Ken O'Flynn (Cork North-Central, Independent Ireland Party)
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482. To ask the Minister for Education and Skills the timeline for the introduction of the revised primary school curriculum; and if she will make a statement on the matter. [51770/25]

Helen McEntee (Meath East, Fine Gael)
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The redeveloped Primary School Curriculum is for all children attending primary and special schools and consists of the Primary Curriculum Framework (2023) and five curriculum area specifications, including:

• Arts Education (including Art, Drama and Music)

• Language (including Irish, English and Modern Foreign Languages)

• Social and Environmental Education (including History and Geography)

• Science, Technology, Engineering and Mathematics Education (STEM) Education

• Wellbeing (including Physical Education and Social, Personal and Health Education).

The 2025/2026 school year will be an introductory year focusing on the Primary Curriculum Framework. From the 2025/2026 school year, schools that feel ready may choose to begin working with any of the new curriculum specifications at their own pace. This flexible approach recognises that each school is on its own journey and may be at a different stage of readiness to engage with the redeveloped curriculum.

From the 2026/2027 school year, schools will introduce one curriculum area each year, with each area taking two years to fully enact. From the second year onward, two areas will be in progress simultaneously - one in its first year and another in its second. Schools can choose the order of enactment, but the Wellbeing specification must be one of the first three areas selected.

An optional consolidation year will be available to schools at any point during the enactment process. This allows schools to pause the enactment of a new curriculum area for one year in order to focus on strengthening and embedding the curriculum areas already in progress. The consolidation year is designed to give schools the flexibility to progress at a pace that suits their unique contexts, ensuring sustained quality and meaningful enactment.

Ken O'Flynn (Cork North-Central, Independent Ireland Party)
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483. To ask the Minister for Education and Skills the additional funding being provided to schools to support the implementation of the revised primary school curriculum, by teacher training, classroom resources and administrative supports; and if she will make a statement on the matter. [51771/25]

Helen McEntee (Meath East, Fine Gael)
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Significant investment of over €9 million was made available to primary and special schools at the end of 2024. This was to ensure that schools have essential resources and materials to deliver a curriculum that meets the needs of all learners. The first of the grants were specifically aimed at supporting the areas of Science, Technology, Engineering and Mathematics (STEM) education and Arts education.

There will be multi-annual funding to support all areas of the curriculum, with future allocations depending on budgetary considerations and emerging needs as we roll out the curriculum nationwide.

This investment demonstrates the Department’s ongoing commitment to enhancing primary education and supporting all primary and special schools in providing a robust, well-rounded age-appropriate curriculum.

2025 figures are unavailable, however, in 2024 my Department invested in the region of €74 million in the professional development of our teaching staff. As well as direct programme delivery, running and administration costs, this figure includes the cost of over 415 seconded teacher educators and funding for substitute teacher cover in schools, where deemed appropriate. Given the integrated nature of design, development and product adopted by Oide and other PLE providers, it is not possible to completely disaggregate the costs associated with curriculum changes, digital skills, teaching methods, inclusive education and leadership.

Ken O'Flynn (Cork North-Central, Independent Ireland Party)
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484. To ask the Minister for Education and Skills the measures her Department is putting in place to address the potential increase in workload for teachers arising from the revised primary curriculum; and if she will make a statement on the matter. [51772/25]

Helen McEntee (Meath East, Fine Gael)
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One of the key principles and changes in the new curriculum is increased flexibility for teachers and school leaders. The curriculum provides flexibility and choice to teachers and school leaders as they support each child’s learning journey and in their holistic development. Schools will have greater flexibility in deciding how time is allocated in the curriculum. By delineating some of the time on a monthly basis, the framework gives schools and teachers greater flexibility in deciding how best to use time across the curriculum. It also reduces the likelihood of a particular curriculum area receiving too much or too little attention, thereby ensuring that children have a broad and balanced learning experience.

It is important that we support teachers to roll out the curriculum. There is a significant reduction from 23 curriculum books to 6 more succinct documents that minimise duplication and unnecessary repetition. The specifications also help to address curriculum overload through the use of broad Learning Outcomes rather than very detailed, prescriptive content objectives.

The collaborative process through which each of the specifications were developed enabled the identification of connections across curriculum areas. Each specification provides clarity on the purpose of the primary curriculum through the inclusion of a common set of Principles and Key Competencies. The curriculum enables teachers, as skilled, agentic professionals, to use their knowledge of curriculum, pedagogy and children to enable them to make judgements on how best to enact the curriculum in their school context.

Ken O'Flynn (Cork North-Central, Independent Ireland Party)
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485. To ask the Minister for Education and Skills the number of teachers and school leaders consulted in the development of the revised primary curriculum; the form such consultations took; and if she will make a statement on the matter. [51773/25]

Helen McEntee (Meath East, Fine Gael)
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In redeveloping the new primary curriculum, my Department and the National Council for Curriculum and Assessment (NCCA) placed a strong emphasis on consultation and collaboration. Wide-ranging engagement was undertaken to ensure that the voices of those most directly involved in education – including children, parents, teachers, school leaders, and a broad range of stakeholders – were central to shaping the new curriculum.

Teachers and school leaders were engaged at multiple stages of the process. Structured opportunities were provided through Curriculum Seminars, which brought together educators from across the country to explore draft proposals and offer detailed feedback. School leaders also participated in a series of dedicated Leading Out seminars, designed to reflect the distinct perspective and responsibility of principals and leadership teams in implementing curriculum change at school level. In addition, Reimagining the Curriculum seminars offered another forum where educators could engage in deeper discussion, considering how a modern curriculum should meet the evolving needs of children and society.

These consultation events were not only informative but also highly participatory, encouraging open dialogue, professional reflection, and the exchange of practical insights from classroom experience. The contributions of teachers and school leaders, alongside those of children, parents, and other stakeholders, have been vital in ensuring that the redeveloped primary curriculum is both ambitious and grounded in the realities of school life.

In addition, the Schools Forum, a network consisting of 60 primary schools, special schools, post-primary schools and preschools from across the country worked together to explore research, bringing their school experiences to discussions. Detailed work on the curriculum specifications was also carried out with 5 separate Schools Networks.

Consultation with parents was also a crucial aspect of the redevelopment process. In-person and online focus groups were held with parents from diverse backgrounds. During the consultation parents/guardians’ questionnaires were conducted in order to gather feedback on the Draft Curriculum Specifications. Parents/guardians were invited to participate in a questionnaire indicating their priorities and expectations for the Primary Curriculum Specifications. The importance of a partnership approach with parents was consistently highlighted across the consultation process.

The NCCA have published a report on the consultation process which can be found here.

Ken O'Flynn (Cork North-Central, Independent Ireland Party)
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486. To ask the Minister for Education and Skills the steps being taken to ensure that the revised primary curriculum adequately meets the needs of children with special educational needs and those in disadvantaged schools; and if she will make a statement on the matter. [51774/25]

Helen McEntee (Meath East, Fine Gael)
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The Primary Curriculum Framework which was published in 2023, and the new curriculum specifications is equally for all primary and special schools and for all learners with all their varied backgrounds, needs and abilities. They support boards of management in their statutory duties to ensure that appropriate education is provided for all children in our schools.

The new curriculum specifications have been developed for the five curriculum areas and their associated subjects for all learners, and toolkits will be provided to support learning, teaching, and assessment. Advancements in special education and Irish Sign Language (ISL), as a recognised language of Ireland, will also be progressed in line with Department of Education and wider policy

In the special school context the National Council for Special Education (NCSE) has been involved throughout the development process and will continue that involvement as we work towards enactment of the curriculum in the schools. The intended learning for children will be drawn from an age-appropriate primary or post-primary curriculum to ensure children have access to, participate in and benefit from an education that is inclusive and appropriate to their abilities and needs.

Significant investment of €9 million was made available to primary and special schools at the end of 2024. This was to ensure that schools have essential resources and materials to deliver a curriculum that meets the needs of all learners. The first of the grants were specifically aimed at supporting the areas of Science, Technology, Engineering and Mathematics (STEM) education and Arts education.

Grants were calculated as follows:

• Fixed payment per school: €500.00

• Per-pupil payment: €14.03

• DEIS/SEN rate per pupil: €16.13

This ensured that schools received appropriate funding based on their size and specific needs.

Ken O'Flynn (Cork North-Central, Independent Ireland Party)
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487. To ask the Minister for Education and Skills the supports that will be provided to rural and smaller schools to implement the revised primary school curriculum; and if she will make a statement on the matter. [51775/25]

Helen McEntee (Meath East, Fine Gael)
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Teachers and school leaders will receive support through:

• Teacher professional learning through Oide, National Council for Special Education (NCSE) and PPLI/Languages Connect

• whole-school closure days

• in-school support

• online resources to include National Council for Curriculum and Assessment (NCCA) toolkits

Professional Learning

Teacher professional learning will be facilitated by Oide for all primary schools and by NCSE for all special schools. Small schools will be clustered together for the professional learning where teachers collaborate off-site or participate in online communities led by Oide professional learning leaders. These initiatives aim to enhance school sustainability and provide focused training through shared expertise and resources.

The professional learning will support:

• Teachers and school leaders to develop their understanding of the over-arching messages from the Primary Curriculum Framework.

• Teachers and school leaders to develop their understanding and enactment of the new curriculum specifications.

• School leaders and teachers to lead curriculum change in their own school contexts.

PPLI/Languages Connect will support the introduction of Modern Foreign Languages.

Whole-School Closure Days

In the 2025/2026 school year Oide will facilitate 2 whole-school closure days to introduce the foundational aspects of the curriculum specifications through the Primary Curriculum Framework for all primary schools. The NCSE will facilitate 2 whole-school closure days for all special schools.

Online Resources

The curriculum will be also supported through development of online curriculum toolkits by the NCCA which will provide guidance to teachers and support progression in learning as children move across the various stages.

The toolkits will contain:

• Guidance related to important aspects of primary education such as assessment, and school / classroom planning.

• Examples of children’s learning across the curriculum areas and subjects.

• Support materials for teachers providing examples of effective pedagogical approaches, foster rich learning experiences and encourage connections with the home and community.

While initial material is currently available, the online toolkits will continue to be developed in the years ahead.

The areas of History and wellbeing are being prioritised, with resources to coincide with the launch of the curriculum specifications.

Funding

Significant investment of over €9 million was made available to primary and special schools at the end of 2024. This was to ensure that schools have essential resources and materials to deliver a curriculum that meets the needs of all learners. The first of the grants were specifically aimed at supporting the areas of Science, Technology, Engineering and Mathematics (STEM) education and Arts education.

There will be multi-annual funding to support all areas of the curriculum, with future allocations depending on budgetary considerations and emerging needs as we roll out the curriculum nationwide.

This investment demonstrates the Department’s ongoing commitment to enhancing primary education and supporting all primary and special schools in providing a robust, well-rounded age-appropriate curriculum.

Ken O'Flynn (Cork North-Central, Independent Ireland Party)
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488. To ask the Minister for Education and Skills if her Department has conducted an assessment of the risks associated with the rollout of the revised primary curriculum, including teacher capacity and resource gaps; and if she will make a statement on the matter. [51776/25]

Helen McEntee (Meath East, Fine Gael)
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Based on stakeholder engagement, the NCCA have published a document on Conducive Conditions intended to support and guide curriculum change. These include timing and pacing, resourcing, communications, stakeholder engagement and so on. It is a valuable support document which my officials are considering and working through.

These conditions are:

• Timing and pacing – teachers and school leaders will need time to reflect on and share their experiences and expertise.

Pacing

o The Primary languages Curriculum 2019 and the Primary Mathematics Curriculum 2023 are being enacted and support continues to be provided. The 2025/2026 school year will be an introductory year focusing on the Primary Curriculum Framework.

o From the 2025/2026 school year, schools that feel ready may choose to begin working with any of the new curriculum specifications at their own pace. This flexible approach recognises that each school is on its own journey and may be at a different stage of readiness to engage with the redeveloped curriculum.

o From the 2026/2027 school year, schools will introduce one curriculum area each year, with each area taking two years to fully enact.

o From the second year onward, two areas will be in progress simultaneously - one in its first year and another in its second. Schools can choose the order of enactment, but the Wellbeing specification must be one of the first three areas selected.

o An optional consolidation year will be available to schools at any point during the enactment process. This allows schools to pause the enactment of a new curriculum area for one year in order to focus on strengthening and embedding the curriculum areas already in progress. The consolidation year is designed to give schools the flexibility to progress at a pace that suits their unique contexts, ensuring sustained quality and meaningful enactment.

Time and space

o There is a call for more non-contact time per year (school closures) to support the enactment of the Primary school curriculum. Consideration of time is being undertaken by the Department at present.

• Communications – It is important to have timely communications to the system. A communications group to include officials from the Department and relevant agencies and support services has been set up to ensure consistent, timely and co-ordinated communications related to the curriculum are shared with teachers, school leaders, parents, children and education partners and stakeholders. These include circulars, information notes, webinars and videos.

• Securing resources – significant resourcing is being put in place to support the implementation of the primary curriculum as it is rolled out including:

• Professional learning programme of support through the Support Services.

• Online resources developed by the NCCA, the NCSE and Oide.

• Publication of supports such as the Preparation for Teaching and Learning Guidance. Other support documentation such as Guidance for Whole School Planning will be provided in the coming months and years.

• Over €9m in grants for the purchase of resources for the STEM and the Arts curricula was provided in December 2024. There is a commitment to multiannual funding with money being sought in the estimates process.

• Alignment and coherence – A key focus of the redeveloped primary curriculum has been ensuring clear progression and alignment in children’s learning. As the curriculum was developed, the NCCA also updated Aistear: the Early Childhood Curriculum Framework (2024). This created an opportunity to connect children’s learning in early childhood settings with what they experience in primary and special schools. Play and playful learning are now included across the Primary School Curriculum to support this connection.

Similarly, alignment with the Framework for Junior Cycle has been considered in Stage 4. This is reflected in the inclusion of the Key Competencies, which link closely to the Key Skills of Junior Cycle, ensuring a smooth transition for children as they progress.

Coherence ensures that all parts of the curriculum fit together in a meaningful way. Particular attention was given to maintaining a consistent structure across curriculum areas and stages.

The curriculum also identifies opportunities for integration, so children can make connections between different areas of learning. This supports deeper understanding while avoiding unnecessary repetition, ensuring learning experiences are logical, connected, and purposeful.

• Distributed leadership - in designing professional learning programmes as the curriculum is rolled out, the professional development services will consider inclusion of a focus on learning, teaching and assessment approaches and strategies that nurture the concepts of teacher and child agency. The professional development programme will have a focus on school leadership to promote deep engagement and reflection and support them in leading out on the new curriculum in their schools.

• Stakeholder engagement – meaningful stakeholder engagement is essential, and we will continue to build on the very solid foundations already in place through the very comprehensive engagement of all stakeholders over the years in the development of the Framework and the curriculum specifications.

• Enhanced professional learning – the teacher education continuum has undergone considerable change over the last decade with the extension of both under-graduate and post-graduate courses, the enactment of Céim standards, the publication of the Cosán framework and so on. ITE is an important time in a teacher’s learning journey, and we will work with ITE providers to ensure student teachers are provided with opportunities to gain a thorough knowledge and understanding of the Primary School Curriculum.

Ken O'Flynn (Cork North-Central, Independent Ireland Party)
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489. To ask the Minister for Education and Skills the evaluation framework that will be used to measure the effectiveness of the revised primary curriculum once introduced; and if she will make a statement on the matter. [51777/25]

Helen McEntee (Meath East, Fine Gael)
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The National Council for Curriculum and Assessment (NCCA) provides me with advice on matters relating to the curriculum for early childhood education, primary and post-primary schools. The Council also advises on assessment procedures used in schools, including examinations as part of the curriculum.

The last two decades have seen considerable evolution of NCCA’s curriculum review and development processes. An example includes the introduction, at post-primary, of early enactment reviews of individual subjects and modules. The purpose of these reviews is to monitor early enactment of the curriculum specification in schools. This involves consultations with teachers, children/students, school leaders and wider stakeholders, primarily through school visits, online surveys, and written submissions. Findings are published on the NCCA website, with necessary minor adjustments identified in the findings subsequently made to the specifications. These reviews have also informed the development of further supports, such as more tailored professional learning to assist schools’ work with the curriculum.

It is anticipated that early enactment reviews will be carried out in the coming years to monitor schools’ experience with the redeveloped Primary School Curriculum. Such reviews will incorporate close work with schools and public consultation.