Supporting the Curriculum

• Draft Curriculum Framework for Guidance

• Exceptionally Able Students: Draft Guidelines for Teachers

• Guidelines for Teachers of Students with General Learning Disabilities
• Companion document to Guidelines for Teachers of Students with General Learning Disabilities
• Art, Craft and Design
• English
• Home Economics
• Maths
• Music
• Physical Education
• Religion
• Science
• CSPE
• Geography
• History
• Social, Personal and Health Education
• Technology Education

These guidelines acknowledge the challenge and complexities involved in responding to the educational needs of students in care and in detention. Its purpose is to 

• assist staff in care and detention schools to develop flexible pathways, using the appropriate primary, junior cycle, or senior cycle curriculum framework, that support learning, teaching, assessment and reporting in the context of each individual school’s 
• support students’ meaningful access and engagement with the appropriate curriculum framework through the development of high-quality educational programmes that value and celebrate every student’s individuality in a positive inclusive and caring environment
• facilitate the establishment of transition pathways for students to return to their previous school or to a new school; to progress to other education and training opportunities; to enter employment; and to prepare them for lifelong learning.

Guidelines: supporting teaching and learning in care and detention schools

Contextualised samples from practice 

• Section 2 Planning for the education of children in care and detention
• Section 3 Wellbeing 
• Section 4 Teaching and Learning 1
• Section 4 Teaching and Learning 2
• Section 5 Assessment and Reporting 1
• Section 6 Transitions

• Intercultural Guidelines

• JCSP Programme Statement

The tests of English language proficiency presented in this book were developed by Integrate Ireland Language and Training (IILT), (David Little, Barbara Lazenby Simpson, Bronagh Finnegan Catibusic) with the help of language support teachers working in post-primary schools around the country.

The tests are based on the first three levels of the Council of Europe’s Common European Framework of Reference for Languages which correspond to the three proficiency levels (1, 2 and 3) used by the Department of Education and Science. In designing the tests every effort has been made to select tasks that students encounter regularly in their language support classes and to design scoring procedures that will achieve accurate results provided the tests are administered strictly according to the instructions provided.

Draft tests were presented at in-service seminars for post-primary language support teachers as follows: speaking and writing in autumn 2004, reading in spring 2005, listening in autumn 2005. Each set of tests was piloted by language support teachers working in different parts of the country. Feedback indicated that the tests were easy to administer and elicited an accurate representation of students’ English language proficiency. At the end of the piloting process the tests were revised on the basis of student performance and detailed feedback from teachers.

EAL Post-Primary Assessment Kit

The EAL kit is published as an interactive PDF.
You will need to install Adobe Acrobat Reader to use this file.
This can be downloaded for free from www.adobe.com/reader

Education for Sustainable Development:
A study of opportunities and linkages in the primary and post-primary curriculum

Traveller culture and history research report

This Traveller culture and history research report aims to provide an overview of what is currently known and has been recorded regarding the different aspects of Traveller culture and history. It will be used to inform the review and updating/ redevelopment of curriculum specifications and the development of new specifications as part of ongoing work across sectors. It will also provide a basis for the development of resources and materials for teachers/practitioners, and it will also inform our thinking around intercultural approaches to education more broadly.

Traveller culture and history research report

Traveller culture and history in the curriculum: a curriculum audit

In September 2018, NCCA was requested to undertake an audit of Traveller culture and history in the curriculum. This audit considers:

• the place of Traveller culture and history in the existing curriculum, from early childhood to senior cycle
• the current intercultural education guidelines and other resources for schools in relation to Travellers 
• the opportunities for teaching about Traveller culture and history and how it is incorporated into existing curricular subjects.

Traveller culture and history in the curriculum: a curriculum audit