Plans to introduce modern foreign languages in a new curriculum for all primary schools could “dilute the status of Irish”, according to some educators.
The concerns are outlined in a consultation report by the National Council for Curriculum and Assessment (NCCA) into the draft primary school curriculum, considered by policymakers to be the biggest shake-up to the sector in 25 years.
The draft syllabus states that classroom teachers will be expected to teach foreign languages from third to sixth class.
It will begin with simple awareness of different languages and greetings before moving to basic communication in fifth and sixth class with a focus on oral skills.
The report says while many commended the plans as “exciting and timely”, concerns were raised by principals, teachers and others that carving out time to teach foreign languages would take time away from Irish and English as well as diluting the status of Irish at school and across society more broadly.
Teachers also outlined challenges they face reaching Irish learning standards, while some said learning outcomes for foreign languages were “aspirational”.
Some teachers also worried about teachers’ proficiency in French, German and other languages. They felt that to provide high-quality learning and teaching experiences based on the aims of the curriculum, competence and confidence in the languages would be essential – such as knowing the necessary vocabulary, and correct pronunciation.
Teachers were frequently concerned their lack of competency would hamper children’s learning and result in a tokenistic approach.
Some noted that under time allocations set out in the draft curriculum, the amount of time dedicated to teaching Irish will reduce from three-and-a-half hours to three per week in English-medium schools.
In theory, schools can opt to make some of this up with the addition of flexible time, which allows a school to prioritise areas of learning.
Relationships and sexuality education
The “wellbeing” section of the curriculum includes relationships and sex education (RSE) with areas of learning such as consent, diversity in family structures and digital wellbeing. There is no specific reference to gender identity issues.
Learning related to puberty is set to happen earlier, from third or fourth class instead of fifth or sixth class. Policymakers say the plan recognises that many children are now older starting school due to the success of the free preschool initiative.
There were mixed views among teachers, principals and parents.
Participants acknowledged the importance of learning about puberty in school but indicated more specificity within the wellbeing curriculum would prove supportive.
The topic of child abuse prevention arose during discussions with migrant and community parent groups, with references to body part names, respecting body boundaries and learning about secrets viewed as important learning.
In relation to RSE more generally, there was no clear consensus. For example, some viewed the planned content as age-appropriate and important learning, while others were of the view that home was the most appropriate place for children to learn about these issues.
Religion
Under planned changes in the curriculum, the amount of time dedicated to religion may reduce from about two-and-a-half hours to two hours a week. Schools may opt to make some of this up through flexible time.
Some organisations drew attention to “ambiguity” concerning the values that underpin the draft curriculum, with a “perceived reduction in references to spirituality”.
They said learning relating to cultures, religions and beliefs was framed without a religious ethos, and questioned the validity of exploring these themes in the absence of a religious belief system, which would usually be intrinsically connected.
On the other hand, other organisations said these themes should be explored outside of a faith-based perspective to avoid “religious tourism” or “othering” children who did not follow the same faith.
They noted a parent’s right to determine suitable religious teaching for their children (including the option to “opt out”) and the necessity to explore these themes in a pluralistic manner.
They questioned whether other curriculum areas would be taught through the lens of the school ethos or coloured by individual teachers’ viewpoints.
Active citizens
The draft curriculum focuses on promoting active citizens against the backdrop of a need for sustainable living.
Many submissions presented positive viewpoints, commending “progressive” measures such as children learning about important themes such as climate, environment, human rights, democracy, equity and social justice.
However, some submissions said these were not age-appropriate themes for children to engage with and could lead to feelings of “insecurity and fear” about the world today.
It was suggested the draft curriculum would culture a “generation of activists”, rather than focusing on the basics of educational attainment such as literacy and numeracy.
Curriculum overload
Concerns about perceived overload in the curriculum were voiced by some who considered workload is being increased not only by new areas – such as modern foreign languages and engineering – but also by external events and initiatives such as the Green Schools Flag Programme.
Others saw the redeveloped structure and curriculum as attempting to tackle the overload issue, particularly where broader learning outcomes could facilitate more integrated learning,
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