up the syllabus or course for each subject, curriculum area or programme.5

5.2.2 Compulsory subjects

Subject areas

The Primary School Curriculum (1999) is presented in seven curriculum areas, some of which are further sub-divided into subjects. The seven curriculum areas are:

  • language: sub-divided into Gaeilge (Irish) and English *
  • mathematics
  • social, environmental and scientific education (SESE): sub-divided into history, geography, and science
  • arts education: sub-divided into visual arts, music, and drama
  • physical education (PE)
  • social, personal and health education (SPHE) (a new curriculum area in 1999), and
  • religious education (at primary level, the development of the curriculum for religious education is the responsibility of the relevant church authorities).7

* The majority of schools conduct lessons through the medium of English as this is the mother tongue of the majority of the population. However, in those areas of the country where Gaeilge is the mother-tongue, the teaching medium is usually Gaeilge. There are also some schools where teaching takes place through the medium of Gaeilge but where Gaeilge is not normally the mother-tongue of the children, nor is the school in a Gaeltacht (Gaeilge-speaking) area.37

Within this organisational framework it is important to emphasise that all aspects of the child's development are interrelated and that the developmental process is interactive.7 The curriculum at primary level is usually delivered in an integrated manner.37

Social, personal and health education (SPHE)

At primary level, civic education is included in the new curriculum subject - social, personal and health education, SPHE (first introduced in 1999). SPHE aims to:

  • promote personal development and well-being;
  • foster a sense of care and respect for self and others and an appreciation of the dignity of every human being;
  • promote a foundation for healthy living;
  • enable students to make informed decisions and choices about social, personal and health dimensions of life;
  • develop a sense of social responsibility, a commitment to active and participative citizenship and an appreciation of the democratic way of life; and
  • enable students to respect human and cultural diversity and to appreciate and understand the interdependent nature of the world.

The curriculum is presented in three strands: 'Myself', 'Myself and Others', and 'Myself and the Wider World'. These are consistent throughout primary education and provide a basis for the civic, social and political education (CSPE) curricula at secondary level, see 5.3.2.

NB. Although the SPHE curriculum and teacher guidelines have been available since September 1999, in-career development support for teachers to teach the SPHE curriculum is still underway. Introduction and implementation of the SPHE curriculum is therefore gradual at present. (The Irish Unit of the EURYDICE information network on education across Europe, 2002).

Sex and relationships education
Relationships and Sexuality Education is a compulsory part of Social Personal and Health Education (SPHE) (see above).  The following areas are covered during primary education:  

  • Sexual intercourse is first mentioned in Years 5 and 6 (ages 10-12). In the first and second years (ages 5-7) students cover new life, how the body works, growing and changing, when the body needs special care, and feelings and making decisions.
  • In Years three and four students consider friendships, family, keeping safe, feelings and emotions, preparing for new life, our senses, growing and changing, making decisions, interacting with others and problem solving.
  • In Years five and six students cover identity, friendship, my family, keeping safe and healthy, feelings and emotions, growing and changing, new life and caring for new life, making healthy decisions, ambitions, love, relationships and new life and babies. 80

Modern languages

Since September 1998, around 270-280 primary schools (approximately 10 per cent of primary schools in Ireland) have been involved in a pilot project on the teaching of modern languages in the primary school. This project was initially introduced for a two-year period, but is continuing. The languages targeted in the pilot are French, German, Italian and Spanish, and these are taught to children in fifth and sixth classes (ages 10-12), the final two years of primary school, for one-and-a-half hours per class, per week. Teaching is through the medium of the target language. The language is taught either by the class teacher, another teacher from within the school where an exchange agreement has been made, or a visiting teacher who is a secondary teacher, a native speaker or a language assistant. There are around 140 schools teaching French, 70 teaching German, around 45 schools teaching Spanish and around 20 teaching Italian. The evaluation process has been in place since the beginning of the project (see below). Draft curriculum guidelines for the teaching of modern languages in the primary school have also been developed by the National Council for Curriculum and Assessment (NCCA),40 and these have been issued to all the schools involved in the project. These are being piloted for teacher comment.27, 25, 37   Teacher guidelines to accompany the draft curriculum guidelines have also been issued to participating schools. These include sections on school planning, classroom planning, and teaching approaches and methodologies. 55

The evaluation of the modern languages pilot project was undertaken by the Institiuid Teangeolaiochta Eireann (the Language Institute of Ireland). Its website is available at http://www.ite.ie/.  Based on the evaluation report, which was published in 2003, the NCCA is now expected to produce a report assessing the feasibility of introducing modern languages at primary level. 55

Information and communication technologies (ICTs)

Although information and communications technology is not a curriculum subject in its own right within the Primary School Curriculum, teacher guidelines produced for each curriculum area (see 5.2.4) incorporate suggestions on using information and communications technologies (ICTs) for teaching and learning. A specific booklet of guidelines for ICTs for teaching and learning also accompanies the curriculum and provides guidance for teachers with extensive exemplars/suggestions on how ICTs can be used to enhance teaching and learning.43

Time allocation

To assist teachers and schools in planning the implementation of the Primary School Curriculum (1999), a time framework is suggested in the curriculum documents. This allocates a minimum time to each of the seven curriculum areas. This guideline includes three elements:

  • the time allocated to religious education,
  • a suggested minimum time allocation for each of the other six curriculum areas, along with a period of discretionary curriculum time, and
  • the time allowed for breaks and school assembly.7

The suggested time framework is based on a statutory minimum of four hours of secular instruction per day in primary level education. This may be modified for children in junior infants and senior infants classes (aged 4-5 and 5-6 respectively) who generally have a shorter length school day.7

The table shows the recommended minimum weekly time framework

  Full day (children aged 6-12) Short day (infant classes, ages 4-6)
Curriculum areas One week One week
Secular instruction    
Language
Language 1
Language 2		 4 hours
3 hours 30 minutes		 3 hours
2 hours 30 minutes
Mathematics 3 hours 2 hours 15 minutes
SESE 3 hours 2 hours 15 minutes
SPHE 30 minutes 30 minutes
Physical education (PE) 1 hour 1 hour
Arts education 3 hours 2 hours 30 minutes
Discretionary curriculum time 2 hours 1 hour
Total secular instruction 20 hours 15 hours
Religious education (typically) 2 hours 30 minutes 2 hours 30 minutes
Assembly time 1 hour 40 minutes 1 hour 40 minutes
Roll call 50 minutes 50 minutes
Breaks 50 minutes 50 minutes
Recreation (typically) 2 hours 30 minutes 2 hours 30 minutes
Total 28 hours 20 minutes 23 hours 20 minutes

Note: There is currently a pilot project on modern languages in primary level education. The results of this project may influence the suggested time allocations within this framework.
Source: DEPARTMENT OF EDUCATION AND SCIENCE & NATIONAL COUNCIL FOR CURRICULUM AND ASSESSMENT (NCCA) (1999).

Discretionary curriculum time

The inclusion of a period of discretionary curriculum time in the time framework for primary level education is intended to afford the teacher and the school the flexibility to accommodate different school needs and circumstances, and to provide for the differing aptitudes and abilities of the children it serves. It can be allocated, at the teacher's and at the school's discretion, to any of the six curriculum areas (excluding religious education) or to any of the subjects within them. This framework also allows for the inclusion of a modern language in the curriculum where this is available.7

The element of discretionary time can be used for different purposes and in different ways. It could, for example, be used to provide extra time for the completion of an aspect of learning in one subject, to respond to children's needs in particular areas of learning, or to afford flexibility when dealing with a specific project or theme.7

5.2.3 Optional/elective subjects

See above, section 5.2.2, sub headings 'Modern languages' and 'Discretionary curriculum time'.

In addition, at their parents' request, children may opt not to study religious education.

5.2.4 Formulation of curriculum

The term 'curriculum' encompasses the content, structure and processes of teaching and learning, which the school provides in accordance with its educational objectives and values. It includes specific and implicit elements. The specific elements are those concepts, skills, areas of knowledge and attitudes which children learn at school as part of their personal and social development. The implicit elements are those factors that make up the ethos and general environment of the school. The curriculum in schools is concerned, not only with the subjects taught, but also with how and why they are taught and with the outcomes of this activity for the learner.27
The way in which the curriculum is defined, planned, implemented and evaluated crucially influences the quality of education provided. The proper management of the curriculum should be such as to ensure the quality of provision in schools, that is, to provide students with a range of understanding, knowledge, skills and attitudes best suited to their personal development, and to enable them to make a productive contribution to the society in which they live.27
Effective curriculum planning and implementation require clear aims and values. They also require well-defined learning objectives and integration of the different activities which contribute to their achievement. Curriculum planning should be a continuing process involving planning, observing, assessment and revision in the light of experience.27

Primary School Curriculum (1999)

The Primary School Curriculum (1999) is based on a philosophy of teaching and learning that accords equal importance to what the child learns and to the process by which he or she learns it. One of its essential features is a recognition of the principle that there are different kinds of learning and that individual children learn in different ways. The curriculum therefore articulates not only the content to be learned, via a detailed 'statement of content' for each subject area, and the outcomes to be achieved, but a wide range of approaches to learning.7

The curriculum at this level also envisages a particular relationship between the acquisition of knowledge and the development of concepts, skills and attitudes. Concepts and skills are outlined at each class level and their development is approached through the exploration of the content of the curriculum. Strong emphasis is placed on the ability to question, to analyse, to investigate, to think critically, to solve problems and to interact effectively with others.27

Curriculum statements
There are curriculum statement booklets for each of the subject areas of the Primary School Curriculum (1999). Each curriculum statement for six of the seven curriculum areas - language; mathematics; social, environmental and scientific education (SESE); arts education; physical education (PE); and social, personal and health education (SPHE) has a similar structure and similar components. These include:

  • an introduction
  • aims
  • broad objectives
  • overview tables
  • content
  • concepts and skills development
  • guidance on the selection of content, and
  • an assessment statement.27

The curriculum statements for religious education are not included in the primary school curriculum as these are the responsibility of the various church authorities.27

The introduction to each curriculum statement gives the philosophical and educational rationale for the subject. It outlines the structure of the curriculum and the methodological approaches assumed in the content. The aims and broad objectives provide a clear statement of the general and particular learning and developmental goals of the subject.27

Overview tables present an outline of the content and 'planning pages' provide guidance on the sequence and progression of the objectives. The content of each curriculum statement is laid out at four levels - infant classes (ages 4-6), first and second classes (ages 6-8), third and fourth classes (ages 8-10), and fifth and sixth classes (ages 10-12).27

The principal division of content in each subject is the 'strand'. The number of strands varies with the nature of the content in a particular subject and curriculum area. The 'strand unit' is a sub-division of the strand and focuses on more specific areas of learning that will achieve the developmental goals of the strand. Each strand incorporates detailed 'content objectives'. These encompass the learning experiences and the activities that will enable the child to acquire and develop the knowledge and understanding that the strands and strand units address. In many cases, the content objectives are further elucidated by 'exemplars'. Summaries of the skills and concepts to be developed at the different class levels are also presented.27

The strands are not discrete areas of learning; they overlap and interact to form a holistic learning experience and aim to assist teachers in identifying possibilities for integrated learning within subjects and curriculum areas and throughout the curriculum as a whole. At the end of each curriculum statement, the purposes of assessment are detailed and several approaches and recommended tools explained.27

There are also general learning objectives for primary level education. These articulate learning outcomes and learning experiences, as follows:

In engaging with the curriculum, children are expected to be able to:

  • communicate clearly and confidently using a range of linguistic, symbolic, representational and physical expression
  • explore and develop ideas through language
  • develop an appropriate range of comprehension strategies and problem-solving skills
  • understand and apply the vocabulary and phraseology particular to the different subjects in the curriculum
  • locate, extract, record and interpret information from various sources
  • use information and communication technologies (ICTs) to enhance learning
  • listen attentively and with understanding
  • read fluently and with understanding
  • develop a love of, and an interest in, reading
  • write fluently and legibly and acquire an appropriate standard of spelling, grammar, syntax and punctuation
  • develop a competence in a second, and perhaps a third, language of a level appropriate to his or her ability and cultural and linguistic background
  • understand computational skills and apply them with accuracy and speed
  • understand and apply mathematical concepts
  • extend his or her knowledge and understanding of, and develop a range of skills and interests in, the cultural, historical, geographical and scientific dimensions of the world
  • develop and apply basic scientific and technological skills and knowledge
  • extend his or her knowledge and understanding of, and develop curiosity about, the characteristics of living and non-living things, objects, processes and events
  • develop an appreciation and enjoyment of aesthetic activities, including music, visual arts, dance, drama and language
  • develop the skills and knowledge necessary to express him- or herself through various aesthetic activities, including music, visual arts, dance, drama and language
  • acquire a knowledge and understanding of the body and movement, and develop agility and physical coordination
  • develop a positive awareness of self, a sensitivity towards other people, and a respect for the rights, views and feelings of others
  • develop a foundation for healthy living and a sense of responsibility for his or her own health
  • develop self-discipline, a sense of personal and social responsibility and an awareness of socially and morally acceptable behaviour
  • acquire sensitivity to the spiritual dimension of life
  • develop the capacity to make ethical judgements informed by the tradition and ethos of the school
  • develop a knowledge and understanding of his or her own religious traditions and beliefs, with respect for the religious traditions and beliefs of others.27

Teacher guidelines

In addition to the curriculum statement booklet for each subject, there is also a set of teacher guidelines for each of the six primary curriculum subject areas (excluding religious education). These guidelines include extensive exemplar material.43

These teacher guidelines for each curriculum area incorporate suggestions on using information and communications technologies (ICTs) for teaching and learning. A specific booklet of guidelines for ICTs for teaching and learning is currently being developed to accompany the curriculum and provide guidance for teachers with extensive exemplars/suggestions on how ICTs can be used to enhance teaching and learning.43

5.2.5 Key skills

Within the curriculum framework established (see sections 5.2.4 and 5.2.1 in addition), principal skills for development are identified for each subject at each class level. These skills vary between subjects and class levels. For mathematics, for example, for all primary school children aged 4-12, they comprise:

  • applying and problem-solving
  • communicating and expressing
  • integrating and connecting
  • reasoning
  • implementing, and
  • understanding and recalling.42

In science (part of social, environmental and scientific education SESE), children in the third to the sixth classes (aged around 8-12) are expected to develop the skills of:

  • questioning
  • observing
  • predicting
  • investigating and experimenting
  • estimating and measuring
  • analysing (includes sorting and classifying; recognising patterns; interpreting), and
  • recording and communicating.41

In addition, the national framework provided by the Primary School Curriculum (1999) includes certain key issues for primary education, as follows:

Literacy and numeracy: Within the context of a broad and relevant curriculum and a
commitment to the highest quality of educational provision for all, the particular educational goals of literacy and numeracy are a priority of the curriculum. The acquisition of literacy and numeracy skills is central to effective learning in every area of the curriculum and to the child's social and community life outside school.
A sense of Irish identity: Irish education reflects the historical roots of Irish society and
seeks to give children an appreciation of the richness of the Irish heritage. It also reflects current Irish social and cultural concerns, with a view to enabling children to contribute to, and benefit from, the particular qualities and advantages of modern Irish life and experience.
Gaeilge (Irish language): It is a particular feature of Irish primary education that
children, from the beginning of schooling, have an experience
of language learning in two languages. An engagement with Gaeilge throughout the period of primary education extends the child's linguistic experience and deepens cultural awareness. The curriculum recognises that an experience and a knowledge of Gaeilge are important in enabling a child to begin to define and express his or her sense of national and cultural identity.
The spiritual dimension: The curriculum takes account of the affective, aesthetic,
spiritual, moral and religious dimensions of the child's experience and development. The importance that the curriculum attributes to the child's spiritual development is expressed through the breadth of learning experiences the curriculum offers, through the inclusion of religious education as one of the areas of the curriculum and through the child's engagement with the aesthetic and affective domains of learning.
The European and global dimensions: The curriculum takes account of Ireland's historic links with European culture and its membership of the European Union.
It recognises that children's linguistic and cultural awareness is enhanced by an experience of modern language learning. The curriculum also acknowledges the importance of a balanced and informed awareness of the diversity of peoples and environments in the world. Such an awareness helps children to understand the world and contributes to their personal and social development as citizens of a global community.
Pluralism: The curriculum has a particular responsibility in promoting
tolerance and respect for diversity in both the school and the community. The curriculum acknowledges the centrality of the Christian heritage and tradition in the Irish experience and the Christian identity shared by the majority of Irish people. It equally recognises the diversity of beliefs, values and aspirations of all religious and cultural groups in society.
Science education: Science and technology impinge crucially on social and
economic life. A basic understanding of scientific principles and the scientific explanation of natural phenomena, together with an appreciation of the processes of designing and making, can make a significant contribution to children's understanding of the world. The curriculum provides a foundation of knowledge and concepts in the domains of physics, chemistry, biology and botany and seeks to foster an appreciation of scientific methods and a facility in using them.
Information and communication technologies (ICTs): Technological skills are increasingly important for
advancement in education, work and leisure. The curriculum integrates information and communication technologies into
the teaching and learning process and provides children with opportunities to use modern technology to enhance their learning in all subjects.7

5.2.6 Curriculum materials

Textbooks

Textbooks are not approved by the Department of Education and Skills (DES). Although the National Council for Curriculum and Assessment (NCCA) produces guidelines for publishers with every new or revised syllabus, these are not binding.35

Textbooks are produced by publishing companies on a commercial basis independent of the DES or the NCCA.35 Occasionally, resource materials/guidelines may be produced by the Department of Education and Skills (DES) (or agencies contracted to the DES) and these are made available to schools on a non-commercial basis.34

In general, the NCCA liaises with the publishing companies and issues them with guidelines that highlight where emphases are placed in the various curriculum areas. Publishers are briefed on curriculum areas prior to their implementation in schools, in order to ensure that relevant material can be produced to support these areas.37

It is the responsibility of the principal and her/his teaching team to decide on textbooks to be used in schools, depending on the individual circumstances of the school.37

In general parents buy textbooks. Grant aid is available, under certain criteria, to assist with the purchase of textbooks. Some schools' parents' associations organise sales of second-hand books. Other schools rent books to children for the year. Schools operating such rental schemes can also avail of State grants to establish the scheme. There is no overall State policy.35,37

Irish-medium resources

In March 2002, a new statutory body was established to promote Irish-medium education and the teaching and learning of the Irish language in general. The Council for Gaeltacht and Gaelscoil Education has an advisory and supporting role in Irish language education; in the planning and coordination of textbooks and learning aids; and in the development of policies to facilitate education through Irish in primary and secondary schools.  The body aims generally to contribute towards the renewal of the Irish language as a living language and a medium of learning. 31


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