Written answers

Tuesday, 1 December 2020

Department of Education and Skills

School Curriculum

Photo of Mick BarryMick Barry (Cork North Central, Solidarity)
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78. To ask the Minister for Education and Skills her views on the need to increase the amount of black and Traveller history in the school curriculum; and if she will make a statement on the matter. [40069/20]

Photo of Norma FoleyNorma Foley (Kerry, Fianna Fail)
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It is the aim of my Department that every child has access to equitable education and that each learner feels safe and happy in the school environment, at every stage. The curriculum at both Primary and Post-Primary aims to foster inclusivity and to promote equality and diversity.

The Primary Curriculum acknowledges the importance of a balanced and informed awareness of the diversity of peoples and environments in the world. Such an awareness helps children to understand the world and contributes to their personal and social development as citizens of a global community. The curriculum promotes tolerance and respect for diversity in both the school and the community. The Social Personal and Health Education Curriculum (SPHE) supports students’ learning in the areas of inclusion, diversity and counter racism. The SPHE content is complemented by the work carried out in social, environmental and scientific education (SESE) at primary level. SESE enables the child to live as an informed and caring member of local and wider communities.

Under the Framework for Junior Cycle, there are twenty four statements of learning which should inform the programme designed by all schools. One of these statements is: (The student) appreciates and respects how diverse values, beliefs and traditions have contributed to the communities and culture in which she/he lives. The Junior Cycle short course in CSPE focuses on supporting students in becoming active citizens through their learning in three strands: Rights and Responsibilities, Global Citizenship, and Exploring Democracy.

As a result of the learning outcomes approach, teachers can facilitate discussion around diversity, prejudice, discrimination and racism, as well as the many other topical issues which might arise during the course of a class. For example, in Learning Outcome 1.2 (Junior Cycle History) students are asked to consider contentious or controversial issues in history from more than one perspective and discuss the historical roots of a contentious or controversial issue or theme in the contemporary world. For example, there are opportunities to explore aspects of history such as the impact of colonisation, the civil rights movements in the 1960s and a number of learning outcomes relate to the history of Europe and the wider world.

The two Classroom-Based Assessments (CBAs) in the Junior Cycle specification allow students to explore topics that are interesting and relevant to their own lives. In A Life in Time, students choose a person from the past and explore why that person is historically significant. There are often opportunities for these projects to be exhibited or shared with classmates or with the school, so that there is greater awareness and understanding of the issues discussed.

In terms of textbooks used within a classroom setting, my Department has no role in promoting any particular text or resource used in the delivery of the curriculum, apart from a list of prescribed texts for Junior and Senior Cycle. A diverse range of authors, including poets and playwrights, is included in the prescribed lists of texts and schools have the autonomy to choose any text from these lists, in order to best serve the needs of their learners.

The Leaving Certificate History curriculum offers students the opportunity to study aspects of the history of colonialism in the unit: European retreat from empire and the aftermath, 1945-1990. This topic explores themes such as the impact of western colonialism in Africa, tensions between indigenous people and colonisers, as well as issues of prejudice, racism and the consequences of colonialism. Another topic in the curriculum called The United States and the world, 1945-1989facilitates students to examine the experience of African Americans and people of colour throughout this period in American history.

As part of my Department’s ongoing curricular reform, consideration of issues in relation to inclusivity/diversity etc. will be included as part of the ongoing reviews in relation to the Primary curriculum and Senior Cycle at Post-Primary.

The Junior Cycle for Teachers (JCT) History team are planning a number of continuous professional development (CPD) opportunities for teachers in the school year 2020-21, to support them in teaching topics that include race/overcoming diversity. Work is underway to develop webinars and podcasts that support teachers in exploring diverse human histories with students and to develop resources on controversial issues such as racism and privilege in History.

My Department will continue to address the areas of anti-racism, identity-based bullying and cultural awareness through a suite of supports including the recently revised Stay Safe Programme and the provision of continuing professional development to teachers at Primary and Post-Primary level and in initial teacher education. It will ensure that such programmes enable teachers to deal with teaching and learning needs of all students from all cultural backgrounds and provide support for pedagogical practices that promote inclusion.

In specific relation to Traveller history, in 2019 the NCCA undertook an audit on the place of Traveller history and culture in the curriculum from Early Years to Senior Cycle in order to identify current opportunities for children and young people to encounter and learn about aspects of Traveller culture and history. Following the findings of the audit, the NCCA commenced the work of identifying good practice and where supports and initiatives can be enhanced with the appointment of a full-time NCCA Education Officer in September, 2020. Further engagement continues with relevant bodies and stakeholders.

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