Transcript A Curriculum for the New Millennium

Primary School Curriculum
Presentation to SDPI Post primary,
NUI Galway,
21st June 2007
Mary Mac Donald, Assistant National
Co-ordinator, PCSP
Primary School Curriculum
Aim
To give an overview of the
principles, changes of
emphases and active
learning methodologies of
the Primary School
Curriculum
What do we value in our education system?
Equality and
fairness of
access
Quality
Spiritual
Dimension
Early
Childhood
Education Transition
primary to
Special
postNeeds
primary
Irish
identity Gaeilge
Literacy and
Numeracy
Establishing
life-long
learning
European
and
Global
Dimension
Partnership
ICTs
Pluralism and
Tolerance
Defining features of the
curriculum
focus on learning
relevant
broad and balanced
developmental approach
statement of content
balance of knowledge, concepts and
skills
integral role of assessment
planning
Structure:
Curriculum documentation
Curriculum overview
Curriculum statement in each subject
Teacher guidelines for each subject
Parental guidelines
Special education
A forward-looking framework
Communication skills
ICT skills
Literacy and numeracy skills
Higher-order thinking skills
Creative problem-solving skills
Social and personal skills
Learning and study skills
Overall changes of emphases
The child as a learner
Recognition children learn in variety of ways
Wide variety of teaching strategies
Importance of language in learning
Clear explication of underlying philosophy
Detailed statement of content
Assessment an integral part of
teaching/learning
All subjects begin at infant level
Emphasis on higher-order thinking skills
Transfer of learning
Children have a variety of
intelligences and learn in a
variety of ways
linguistic
logical/mathematical
spatial
musical
bodily/kinaesthetic
inter-personal
intra-personal
Central Methodologies
Active learning
Talk and discussion
Collaborative learning
Problem solving
Skills through content
Authentic learning
Principles of the Curriculum
child’s sense of wonder
immediate environment
integrated learning
developmental learning
existing knowledge and experience
individual difference
transfer of learning
higher-order thinking and
problem solving
Principles of the Curriculum
child as active agent
activity and guided discovery
collaborative learning
assessment – integral
centrality of language
aesthetic dimension
social and emotional dimension
Active Learning
Children learn best when actively engaged
Assessment
central element of this curriculum
integral part of teaching and learning
process
formal statement in Curriculum Statement
for every subject outlining
•
•
•
purpose
areas to be assessed
methods and tools of assessment
further guidelines in Teacher Guidelines for
each subject
Problem Solving Skills
observe
collate
evaluate evidence
ask relevant questions
identify essential information
recognise essence of problem
suggest solutions
make informed judgements
Learning as a group develops…
sense of purpose
learning from/with others
language skills
sense of democracy
interpersonal skills
higher-order thinking skills
ability to operate as a social unit
accountability / responsibility
acceptance of others
respect for individual difference
Language:English
importance of oral
language and process writing
writing for different purposes and
audiences
print-rich environment
informal reading activities in Junior
Infants
Oral language
listener / speaker relationships
good range of vocabulary
wide variety of social contexts
conversation – initiate, sustain,
conclude, debate a point, present
contexts – home, school, environment,
books, TV, play, story, pictures
strategies – pairs, groups, class
Teanga: Gaeilge
páistelárnach - téamaí
cumarsáid a bheith mar sprioc
taitneamhach 7 réalaíoch don pháiste
an páiste gníomhach san fhoghlaim
níos mó saoirse
- ábhar
-straitéisí teagaisc agus foghlama
léitheoireacht – Rang 2
scríbhneoireacht – Rang 2
Social, Environmental and
Scientific Education (SESE)
History Geography
Science
introduced in infant classes
balanced developed of skills and
knowledge
working as a scientist, historian and
geographer
emphasis on local environment
handling and examining real evidence
integration
Teachers engaging in outdoor
work in Science seminar
(2002/2003)
Arts Education
Visual Arts
making art and responding to art
creative process in making art rather
than the product
balance between two and three
dimensional activities
developing a sense of beauty and
discrimination – art critic
centrality of drawing
Arts Education
Drama
importance of making drama rather
than performing drama
importance of story/poetry
using the elements of drama
reflecting on drama
make-believe play/improvisation
Arts Education
Music
listening and responding to a wide
range of musical styles and traditions
participation of all children – enjoyment
song-singing as a basis
home-made and commercial
instruments
exploring sound, simple composition
recording - children’s own images
less emphasis on technical skills
Music seminars 2003-2004
Social, Personal and Health
Education (SPHE)
lifelong process
shared responsibility
- home/school/community
generic approach
needs of children
spiral in nature
combination of contexts
active learning approaches
Physical Education
athletics – a broader range of activities
dance – creative and folk dance
gymnastics - movement
games – skills development
outdoor and adventure activities
aquatics – competence & confidence
a balanced approach to competition
achieving personal physical goals
Mathematics
algebra from infants
number limits
new area – chance
fractions – simplified
calculators from 4th class
real-life problem-solving and estimation
concrete materials to 6th class
mathematical trails
long division – 5th class
Maths Seminars 2001-2002
Skills through Content:
Looking and Responding to Art
Responses can be confined to oral
work…but children can be asked
to respond in a variety of
ways…create a piece of art, a
drama, a poem or a piece of
written work.
Geography
Maths
Science
Authentic
learning – (Use
of the environment)
Visual
Arts
PE
Skills development
Language
History
Music
Successful learning linked to
building high self-esteem and confidence
creating a safe and secure context for
learning
affirmation
encouragement
recognition
reward
Plans for 07/08
Cuiditheoireacht service to be
continued
DEIS to continue to support
schools
Gaeilge and Tús Maith teams
now together
New initiatives 2007 2008
Active Schools’ Awards
Lifetime Lab
Aqua TT
Active School
Awards 2007
ICT and Literacy
Partnership between NCTE, NCCA and
PCSP
September 2005-2007
10 schools
Cuiditheoirí and ICT advisor support
Evaluation: External, Teacher selfevaluation, Assessment tools
DEIS literacy and numeracy
14 Cuiditheoirí
First Steps
Participating schools: over 200
Summer courses: 12
Teachers attending evening courses: c. 300
First Steps Tutors: 50 (25 to be trained in
June)
Regional Tutor Networks
Reading Recovery
52 DEIS Band 1 schools
88 DEIS Band 2 Schools
5 Training centres (Galway, Cork,
Limerick, Monaghan and Dublin)
2 additional centres (Dublin West and
Kilkenny)
60 additional schools in the next
academic year
Maths Recovery
Overview
identification of the lowest-attainers usually
at first class level
provision of intensive programme of
individualised or small group teaching
Information seminar for principals of 60
Band 1 schools in May
Ready, Set, Go-Maths
Planning for introduction of Ready Set
Go-Maths in DEIS Band 1 schools in
September.
Focus on
key concepts and skills in early number
four related strands - sorting, relationships
and operations, counting and
understanding number
targeted at infant teachers to assist schools
in addressing early intervention
Enhancing Teaching and Learning
in the Multi-grade classroom
Region 4: Education Centres
the region)
Cork
West Cork
Tralee
Limerick
IN/OUT model
Monthly evening workshops
Follow up in-school support
(20 schools across
Support…
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InTouch Magazine
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