The publication of the new primary school curriculum is a welcome and long-awaited event. The 1999 curriculum replaces the "new curriculum" of 1971 and will be phased into more than 3,000 primary schools in the State over the next three to five years. There are six curricular areas - language (Irish and English); mathematics; social environmental and scientific education (history, geography and science); arts education (visual arts, music and drama); physical education; and social, personal and health education. The development and implementation of the curriculum in religious education in primary schools remains the responsibility of the different church authorities. The curriculum builds on its predecessor, Curaclam na Bunscoile 1971, and incorporates and formalises many changes which have been introduced into schools on an ad hoc basis over the past 28 years. New content has been added in the form of science, educational drama and social, personal and health education.
In the context of the falling numbers of students taking physics and chemistry to Leaving Certificate level, the introduction of science at primary level is timely. At present, primary students encounter science only in the guise of nature studies. Science in the new curriculum is split into four strands - living things, energy and forces, materials and environmental awareness and care. The emphasis is on development of scientific skills, including observation, hypothesis, prediction, experimentation, planning and analysis of results. It seeks to foster positive attitudes to science and to develop an appreciation of its relevance and the contribution science and technology make to the social, economic and cultural dimensions of society.
The teaching of Irish at primary level has not been an unmitigated success with many pupils leaving school, after eight years, without any real fluency or, indeed, love of the language. The new curriculum adopts a communicative task-based approach. Topics are based on the children's own interests, concerns and needs, and children will be encouraged to speak the language in real contexts and situations. Students are to be given as much freedom as possible in their efforts to use the language - and this also involves an acceptance of the concept that inaccuracies in the language the child uses when trying to communicate are an integral part of language learning. The fostering of the child's enthusiasm and enjoyment in using the language is a central goal and one that is long overdue.
The new curriculum is the end product of a partnership approach involving parents, teachers, management bodies, the Department of Education and Science, third-level institutions, industry and trade unions. It is particularly disappointing that the Irish National Teachers Organisation, in its initial response, has focussed on its campaign for more resources - rather than on the intrinsic merits of the curriculum.