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The final stage of the questionnaire was intended to see if any respondents were sufficiently
interested in an Irish dimension to become involved in curriculum projects related to it. In
order to put this in perspective they were also asked if they contributed to any other projects.
Responses from primary respondents to this aspect of the questionnaire were very different to
replies in the secondary case studies. Secondary responses to this question made reference to
external projects. However, most primary respondents assumed that this related to their
curriculum in school. Three respondents from the primary case studies indicated that they had
developed Irish related history projects, with references to work on the famine, navvies, the
The final stage of the questionnaire was intended to see if any respondents were sufficiently
interested in an Irish dimension to become involved in curriculum projects related to it. In
order to put this in perspective they were also asked if they contributed to any other projects.
Responses from primary respondents to this aspect of the questionnaire were very different to
replies in the secondary case studies. Secondary responses to this question made reference to
external projects. However, most primary respondents assumed that this related to their
curriculum in school. Three respondents from the primary case studies indicated that they had
developed Irish related history projects, with references to work on the famine, navvies, the
Vikings at Key Stage 2 and Grace O’Malley and ‘Ourselves’ at Key Stage 1. Eight
respondents in Case Study 4 and ten in Case Study 5 made some reference to multicultural
projects. Several respondents included reasons for including a multicultural dimension. Three
respondents in Case Study 4 and seven in Case Study 5 said that they wanted to reflect
cultures within the local community. Two respondents in each case study included a values
based rationale for including multicultural history such as understanding contemporary
society, migration or racism. These comments provide some comparison with reasons given