INCA Education around the world
Ireland : Curricula (age 3-19)
5.3.1 Control
5.3.2 Compulsory subjects
5.3.3 Optional/elective subjects
5.3.4 Formulation of curriculum
5.3.5 Key skills/key competences
5.3.6 Curriculum materials
5.3 Third phase: Lower secondary, age 12 - 15
See 3.2.3
5.3.1 Control
The curriculum in compulsory secondary or junior cycle education in Ireland (students aged 12-15 years) is closely linked with the Junior Certificate (the school-leaving certificate, see 6.3.1).27
The Junior Certificate programme was introduced in 1989/90 (and the first Junior Certificate examinations held in June 1992) and aims to provide a single unified programme for students in the junior cycle. It seeks to extend and deepen the quality of students' educational experience in terms of knowledge, understanding, skills and competencies and prepare them for further study at senior cycle (age 15+). The Junior Certificate programme also contributes to the moral and spiritual development of students and encourages them to develop qualities of responsible citizenship in a national, European and global context.27
At post-primary level, teaching and learning tends to be focused on discrete subject areas, as opposed to the integrated subject teaching which applies at primary level. A common curriculum framework has, however, been developed for the junior cycle. This is based on eight areas of experience, see 5.3.2, and incorporates the curricular principles of breadth, balance, relevance and coherence and provides the rationale for the various syllabuses and courses of the Junior Certificate programme. This common curriculum framework for all schools in all sectors seeks to ensure equity of treatment for all young people during their period of compulsory education.38
Junior cycle review
The National Council for Curriculum and Assessment (NCCA) initiated a review of the Junior Cycle in response to issues raised in the late 1990s. The review was concerned with the degree to which the aims and principles set out in the development of the Junior Certificate programme (followed by junior cycle students) had been realised in its implementation. The junior cycle as a whole is now reviewed on a continuous basis. Currently, there are several strands to the review, including:
- Initiatives related to Assessment for Learning - using assessment as a tool to improve and support students' learning.
- Research into students' experiences of the Junior Cycle - following a group of students from their transition to post-primary school to the completion of their Junior Certificate in 12 schools.
- Rebalancing subject syllabuses - reducing curriculum overload and overlap. Further information is available online. 74
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
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 students under regular review.
- Advise the Minister on the curriculum for early childhood education, primary and post-primary schools.
- Advise the Minister on the assessment procedures employed in schools and the examination of subjects which are part of the curriculum.
- Advise the Minister on strategies which will assist students to make a successful transition from primary to post-primary school.
- Advise the Minister on the standards of knowledge and skills which students at various age levels should attain.
- 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 students' 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. Members comes from the various bodies that represent teachers, school managers, parents, employers and trade unions. Other members include 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 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
5.3.2 Compulsory subjects
Junior Certificate programme
The Junior Certificate programme is followed by students in the junior cycle in post-primary schools. Details of the subjects studied under this programme are as follows: The eight areas of experience identified as the framework for the curriculum in the junior cycle are:
- Language and literature
- Mathematical studies
- Science and technology
- Social, political and environmental education
- Arts education
- Physical education (PE)
- Religious and moral education
- Guidance, counselling and pastoral care.38
These eight areas further develop and refine the six areas, plus religious education (RE), which underpin the primary curriculum: language; mathematics; social, environmental and scientific education (SESE); arts education; physical education (PE); and social, personal and health education (SPHE).38
The greater degree of specialisation in the post-primary curriculum leads to the division of some of the areas of experience as illustrated below:38
Areas of experience: primary and post-primary
| Primary | Post-primary |
| Language | Language and literature (and communication) |
| Mathematics | Mathematical studies (and applications) |
| SESE |
Science and technology |
| SPHE | Guidance, counselling and pastoral care Religious and moral education (would also link to some aspects of social, political and environmental education) |
| PE | PE |
| Arts education | Arts education |
Approved subjects
The eight areas of experience are usually offered in schools as approved subjects. The range of approved subjects offered in a school is determined by a number of factors. The school type, for example, can have a significant influence on the range and number of subjects offered. Linked to school type is school tradition - schools can be associated with a strong tradition in a number of subjects. The availability of staff to teach a particular approved subject, and school policy in relation to staff recruitment are obvious determinants of whether a subject might be made available. The availability of specialist equipment is also a factor. The profile of the student cohort in a school will also impact upon the kinds of subjects made available. The concerns of parents are also an important factor in curriculum provision.38
Within the caveats mentioned above, there are 24 approved subjects for junior cycle students, aged 12-15, as follows:
- Gaeilge (Irish language)
- English
- Mathematics
- History and geography
- Latin
- Greek
- Classical studies
- Hebrew studies
- French
- German
- Spanish
- Italian
- Science
- Technology
- Home economics
- Music
- Art, craft, design
- Material technology (wood)
- Metalwork
- Technical graphics
- Business studies
- Typewriting
- Environmental and social studies
- Civic, social and political education (CSPE) (see below).38
In addition, in September 2000, religious education and social, personal and health education were added to the list of approved subjects. Social, personal and health education is, however, not included in the Junior Certificate examination.35
While computer studies is not included in the list of approved subjects, a syllabus is available. This subject is not for examination.38
As a result of the above changes, post-primary schools have had the option of a state syllabus for religious education (for assessment in the Junior Certificate examination) since September 2000. Previously, as at primary level, the development of a curriculum for religious education was the responsibility of the various church authorities only. At post-primary level, church authorities may still offer a syllabus to schools.39
Within this range of approved subjects there exists a small number of subjects which constitute the required course for all students, with the exception of students with special needs and students who are educationally disadvantaged and may require greater flexibility. Under current arrangements the required course for students in secondary schools differs slightly from the list for vocational schools.38
Proposed required courses
The current review of junior cycle education (see 5.3.1) has resulted in a recommendation that the required course for all junior cycle students (with due regard to any special needs as outlined above) should consist of the following:
- Gaeilge (Irish)
- English
- Mathematics
- History (or environmental and social studies, ESS *)
- Geography (or environmental and social studies, ESS *)
- Science or a technology subject
- Civic, social and political education (CSPE) (short course ** - see below)
- Social, personal and health education (short course**).
* Environmental and social studies is intended for schools already offering ESS, or which have previously offered humanities programmes or which do not currently offer history or geography or ESS to all students.
** One period per week or its equivalent (double period per fortnight, blocked time etc.) over the duration of the junior cycle 38
In addition, all students should have access to:
- The study of a modern European language
- A programme in physical education (PE).38
The National Council for Curriculum and Assessment (NCCA) is currently considering the role of information and communication technologies (ICTs) in the context of the proposed required courses and in the junior cycle curriculum as a whole.38
In the case of schools which do not currently offer history and geography or ESS to all their students, the following required course is proposed:
- Gaeilge (Irish)
- English
- Mathematics
- Science or a technology subject
- Civic, social and political education (CSPE) (* short course, see below)
- Social, personal and health education (SPHE) (* short course, see below)
* One period per week or its equivalent (double period per fortnight, blocked time etc.) over the duration of the junior cycle.
In addition, all students should have access to:
- The study of a modern European language
- A programme in PE.38
The above lists are currently the subject of a consultative process and only have interim status.35
Project Maths
A new mathematics initiative is being piloted in a group of post-primary schools in Ireland (students aged 12 to 18). 'Project Maths' aims to promote a better understanding of mathematical concepts and is designed to relate to students' everyday experiences. It also focuses on developing students' problem-solving skills, as well as their skills in communicating and working with others. It is intended that the initiative will be introduced at national level from September 2010. See www.projectmaths.ie for more information.
Civic, social and political education, CSPE
CSPE is a course in democratic citizenship based on human rights and social responsibilities. Its primary aim is to prepare students for active participatory citizenship. Since September 1997, it has been a mandatory component of the junior cycle curriculum for all post-primary students and, since 2000, all schools have presented candidates for the Junior Certificate in CSPE. This was introduced as a Junior Certificate 'short course', with a view to encouraging schools to provide students with a range of learning experiences which offer the greatest possible access to the greatest possible number of areas. The short course in CSPE was assessed in the Junior Certificate examination for the first time in 1999. The curriculum for a short course in social, personal and health education (SPHE) is also being finalised. Other areas of experience already identified for short course development include arts education and technological education. In addition, the possibility of a short course in information and communication technologies (ICTs) is under consideration by the ICT Committee of the NCCA. It is believed that the availability of a range of short courses, which might be of differing durations, will afford schools greater flexibility in meeting the requirements of breadth and balance across the eight areas of experience. In addition they offer opportunities for enhancing skills development.38
The CSPE course is constructed around seven core concepts:
- Democracy
- Rights and responsibilities
- Human dignity
- Interdependence
- Development
- Law
- Stewardship.
The course outline is presented in syllabus documents as four units of study:
- The individual and citizenship
- The community
- The state-Ireland
- Ireland and the wider world.
The sequence of the four units of study is developmental, taking individual students as its starting point and exploring their citizenship in the contexts of the local communities in which they live, their nation and the wider world. (Source: The Irish Unit of the EURYDICE information network on education, 2002).
Sex and relationships education
Relationships and Sexuality Education is a compulsory part of Social Personal and Health Education (SPHE) which was introduced as a curriculum area in 1999. 80
Time allocation
A framework time allocation is provided as a guide for curriculum planning at national and local levels, as well as as a resource for the preparation of the school timetable. The time allocation for each area of experience in junior cycle education is currently expressed in a table38 as follows:
| Curriculum area | Minimum % time |
| Language, literature and communication - vernacular - other European |
20 10 |
| Mathematical studies and applications | 10 |
| Science and technology | 12.5 |
| Social, political, environmental education | 10 |
| Arts education | 7.5 |
| Physical education (PE) | 5 |
| Religious and moral education | 5 |
| Guidance, counselling and pastoral care | 2.5 |
| Discretionary allocation | 17.5 |
This table is currently under review as part of the overall review of the junior cycle (see 5.3.1).35
All junior cycle students are expected to have experiences in all of the above areas - but not necessarily throughout the duration of the entire junior cycle. Consequently, while a student in the first year of the junior cycle might experience a high degree of diversification across the eight areas, a third year student may specialise, or have a more restricted access to particular areas. It is the totality of the experiences over the three years which will provide the student with a broad and balanced curriculum, and enable the outcomes of the junior cycle to be achieved, see 5.3.4.38
With reference to the proposed new required courses (see above), it is estimated that the required course would account for 65-70 per cent of teaching time. The remainder of the time (30-35 per cent) would be assigned to other subjects and courses from the range available at junior cycle. It is recommended that this time should be allocated to subjects and courses which offer learning experiences from across the eight areas of experience, to enable the full set of outcomes of the junior cycle to be achieved (see 5.3.4).38
The Junior Certificate School Programme (JCSP)
In addition to the Junior Certificate, a small number of students - approximately 1,500 - follow the Junior Certificate School Programme. This is an intervention programme, only available in a limited number of schools, which is particularly targeted at students who might benefit from a more flexible approach to the programme and its assessment and who might be at risk of leaving school early.35 Those following this programme take at least two subjects in the Junior Certificate examination, usually English and mathematics at 'foundation' level, and may take other subjects as appropriate. The remainder of the curriculum focuses on key components of the curriculum in other curricular areas. A student profile is kept as a positive record of the student's achievement. On completion of the programme, students receive both State certification based on the subjects taken in the Junior Certificate examination and a school-assessed student profile.39
The Junior Certificate School Programme (JCSP) is currently being reviewed, alongside the Junior Certificate.
5.3.3 Optional/elective subjects
At their parents' request, children may opt not to study religious education.
At their parents' request, children may opt not to study religious education.See section 5.3.2 in addition.
5.3.4 Formulation of curriculum
Most students who begin the junior cycle of post-primary education (aged 12-15) have spent eight years in primary school. (Most children commence pre-school education in infant classes in primary school at around age 4, although compulsory education does not start until age 6.) The curriculum at junior cycle is a further development of the approaches to learning which underpin the primary curriculum. Consequently it takes cognisance of the full range of knowledge, concepts, skills and attitudes associated with primary education.38
Particular aspects of a student's development are highlighted in a statement of outcomes for students at the end of junior cycle. This states that, on completion of junior cycle, all students, in accordance with their abilities and aptitudes, will have achieved the following:
- Competence in literacy, numeracy and spoken language skills which will allow them to participate as young adults in society.
- Experience in various domains of activity - artistic, intellectual, scientific, physical and practical
formative experience in moral, religious and spiritual education. - Knowledge and supportive guidance in matters of personal health, sexual awareness and relationships.
- Competence and understanding in practical skills, including computer literacy and information technology (IT).
- Knowledge and appreciation of their social, cultural and physical heritage and environment.
- Understanding and appreciation of the central concepts of citizenship.38
These outcomes are mediated through the curriculum which is structured around eight areas of experience and a range of approved subjects, see 5.3.2.38
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 which 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 outcome of this activity for the learner. (Charting our Education Future - White Paper on Education, 1995).38
In short, the curriculum in a school consists of the full range of learning experiences provided for students.38
5.3.5 Key skills/key competences
A consultative list of recommended key skills for junior cycle education has been produced under eight headings, as follows:
Communication and literacy skills Numeracy skills Manipulative skills Information technology (IT) skills Tthinking and learning skills Problem solving skills Personal and interpersonal skills Social skills.38
It is not proposed that these key skills should be considered as an addition to the curriculum or that they should be developed in isolation by means of special modules or courses, rather that they should be developed across the whole curriculum, in context and to the best of each student's ability.38
The above list of key skills is currently under consultation and review as part of the overall review of junior cycle education (see 5.3.1).
5.3.6 Curriculum materials
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. This happens particularly in the case of minority subjects or programmes, and is part of the support provided by the DES for their introduction and continued uptake.34
There is close liaison between publishers' associations, the DES and the National Council for Curriculum and Assessment (NCCA) for the mutual exchange of information, views and plans.34
Subject teachers in a school usually decide on the textbook(s) to be used.10
Books are purchased by parents, or rented from the school. Grant aid is available, under certain criteria, to assist with the purchase of textbooks. Schools operating rental schemes can also avail of State grants to establish the scheme.35
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
