Primary School Curriculum Curaclam na Bunscoile - NCCA

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Chapter 1 Aims, principles and features 8 The principles of the curriculum The 1971 curriculum was based on a philosophy of education that incorporated the following five principles: • the full and harmonious development of the child • the importance of making due allowance for individual difference • the importance of activity and discovery methods • the integrated nature of the curriculum • the importance of environment-based learning. The Review Body on the Primary Curriculum endorsed these principles and recommended that any future curriculum development should reflect them. The Primary School Curriculum affirms the view of the child and the learning process implicit in these principles and develops them. The principles of the full and harmonious development of the child and of making allowance for individual difference are redefined in the broader concepts of • celebrating the uniqueness of the child • ensuring the development of the child’s full potential. The three pedagogical principles dealing with activity and discovery methods, an integrated curriculum and environment-based learning are subsumed into a wider range of learning principles that help to characterise more fully the learning process that the revised curriculum envisages. The more important of these are: • the child’s sense of wonder and natural curiosity is a primary motivating factor in learning • the child is an active agent in his or her learning • learning is developmental in nature • the child’s existing knowledge and experience form the base for learning • the child’s immediate environment provides the context for learning • learning should involve guided activity and discovery methods • language is central in the learning process • the child should perceive the aesthetic dimension in learning • social and emotional dimensions are important factors in learning
• learning is most effective when it is integrated • skills that facilitate the transfer of learning should be fostered • higher-order thinking and problem-solving skills should be developed • collaborative learning should feature in the learning process • the range of individual difference should be taken into account in the learning process • assessment is an integral part of teaching and learning. Key issues in primary education While the curriculum was being revised a National Convention on Education took place, a White Paper on Education, Charting our Education Future (1995) was published and the Education Act (1998) was passed. The debate surrounding these events and other educational initiatives resulted in a consensus on a number of issues of relevance to primary education. They include: • quality in education • literacy and numeracy • developing a sense of Irish identity • the place of the Irish language in primary education • the spiritual dimension in life • the European and global dimensions of modern living • pluralism, a respect for diversity and the importance of tolerance • the function of the curriculum in contributing to equality and fairness of access in education • partnership in education • the role of information and communication technologies in enhancing learning • catering for children with special needs • the crucial role of early childhood education • facilitating the transition from primary to post-primary education • the role of the curriculum in establishing patterns of lifelong learning. These issues are reflected in the curriculum and are described in detail in chapter 3. Primary School Curriculum Introduction 9 Aims, principles and features
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Page 7: Chairperson’s foreword Education
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Page 59 and 60: Science Strands • Living things
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Page 63 and 64: Strands • Athletics • Dance •
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Primary School Curriculum Introduct
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Chapter 6 Curriculum implementation
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Section Conclusion
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The overall purpose of the Primary
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Appendix 78 Chairperson Tom Gilmore
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Appendix 80 Acknowledgements For ac
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Primary School Curriculum Curaclam na Bunscoile - NCCA

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