9.12 Key messages

9.12 Key messages

■During the September 2016 to December 2020 period, the introduction of a high number and a

broad range of new initiatives presented challenges for schools.

Strategy implementation

■There were considerable advances in the monitoring of child-protection practices and procedures

in schools.

■Strengthening Irish-language learning in the Gaeltacht is a core commitment of the Government,

and this period saw significant investment and developments in Gaeltacht education.

■Early learning and care (ELC) settings and schools were generally prepared for greater engagement

with STEM education. However, there are a number of key areas where the STEM Education Policy Statement 2017-2026 and the STEM Education Implementation Plan 2017-2019 have not had the desired impact in ELC settings and schools.

■The Digital Strategy for Schools provided a rationale and an action plan for integrating digital

technologies into teaching and learning; however, the strategy did not reference the ELC sector.

■Inspection findings revealed considerable variation in the extent to which digital technologies were

embedded in teaching and learning.

■There are early indications that the range of activities, funded through the Creative Ireland

programme, to promote creativity in children and young people are progressing well.

Curriculum

■There has been ongoing work to ensure that creativity is reflected adequately in redeveloped

curriculum frameworks; a shared understanding of the meaning of creativity in educational contexts is now required.

■In line with the aim of Languages Connect to promote the development of immigrant languages,

four new curriculum languages were introduced at Senior Cycle: Mandarin Chinese, Polish, Portuguese and Lithuanian.

■Initial steps were taken in the implementation of education for sustainable development (ESD)

in schools, with the focus on identifying opportunities to build on existing curriculum practice. The Inspectorate worked to develop and build a shared understanding of ESD, which was a relatively new concept for schools.

■Wellbeing was introduced as a mandatory area of learning in Junior Cycle. Because of school closures

associated with COVID-19, schools were enabled to defer increasing their timetabled provision for wellbeing until September 2022. Considerable work has been underway to support schools as they embark on a review of their provision for wellbeing. A review of the SPHE/RSE curriculum commenced in 2020.