Ms Arlene Forster:

I might come in first. If I understand it correctly, I think the point the Deputy is touching on is one we hear not just in the context of the primary level but one that emerges at times at post-primary level too.

It relates to the times we are living in. Previous iterations of curricula were content-heavy. Now, to help prepare young people for the world they live in and will contribute to in the future, there is more of a balance between knowledge, understanding, skills, concepts, dispositions and values. I want to clarify the curriculum specifications have plenty of knowledge and understanding captured in the broad learning outcomes, but alongside those are important skills or competencies, depending on the sector, as well as the values, attitudes and dispositions piece.

Another change that may contribute to this perception is the move away from detailed content objectives, in the case of the primary curriculum, to broad learning outcomes. That change signals less focus on the tasks children should be on involved in week to week and more on the important learning we aspire to achieve and to support young children with, whether in senior infants, second class, fourth class or any other part of the curriculum.

Those are two important contextual points related to the Cathaoirleach Gníomhach's thoughts on the history curriculum.