General Introduction

This revised curriculum marks a very significant development in the history of primary education and the culmination of many years of work by all the partners in education. Its introduction presents all of us with a unique opportunity to effect change and to prepare children for the challenges and opportunities of the future.

The curriculum will offer teachers a framework from which to plan a programme which meets their own unique requirements in the school and classroom. It incorporates a number of key benefits. Among these are the following:

- it is evolutionary, building on current best practice and based on the key principles and philosophy of the 1971 curriculum

- it is forward-looking and aims to develop skills and competences that are appropriate for children in the new millennium

- it is child-centered, focusing on the child as a learner and is directed towards developing learning skills and a love of learning

- it contains a rich variety of practical exemplars and explores a wide range of approaches and methodologies in each subject area which will be of great assistance to teachers

- it offers flexibility within a clear structured national framework while enabling teachers and schools to plan for different needs and circumstances

- it is presented in an accessible and user-friendly format to facilitate ease of reference and planning

- it provides for assessment of pupils' progress as an integral part of the teaching and learning process

Most importantly the curriculum outlines a detailed and comprehensive range of objectives and learning experiences, which focus not only on what children learn but also on how learning takes place. It is resourceful and supportive and is designed to provide the necessary guidance and materials for teachers in mediating the curriculum in the classroom.

A brief summary of the defining features of the curriculum will provide an understanding of some of the main emphases and changes, which are envisaged. Among the key areas of emphasis are the following:

- the focus on the process of learning and on the many ways in which children learn

- the importance of active independent learning and in particular active exploration of the local environment

- the importance of the social and emotional dimension in learning and the need to build the child's self confidence and self-esteem. The inclusion of Social, Personal and Health Education as a key curriculum area is an important new element

- the emphasis on the use of concrete materials and hands-on approaches in all curricular areas

- the importance of collaborative learning and the need for a variety of classroom management strategies

- the emphasis on key skills such as creative problem-solving, critical thinking,  interpersonal and intrapersonal skills, and the importance of helping children to investigate, to question, to observe and to make informed judgements. The development of these higher order thinking skills is incorporated in every curriculum area

- skills of inquiry and investigation are a particular feature of the science curriculum which is given a renewed emphasis

- the emphasis on school and classroom planning. There is a wide range of support materials in the documentation, which gives guidance on planning.

The recognition of the importance of assessment, the use of a varied range of assessment methods and tools and an emphasis on assessment as part of a cycle which include planning, teaching, learning and assessing.

A characteristic feature of the development of the curriculum was the close involvement and cooperation of the partners. This partnership approach is also advocated in planning for its implementation in the school.

These features of the curriculum are developed more extensively in this bulletin. There is also a brief overview of some of the main areas of emphasis in each subject area.

The revised curriculum incorporates the most advanced educational theory and practice and is designed to enable children to acquire knowledge and skills that are relevant to their lives both as children and adults. As we prepare for the 21st century it is important that the curriculum children experience in primary school is relevant and imaginative and appropriate to their needs.