“The Primary School Curriculum: Current Context, Emerging Issues

and Future Challenges.”Address byAddress by

Professor John CoolahanProfessor John Coolahanto theto the

Joint D.E.S., N.C.C.A. SeminarJoint D.E.S., N.C.C.A. Seminar

THE PRIMARY CURRICULUM IN THE PRIMARY CURRICULUM IN SCHOOLSSCHOOLS

1111thth May, 2005 May, 2005

Structure of the Address A Privileged Time:A Burden of ResponsibilityA Privileged Time:A Burden of Responsibility

Centrality of themeCentrality of theme Eras of Curricular Policy for Primary Education Eras of Curricular Policy for Primary Education (4)(4)

Why is it a Privileged TimeWhy is it a Privileged Time Societal Context Societal Context (2)(2)

Educational Context Educational Context (2)(2)

Some P.S. Curriculum Perspectives Some P.S. Curriculum Perspectives (3)(3)

Some Evaluation Findings Some Evaluation Findings (3)(3)

School Characteristics Sought by the Knowledge School Characteristics Sought by the Knowledge Society Society (2)(2)

Burden of Responsibility – The Way Forward Burden of Responsibility – The Way Forward (3)(3)

Eras of Curricular Policy for Primary Education (1)

II 1872-1899 Utilitarian/Accountability Ideology1872-1899 Utilitarian/Accountability Ideology - Payment by Results- Payment by Results - Emphasis on basic 3R’s- Emphasis on basic 3R’s

II 1900-1922 Child-Centred/Practical EducationistII 1900-1922 Child-Centred/Practical EducationistIdeologyIdeology

- Broad, Child Centred- Broad, Child CentredIII 1922- 1970 Cultural Nationalist IdeologyIII 1922- 1970 Cultural Nationalist Ideology

- National Programme- National Programme - Revival of Irish, Renewal of - Revival of Irish, Renewal of

‘National ‘National CultureCulture

Eras of Curricular Policy for Primary Education (2)

IV 1971-1998 Child-Centred/’Progressive’ IdeologyIV 1971-1998 Child-Centred/’Progressive’ Ideology

- “New Curriculum”- “New Curriculum”

- Broad Prog., Child-centred Focus- Broad Prog., Child-centred Focus

V 1999 Child Centred IdeologyV 1999 Child Centred Ideology

2121stst Century - “Primary School Curriculum” Century - “Primary School Curriculum”

- Child-centred; Learning Focused- Child-centred; Learning Focused

- Framework of Lifelong Learning- Framework of Lifelong Learning

Eras of Curricular Policy for Primary Education (3)

Until 1999 , Each Era A Revolutionary Until 1999 , Each Era A Revolutionary Change Change

Child-Centred the Predominant ApproachChild-Centred the Predominant Approach 1999 Curr. An Evolution and Development 1999 Curr. An Evolution and Development

of 1971 of 1971 Implementation a problem in Each EraImplementation a problem in Each Era

Difficulty of Converting Aspirations into Difficulty of Converting Aspirations into RealityReality

Under Estimation of Implementation IssuesUnder Estimation of Implementation Issues

Eras of Curricular Policy for Primary Education (4)

Implementation ProblemsImplementation Problems Revolutionary approach; mode of planning; Revolutionary approach; mode of planning;

competence; teacher education; physical competence; teacher education; physical conditions; resources and materials; styles of conditions; resources and materials; styles of inspection; class sizes; pupil attendance; socio-inspection; class sizes; pupil attendance; socio-economic conditions; lack of parental economic conditions; lack of parental involvement etc.involvement etc.

StrengthsStrengths Clarity of objectives; much human effort, Clarity of objectives; much human effort,

sometimes heroic; vocational commitment; sometimes heroic; vocational commitment; quality of personnel; valuation of schooling; quality of personnel; valuation of schooling; degrees of achievement.degrees of achievement.

Why Is It A Privileged Time?Societal ContextSocietal Context (1)(1)

Education as an Investment PriorityEducation as an Investment Priority Changed Attitudes Toward ChildhoodChanged Attitudes Toward Childhood Ireland with Youngest Pop (0-14) of 15 E.U. States Ireland with Youngest Pop (0-14) of 15 E.U. States

up to 2020up to 2020 Expanding Population (10% since 1993)Expanding Population (10% since 1993)

(23% by 2050)(23% by 2050) Social PartnershipSocial Partnership MulticulturalismMulticulturalism Sustained Economic GrowthSustained Economic Growth Developed Education System L.L.L.Developed Education System L.L.L. ““Full” EmploymentFull” Employment

Why Is It A Privileged Time?Societal ContextSocietal Context (2)(2)

Developing InfrastructureDeveloping Infrastructure Increased Standard of Living, (but poverty traps)Increased Standard of Living, (but poverty traps) Extended LifespansExtended Lifespans Quality of HousingQuality of Housing Ireland on the World Stage – E.U., O.E.C.D., U.N., Ireland on the World Stage – E.U., O.E.C.D., U.N.,

etc.etc. Ireland and Global TradeIreland and Global Trade Cultural Enrichments / AchievementsCultural Enrichments / Achievements ConfidenceConfidence

Why Is It A Privileged Time?

Educational ContextEducational Context (1)(1)

Long Period of Gestation, Planning of P.S.C. Long Period of Gestation, Planning of P.S.C. Partnership of StakeholdersPartnership of Stakeholders Curriculum Nurtured by the N.C.C.A.Curriculum Nurtured by the N.C.C.A. Evolutionary, DevelopmentalEvolutionary, Developmental Solid Research Base / ExperienceSolid Research Base / Experience Quality of the CurriculumQuality of the Curriculum Quality of Teacher GuidesQuality of Teacher Guides Implementation as Part of PlanningImplementation as Part of Planning

Why Is It A Privileged Time?Educational ContextEducational Context (2)(2)

Quality of PRESET, INSETQuality of PRESET, INSET Roles of P.C.S.P., S.D.P.S., N.C.T.E., Inspectorate, Roles of P.C.S.P., S.D.P.S., N.C.T.E., Inspectorate,

LD.S.LD.S. Improved Physical ResourcesImproved Physical Resources Reduced Class SizesReduced Class Sizes Larger SchoolsLarger Schools Improved Learning Resources, incl. I.C.T.’sImproved Learning Resources, incl. I.C.T.’s Reformed Responsibility PostsReformed Responsibility Posts Resource TeachersResource Teachers Role of B.O.M.’sRole of B.O.M.’s Involvement of ParentsInvolvement of Parents Implementation Processes, EvaluationsImplementation Processes, Evaluations

Some P.S. Curriculum Perspectives (1)

Centrality of Early Childhood and Primary Centrality of Early Childhood and Primary Education Without which L.L.L. cannot be Education Without which L.L.L. cannot be RealisedRealised

““The P.S.C. celebrates the uniqueness of the The P.S.C. celebrates the uniqueness of the child as it is expressed in each child’s child as it is expressed in each child’s personality, intelligence and potential.”personality, intelligence and potential.”

Holistic, “all dimensions of his/her life”Holistic, “all dimensions of his/her life” Individual and Social DevelopmentIndividual and Social Development ““The relationship between education and The relationship between education and

society is dynamic and interactive.” society is dynamic and interactive.” (p.6)(p.6)

Some P.S. Curriculum Perspectives (2)

““An important goal of the curriculum is to enable An important goal of the curriculum is to enable children to learn how to learn, and develop an children to learn how to learn, and develop an appreciation of the value and practice of L.L.L.” appreciation of the value and practice of L.L.L.” (7)(7)

““There are different kinds of learning and individual There are different kinds of learning and individual children learn in different ways” children learn in different ways”

“ “a wide range of approaches to learning”a wide range of approaches to learning”(p.10) (p.10) (Multiple (Multiple Intelligences Approach) Intelligences Approach)

““The curriculum integrates ICT into the teaching and The curriculum integrates ICT into the teaching and learning process and provides children with learning process and provides children with opportunities to use modern technology to enhance opportunities to use modern technology to enhance their learning in all subjects.” their learning in all subjects.” (29)(29)

““Research and educational experience underline the Research and educational experience underline the crucial importance of the early years in the child’s crucial importance of the early years in the child’s developmental experience.” developmental experience.” (30)(30)

Some P.S. Curriculum Perspectives (3)

Some of the “Learning Principles”Some of the “Learning Principles” Higher order thinking and problem-solving Higher order thinking and problem-solving

skills should be developedskills should be developed Collaborative learning should feature in the Collaborative learning should feature in the

learning processlearning process Assessment is an integral part of the learning Assessment is an integral part of the learning

process (variety of approaches)process (variety of approaches) The range of individual difference should be The range of individual difference should be

taken into account in the learning processtaken into account in the learning process

Some Evaluation Findings (1)

““Textbooks exert a dominant influence on Teaching Textbooks exert a dominant influence on Teaching and Learning” … “Teaching Methodologies were and Learning” … “Teaching Methodologies were restricted”… “Over-dependence on workbook restricted”… “Over-dependence on workbook activities.” (activities.” (DES, pp.49,50)DES, pp.49,50)

““There was a significant under-use of ICT to There was a significant under-use of ICT to support the implementation of the 3 curr. Areas.” support the implementation of the 3 curr. Areas.” (DES, pp. 48)(DES, pp. 48)

““Assessment policy and practice require significant Assessment policy and practice require significant attention and improvement in the 3 areas.” attention and improvement in the 3 areas.” (p.51) (p.51)

““Need to develop higher order skills in literacy and Need to develop higher order skills in literacy and numeracy.” numeracy.” (p.51)(p.51)

Some Evaluation Findings (2)

““Whole class teaching was the organisational Whole class teaching was the organisational setting most used”, “Limited use of group or setting most used”, “Limited use of group or pair work” (NCCApair work” (NCCA, p.iv), p.iv)

Concern on Assessment Concern on Assessment (p.vi)(p.vi)

More attention to higher order thinking and More attention to higher order thinking and problem-solving skillsproblem-solving skills

Limited use of ICT in Teaching and Learning Limited use of ICT in Teaching and Learning (p.vi)(p.vi)

““Limited ownership of child-centred teaching Limited ownership of child-centred teaching and learning methods”. and learning methods”. (p.213)(p.213)

RecommendationsRecommendations

Some Evaluation Findings (3)

(Lit. and Num. In Disadv. Schools, DES, 2005)(Lit. and Num. In Disadv. Schools, DES, 2005) ““Overall the achievement levels of pupils in lit. and Overall the achievement levels of pupils in lit. and

num. Give cause for serious concern.”num. Give cause for serious concern.” Almost half pupils had very low scores in reading, Almost half pupils had very low scores in reading,

while almost two thirds were extremely weak in while almost two thirds were extremely weak in maths.”maths.”

““Analysis and use of assessment data limited.”Analysis and use of assessment data limited.” Assessment policy and practice… require Assessment policy and practice… require

significant attention and improvement.”significant attention and improvement.” Teacher Ed. did not prepare them for the challenge Teacher Ed. did not prepare them for the challenge

of teaching in a disadvantaged setting.”of teaching in a disadvantaged setting.”

RecommendationsRecommendations

School Characteristics Sought by the Knowledge Society (1)

Pupils’ Identities and Destinations FluidPupils’ Identities and Destinations Fluid Intelligence is Multi-dimensionalIntelligence is Multi-dimensional School is Culturally Heterogeneous (Inclusive)School is Culturally Heterogeneous (Inclusive) Focus on Personalised Educ., Not Mass ProductFocus on Personalised Educ., Not Mass Product ‘‘Learning to Learn’ MotifLearning to Learn’ Motif Holistic Educational ExperienceHolistic Educational Experience Creativity re Curriculum and AssessmentCreativity re Curriculum and Assessment Repertoire of Teaching StylesRepertoire of Teaching Styles Value of Group WorkValue of Group Work Integration of TechnologiesIntegration of Technologies

School Characteristics Sought by the Knowledge Society (2)

Teacher Teamwork, CollegialityTeacher Teamwork, Collegiality Teachers as Learners – C.P.D.Teachers as Learners – C.P.D. Roles are Blurred/Overlapping + New RolesRoles are Blurred/Overlapping + New Roles Leadership Style CollegialLeadership Style Collegial More School AutonomyMore School Autonomy School Planning – Inquiry, ReflectionSchool Planning – Inquiry, Reflection R. & D. ProjectsR. & D. Projects Links with External Agencies / PartnershipsLinks with External Agencies / Partnerships Significance of RelationshipsSignificance of Relationships Education within a Lifelong FrameworkEducation within a Lifelong Framework

School Burden of Responsibility – The Way Forward? (1)

The Drive is for Quality Learning for The Drive is for Quality Learning for All PupilsPupils Irish Policy is on the Right Track / TransitionalIrish Policy is on the Right Track / Transitional Education Policy Integrated with National PolicyEducation Policy Integrated with National Policy Circumstances for Targeted Action are Circumstances for Targeted Action are

PropitiousPropitious Partnership Approach – Identify Weaknesses, Partnership Approach – Identify Weaknesses,

Take Multi-faceted Action Take Multi-faceted Action (a l(a láá recommendations) recommendations)

Monitor ProgressMonitor Progress

School Burden of Responsibility – The Way Forward? (2)

Ownership of Implementation Process by Ownership of Implementation Process by School Community.School Community.

Centrality of Curr. Issues, Teaching and Centrality of Curr. Issues, Teaching and Learning within School PlanningLearning within School Planning

Be Shapers, Leaders of Worthwhile Be Shapers, Leaders of Worthwhile ChangeChange

Harness Vocational/Professional Harness Vocational/Professional Commitment to Improved “Know Why”, Commitment to Improved “Know Why”, “Know What” and “Know How” for Curr. “Know What” and “Know How” for Curr. ImplementationImplementation

School Burden of Responsibility – The Way Forward? (3)

Implications for Teacher EducationImplications for Teacher Education Set the Sights High Place Irish Set the Sights High Place Irish

Primary Education among the BestPrimary Education among the Best A Societal Effort – Societal SupportA Societal Effort – Societal Support

The Era which Resolves The Era which Resolves Implementation ProblemsImplementation Problems

Mindscapes function as practical Mindscapes function as practical theories that influence what we theories that influence what we see, what we believe, what issues see, what we believe, what issues we consider important and we consider important and ultimately what we do”.ultimately what we do”.

T.J. Sergiovanni, T.J. Sergiovanni, Leadership for the SchoolhouseLeadership for the Schoolhouse

““Teachers’ capacities to deal with Teachers’ capacities to deal with change, learn from it, and help change, learn from it, and help students learn from it will be students learn from it will be critical for the future development critical for the future development of societies”.of societies”.

““The building block is the moral The building block is the moral purpose of the individual teacher”purpose of the individual teacher”

Michaeal FullanMichaeal Fullan, Change Forces, Change Forces