If you understand how our education system is changing, going forward, you will realise the need to revise our more traditional ways of teaching if you haven't already.
Isssues being discussed have arrised from concerns about the needs of children in todays modern socity as opposed to the time when the curriculumn was written 17 yesrs ago :
Building on the work with schools in the decade following the publication of the curriculum (1999), the NCCA issued a public invitation to ‘have your say’ on the priorities for a primary education in 2011/2012. A total of 960 responses were received. Analysis showed six broad priorities for children’s primary education with some similarity to those expressed by Carter (see Table 2).
Table 2: Primary priorities in order of total respondents (NCCA, 2012)
The reason I am highlighting the above results is because I feel they really represent the overall aims of The Early Childhood Framework.
Click here for more information on proposals for structure and time allocation in a redeveloped primary curriculum: For consultation Published December 2016.
I have copied the extract below from the linked publishment above as I think it reinforces my concerns regards the 'timetable' issues in infant classes and how it is forminf a barrier as such of the successful implamentation of Aistear.
'While children learn and develop through the same curriculum areas and subjects from junior infants to sixth class, the curriculum does acknowledge that children learn in a different way, particularly during the first two years of primary school, compared to the rest of their primary experience. In addition, and historically, even the title ‘junior and senior infants’ implies a different experience and one that is more akin to an early childhood experience than perhaps a formal, school experience. This is further reflected in the different suggested timetable for infant classes (DES, 1999).
In addition to the primary curriculum, many teachers working with junior and senior infant classes also use principles and methodologies from Aistear: the Early Childhood Curriculum Framework (2009) to enhance their classroom practice. A study looking at Aistear (2009) in relation to the Primary School Curriculum (Gray and Ryan, 2016) reported concerns about teachers’ ability to teach curriculum subjects through the medium of play and noted the primary curriculum as a barrier to the successful implementation of Aistear in infant classes. This reflects international evidence of a tension between competing demands of play-based pedagogies and curriculum. Shaeffer (2006) agrees, suggesting that children experience sharp differences in the curriculum when they begin primary school and asks the question: To ease the transition do we formalise the informal...or de- formalise what is usually considered formal? Unfortunately, the former seems to be the trend (p.7). '
the importance of revising the full curriculum for junior and senior infants to ensure:
consistency with the Aistear framework and to support and facilitate the integrated teaching of subjects especially the development of language across the curriculum and the integrated teaching of the areas of social, environmental and scientific education, social, personal and health education and arts education (p.56).