Literacy and Numeracy for Learning and Life was introduced in 2011 as the national strategy to improve literacy and numeracy standards across the Irish education system, to enable pupils to develop their skills in these areas to the best of their ability. The literacy targets aim to develop the skills of speaking, listening, reading and writing through traditional print and broadcast media as well as digital media. The numeracy targets aim to enable pupils to use their “mathematical understanding and skills to solve problems and meet the demands of day-to-day living in complex social setting” (p8), through the development of their reasoning, communicating and problem solving skills, spatial awareness, data handling skills and their understanding of patterns and sequences.
Some of the key areas identified for change in the primary school include
Increased time allocation for literacy and numeracy
Infant classes spend 6.5 hours per week on literacy (Gaeilge and English) and 3 hrs 25 mins per week on mathematics.
1st to 6th classes spend 8.5 hours per week on literacy (Gaeilge and English) and 4 hrs 10 mins per week on mathematics.
This can be done by integrating literacy and numeracy into other curricular areas, using the curriculum discretionary time, re-allocating time from other curricular areas and prioritising the relevant curriculum objectives and delaying some strands and strand units to later in the primary school cycle.
Development of positive attitudes and motivation
Pupils should experience enjoyable and motivating learning experiences, and a variety of learning approaches such as active learning, cooperative learning and problem solving activities.
Aistear Early Childhood Curriculum Framework
The Aistear framework should be used to underpin learning experiences in the infant classes, by promoting play as a key methodology.
Assessment
Teachers should use a variety of evidence (conversations, observations, pupil self-assessment, teacher designed tasks, work samples etc) to determine the progress made by pupils and to plan future steps in teaching and learning.
This information should be documented and reported to parents, teachers and other professionals if necessary.
The NCCA have developed Assessment in the Primary School Curriculum Guidelines, to provide guidance on the use of formative and summative assessment in the classroom.
Standardised Testing
Standardised tests should be administered to pupils in 2nd, 4th and 6th classes at the end of the academic year.
The aggregate scores are reported to the Department of Education through the Online Claims Service.
Schools should analyse and use the results from standardised tests to inform the targets set as part of School Self-Evaluation.
Reporting to Parents
Schools are required to report the pupils’ progress to parents twice a year, using information collected from standardised tests and other assessment tools.
One reporting event must be written, using the standardised reporting templates from the NCCA, which can be found at the report card tool.
The other reporting event can be in the form of a meeting or a meeting and a written report.
Transfer to other schools
Schools are required to share report cards and standardised test results with principals of other schools, following the pupil’s enrolment in that school.
The NCCA have developed an Education Passport to be used when transferring to post primary school.
