Intercultural Education in the Post-Primary School - National Council ...

Chapter 7 deals with assessment andcultural diversity. It highlights the ways inwhich different forms of assessment canbecome biased or unreliable in a culturallydiverse context and it provides guidance onhow teachers can broaden the range oftools used for assessment.Chapter 8 explores the creation of asupportive language environment forlearners of Irish and English, withparticular reference to students who arelearning the language of instruction as asecond language.These guidelines are designed to providesupport for all the members of the schoolcommunity, including teachers, schoolmanagers, support staff and parents.While these guidelines focus ondiscrimination on the basis of ethnicity,many of the underlying ideas are equallyapplicable to other forms of discriminationsuch as sexism, ageism or discriminationagainst people with a disability.These Guidelines on InterculturalEducation in the Post-Primary School areaccompanied by Guidelines on InterculturalEducation in the Primary School. Both setsof guidelines are based on the same keyprinciples and themes. Together, theyprovide a context in which young peoplewill continue to develop interculturalcompetence in an integrated way as theytransfer from primary to post-primaryeducation.In this respect, they deal with a wide rangeof issues, including school planning,classroom planning, assessment and thelanguage environment.“ Intercultural education isimportant for all studentsto help them to participatein an increasingly diverseIreland, Europe and globalsociety...”Intercultural Education in the Post-Primary Schoolv