1. School development planning for curriculum and assessment Majella O’Shea

2. School development planning and the curriculum All students to experience……….. …….quality education …….appropriate to their needs …….changing world …….enhancing student learning (SDP Curriculum planning) ……. Education system of highest quality for learners ……. …….Innovative and creative environment for all learners (NCCA, Strategic plan 2006–2008)

3. The press for reform…  The student experience –Failure –Non-participation –Non-engagement  Evidence that the quality of teaching matters  Evidence that it matters more for students with special needs and with English as an additional language  Public accountability for public services  Knowledge society/ahead of the curve  Inclusion –The discourse of the problematic

4. And the press against  The stretch factor in Irish education  The normative power of policy  Tradition and nostalgia  Complex educational structures, complex policy context  What learning is valued?  “Dumbing down”

5. Curriculum development Review The public Research and theory Evaluations Representative committees The developers Consultation Agreed syllabuses/ curriculum Curr. Planning schools Teaching & learning Exp. Of the students Influencers Resources Professional development Need for change – is there a crisis? Time for planning Classroom environment Assessment Skills/attitude of teacher Pedagogy Students Barriers to real learning in the classroom? How can they be overcome?

6. The role of NCCA  The formal curriculum –Advice, policy, syllabuses  Guidelines –Subject guidelines –Special needs –Inclusion –Intercultural  Further support –Supporting teachers in planning for and creating the learning experience

7. Advice Policy Syllabuses Curriculum and assessment Guidelines Subject Intercultural Special needs Supporting teachers in planning for and creating a rich learning experience Report card templates Tools Sharing ACTION website Examples

8. Getting closer to schools www.ncca.ie

9. What’s coming down the tracks?

10. Some guiding themes  Inclusion  Assessment for Learning  Key Skills  Pedagogy  Relationships

11. The classroom of diversities…  Greater ability range  Special needs –general –specific  English as an additional language

12. Differentiation  the most complex and technical aspect of the teaching craft  neglected in teacher preparation?  seen as static – getting the level/pitch right  Dynamic, demanding and sophisticated

13. Some differentiation challenges  The question of place  The question of pace  The question of range  The question of choice  The question of additional support One of the biggest challenges… is to teach differentiation strategies……

14. To the students Who may be used to learning in the middle Who may be used to ‘hiding’ Who may be used to an easy pace Who may ‘passenger’ Who may not have talked about learning Who may want the answers, not the questions

15. Futures…  achievement gaps  concerns for teacher quality  collapse of public education  Disaffected student groups OR…  International praise for achievement standards  Students with strong commitments to schooling  High quality teaching force

16. 100 year-old wisdom…. What the wisest and best parent wants for his own child, that must the community want for all its children. Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy. John Dewey. 1899, p.5.

17. Inclusion  SEN – guidelines and possible new award at Level 2 on NFQ  Intercultural guidelines  Curriculum framework for students in detention centres  JCSP programme statement and review of profiling

18. NCCA Inclusion Project  Case Study Research  Schools dealing with the ‘inclusion challenge’  To move beyond anecdote  To capture what schools are doing –Beyond normative policy to practice –The ‘costs’….  To tender this autumn

19. Assessment for Learning  School-based work is complete  Dissemination of strategies –With support services –ACTION  Assessment in Primary Schools: Guidelines for Teachers  info@ncca

20. Senior Cycle work Senior Cycle –phase one syllabuses –short course on enterprise –transition units –flexible programmes of studystudy Key Skills After 30 years of teaching, they pushed me to innovate and to really look at what it was like to learn in my class….

21. Phase one curriculum components Subjects to be reviewed New subjectsShort courses Other developments Mathematics Applied Mathematics Languages Biology Chemistry Physics Social and Political Education Physical Education Enterprise Education Technology – Art and Music Psychology Social, Personal and Health Education PE framework

23. Feedback from the Key Skills Network  Classes are more enjoyable for everyone  Group work needs to be planned  Students like well-planned group work  Relationships in the classroom are better  Longer class periods are needed  Students are reluctant to change at first, but are glad when they do.

24. Junior cycle Priorities  Syllabus rebalancing  Inclusion  Assessment for learning  Implications of ESRI research findings on curriculum, assessment, school organisation and planning  Implications of senior cycle developments

25. Current status of work  Ten syllabuses originally Art, Craft, Design English Environmental and Social Studies Geography History Home Economics Music Business Studies* Gaeilge* Mathematics* * Now part of a broader review and revision process

26. Rebalancing – next steps  Final drafts of rebalanced syllabuses developed  Progressed through NCCA structures late 2007  Issued to the Department of Education and Science  Information material for schools on the adjustments  NCCA website to provide updates

27. ESRI research  900 students in 12 schools  Longitudinal study focused on students’ experience of junior cycle  First and second year reports published  Third year report and summary to be published in October 2007  Informing policy and practice in junior cycle

28. First Year findings  Some students experience ongoing transition difficulties  Curriculum discontinuity a feature  Students respond well to varied teaching and learning approaches  Importance of positive teacher-student interaction and informal school atmosphere  Suitability of curriculum for a significant minority of students is questioned

29. Second Year findings  Characteristic ‘dip’ in academic performance and behaviour  Students become more negative about school generally  Negative effects of streaming intensifies  Gender and social class differences become more marked  Emergence of a ‘disengaged group’  Teaching and learning becomes more focused on Junior Certificate

30. Third Year findings (preliminary)  Students say they learn best when –positive classroom interaction –teacher explains well –interactive, varied teaching methodologies  Focus on J Cert exams leads to more traditional form of teaching  Negative effect of streaming more pronounced –disadvantaged schools in study group all streamed!  Strong influence of gender and social class on achievement  School expectation also significantly determines achievement  Significant number of students taking grinds

31. Streaming and JC grades 10=A; 9=B; 8=C; 7=D averaged across all subjects taken

32. ‘School’ effect Number of Higher Level Subjects Taken by School (second lowest reading quintile)

33. Implications of senior cycle developments  stronger role for key skills in junior cycle curriculum  pressure to ‘scale back’ junior cert exams  need to harmonise junior and leaving cert courses  potential impact of a different school culture at senior cycle on junior cycle  increased demand for educational guidance

34. Developments in mathematics (1)  Increased emphasis on contexts and applications  Focus on higher-order mathematical skills  Proposal for phased development (both JC and LC) –5 syllabus ‘strands’ identified –Initial involvement of approximately 24 schools –All maths teachers in each participating school to adopt new syllabus materials for each strand/phase –Class resource materials and teacher guidelines provided –Professional support for teachers re changed emphasis and approaches in mathematics teaching and learning –Developments supported by changes in relevant examination questions

35. Developments in mathematics (2)  Bridging framework to link primary and post-primary mathematics  Common mathematics course in first year  Need for collaboration between maths teachers –consistency in approach used –sharing of ideas and experiences –school-based support as well as ‘inservice’ occasions –issues around choice of course levels –availability and use of ICT resources in maths –allocation of teachers to classes/levels  Promotion of greater uptake of HL maths, especially in Junior Certificate

36. Developments in mathematics (3)  Information on Project Maths to all schools – Nov 07  Invitation to schools to participate in initial implementation phase(s)  Participating schools identified early in 2008  Preparation meetings for participating schools in Spring 2008  Syllabus and resource materials for initial phase(s) ready by May 2008  Implementation in participating schools from Sept. 2008  Roll-out to all schools beginning in Sept. 2009