5.5 Looking forward

5.5 Looking forward

Promoting student achievement and better learning

■There is a need for all schools to use approaches that will help to increase the numbers of students

achieving at the highest levels and address the needs of more able and exceptionally-able students.

■Whole-school strategies to enhance the quality of subject department planning are required; in

particular, subject and programme plans should reflect greater alignment between learning outcomes, pedagogy and assessment.

■Further opportunities for students to engage in talk and discussion and to work collaboratively

should be provided in lessons.

■Building on the experience of COVID-19 and the associated changes in assessment practices,

schools should evaluate the ways in which assessment is carried out, how assessment data is used and how students are enabled to reflect on their progress as learners.

Provision for Irish

■There is a need for teachers to create additional opportunities for students to use Irish during lessons

through their engagement in enjoyable, creative and stimulating tasks and activities; this is critical for effective language acquisition.

■Schools should prioritise action planning for Irish lessons incorporating the use of contemporary

resources including digital technology, a range of active methodologies and effective assessment strategies which ensure that students are given regular feedback on their progress as language learners and clear direction on how to improve.

System development

■Curriculum design, teacher education and assessment policy, particularly in Mathematics, other

STEM subjects and Business subjects, should take account of the need for students to develop dynamic problem-solving skills that will equip them to compete within a rapidly evolving and increasingly international labour market.

■Continued enhancement of system supports will be required in the area of Guidance and

Counselling to address challenges related to recruitment, curriculum and increasing levels of anxiety among students.

Figure from page 174