Malcolm Byrne (Wicklow-Wexford, Fianna Fail)
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245. To ask the Minister for Education and Skills the number of primary schools that provide swimming lessons to pupils; if the aquatics module of the physical education curriculum is offered in all schools; and if she will make a statement on the matter. [35185/25]

Helen McEntee (Meath East, Fine Gael)
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The Department does not hold data on how many schools offer swimming lessons.

All schools are required to deliver physical education as part of the curriculum. Physical Education supports the development of physical, cognitive, psychological and social capabilities.

1999 Curriculum:

The current Physical Education (PE) curriculum was introduced as part of the Primary School Curriculum (1999). It provides a balanced range of activities for children through the six strands: Athletics; Dance; Gymnastics; Games; Outdoor and Adventure Activities; and Aquatics.

The PE curriculum contributes to children’s overall development by helping them to lead full, active and healthy lives. It provides a balanced range of activities for children through Aquatics strand of PE. The aquatics programme is concerned with gaining competence and confidence near, in, under and on water. The term ‘aquatics’ is used to include not only the teaching of swimming strokes but the provision of opportunities for enjoyment of water play and other aspects of aquatics. The concern for water safety permeates all aquatic activities.

However, the PE curriculum has been developed on the understanding that facilities available to schools vary. Consequently, it offers a level of flexibility that allows each individual school to design a programme that can be delivered using the resources and supports available to it.

New Well-being Specification:

The redeveloped curriculum specification for Primary Well-being, including SPHE and PE, along with four other curriculum specifications are due to be published in the 2025/2026 school year with implementation on a phased basis, over a 5 – 6 year period. Each of the five curriculum specifications will include a ‘Toolkit’. In addition, professional development opportunities will be provided to school leaders and teachers. The model of professional development is currently being considered.

The Well-being Curriculum aims to provide all children with a balanced, inclusive, age and developmentally appropriate understanding of human development and sexuality. This includes fostering healthy attitudes and relationships while recognising the diversity of human experience.

The Well-being Curriculum includes the subjects of PE and SPHE. Learning in the Well-being Curriculum is organised across four Strands:

• Movement Education
• Emotional and Relational Education
• Health Education
• Community and Belonging.

• As part of the review of the primary school curriculum, further embed the provision of aquatics and water safety as components of the curriculum.
• Develop a specific resource to support schools and aquatic providers to work together in partnership in the enactment of the Well-being specification as part of the redeveloped primary school curriculum.
• Develop, and roll out, specific Continuing Professional Development (CPD) support for post-primary teachers in the area of aquatic and water safety as part of Physical Education supports at Junior Cycle level.

Malcolm Byrne (Wicklow-Wexford, Fianna Fail)
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246. To ask the Minister for Education and Skills the supports available to primary schools to provide swimming lessons to their pupils. [35186/25]

Helen McEntee (Meath East, Fine Gael)
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The Department does not hold data on how many schools offer swimming lessons.

All schools are required to deliver physical education as part of the curriculum. Physical Education supports the development of physical, cognitive, psychological and social capabilities.

1999 Curriculum:

The current Physical Education (PE) curriculum was introduced as part of the Primary School Curriculum (1999). It provides a balanced range of activities for children through the six strands: Athletics; Dance; Gymnastics; Games; Outdoor and Adventure Activities; and Aquatics.

The PE curriculum contributes to children’s overall development by helping them to lead full, active and healthy lives. It provides a balanced range of activities for children through Aquatics strand of PE. The aquatics programme is concerned with gaining competence and confidence near, in, under and on water. The term ‘aquatics’ is used to include not only the teaching of swimming strokes but the provision of opportunities for enjoyment of water play and other aspects of aquatics. The concern for water safety permeates all aquatic activities.

However, the PE curriculum has been developed on the understanding that facilities available to schools vary. Consequently, it offers a level of flexibility that allows each individual school to design a programme that can be delivered using the resources and supports available to it.

New Well-being Specification:

The redeveloped curriculum specification for Primary Well-being, including SPHE and PE, along with four other curriculum specifications are due to be published in the 2025/2026 school year with implementation on a phased basis, over a 5 – 6 year period. Each of the five curriculum specifications will include a ‘Toolkit’. In addition, professional development opportunities will be provided to school leaders and teachers. The model of professional development is currently being considered.

The Well-being Curriculum aims to provide all children with a balanced, inclusive, age and developmentally appropriate understanding of human development and sexuality. This includes fostering healthy attitudes and relationships while recognising the diversity of human experience.

The Well-being Curriculum includes the subjects of PE and SPHE. Learning in the Well-being Curriculum is organised across four Strands:

• Movement Education
• Emotional and Relational Education
• Health Education
• Community and Belonging.

• As part of the review of the primary school curriculum, further embed the provision of aquatics and water safety as components of the curriculum.
• Develop a specific resource to support schools and aquatic providers to work together in partnership in the enactment of the Well-being specification as part of the redeveloped primary school curriculum.
• Develop, and roll out, specific Continuing Professional Development (CPD) support for post-primary teachers in the area of aquatic and water safety as part of Physical Education supports at Junior Cycle level.

Malcolm Byrne (Wicklow-Wexford, Fianna Fail)
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247. To ask the Minister for Education and Skills the supports available to secondary schools to provide swimming lessons to their pupils. [35188/25]

Helen McEntee (Meath East, Fine Gael)
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At Junior Cycle all students undertaking a level 3 programme study a Physical Education specification designed for 135 hours engagement over the three years of Junior Cycle. The course offers a level of flexibility that allows each individual school to design a programme that can be delivered using the resources and supports available to it. Aquatics is one of the physical activities included in the specification, which are the instrumental medium for students to achieve learning outcomes. One of these outcomes is that students should be able to: “Demonstrate an understanding of personal survival and water safety considerations”.

It is worth noting that other short courses can also be developed by schools themselves or by other bodies, using a template provided by the NCCA. It is therefore open to a school or other body to develop a targeted short course in Aquatics for use in schools. Further details on how to develop a short course for Junior Cycle can be accessed at the following link: www.juniorcycle.ie/Planning/Short-Course-Development

In the Leaving Certificate Physical Education specification, learners’ physically active participation is central to teaching and learning. To enable this to happen, students learn about the different theoretical perspectives through their participation in three different physical activities. These activities are selected from six distinct physical activity areas which reflect the activities more commonly included in school physical education programmes currently. In the Physical Activity area, Aquatics students learn about water-based activities that utilise swimming and/or diving skills and techniques for performance water safety, or recreational purposes. Learners may choose one of the following activities: lifesaving, survival swimming, swimming strokes, water-polo, synchronised swimming.

The Physical Education curricula at both primary and post-primary level have been developed on the understanding that facilities available to schools vary. Consequently, they offer a level of flexibility that allows each individual school to design a programme that can be delivered using the resources and supports available to it. However, it is recognised that the particular context of the school, the physical education programme it can facilitate and the level of community facilities will have a bearing on the level of choice that can be managed. The physical education teacher, in consultation with the learners, will agree the range of activities that can be accommodated and supported for Physical Education. In relation to physical education facilities, many schools have PE halls and practically all schools have outdoor play areas. In addition, many schools use adjacent local facilities, including community halls, public parks, playing fields and swimming pools. Access to these facilities is arranged directly by schools and the Department is not involved in these arrangements.