Mr. John Hammond:

I thank the joint committee for inviting the National Council for Curriculum and Assessment, NCCA, to meet it. My colleague and deputy CEO, Ms Arlene Forster, will say a little about the role of the council and proceed to outline developments in curriculum provision which may contribute to the discussion.

The National Council for Curriculum and Assessment is a statutory body, the role of which is to advise the Minister for Education and Skills on the curriculum and assessment in early childhood in primary and post-primary education. As well as advising on the curriculum, the NCCA has a role in advising on and supporting its implementation, but it is important to note that it is not directly involved in the implementation of curriculum change in schools and other settings.

Education in the arts is critical to the education project. We know that one cannot separate the arts from the human journey and condition. We rely on them to bring out the fullness of our humanity. Knowing and practicing the arts are foundational to the full and healthy development of the minds and spirits of children and young people. That is why, ultimately, the arts are not separable from what it means to be educated in the first place. They have always been viewed by the NCCA as an essential curriculum area in early childhood in primary and post-primary education. For example, the newly introduced Framework for Junior Cycle includes "creativity and innovation"’ as one of the eight guiding principles of junior cycle programmes in all schools. Among the framework's 24 statements on what learning at junior cycle must encompass are the following examples: the student creates and presents artistic works and appreciates the process and skills involved; the student values local, national and international heritage; and the student brings an idea from conception to realisation. These are only some of the statements on learning at junior cycle. These are all aspects of learning that, among many others, are underscored by the arts in education. If anything, the relevance and importance of the arts have increased in recent years as curriculum developments internationally underscore the importance of generic key skills, alongside deeper subject knowledge, in 21st century learning. To which of the key skills at junior cycle – being literate, managing myself, staying well, being creative, working with others and communicating - does education about and in the practice of the arts not contribute? This view of the arts as fundamental to the educated young child and young person is reflected racross our curriculum development activity at all levels.

My colleague will now discuss some of these developments.