4.3.4 Social, Environmental and Scientific Education

4.3.4 Social, Environmental and Scientific Education

Within the Primary Curriculum (1999), Social, Environmental and Scientific Education (SESE) is presented under three subject headings: History, Geography and Science. The SESE curriculum enables children to explore, investigate and develop an understanding of local and wider environments.

TIMSS (2019) indicates that the performance of Irish pupils has remained stable and strong in Science

In TIMSS 2019, the performance of fourth class pupils in Ireland in Science was significantly above the TIMSS scale centrepoint. The performance of Irish pupils on the science assessment was very similar to that seen in TIMSS 2015; however, it was significantly higher than in 2011. The results also show equity in terms of schools’ performance generally, and the difference in achievement in Science between boys and girls in Ireland at fourth class was not statistically significant.

Despite these positive findings, twelve countries significantly outperformed Ireland in Science and four EU countries had significantly higher mean science scores than Ireland, while the science performance of eight EU countries was similar to Ireland’s science performance. The findings suggest that the highest performing pupils in Ireland in Science are underperforming, relative to their peers in countries with similar overall performance.

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While inspection findings on provision for Social, Environmental and Scientific Education were positive overall, there was scope for improvement in the use of digital technologies, higher-order skill development and assessment practices

Inspection reports from the September 2016 to December 2020 period referred positively to the very high standard of pupils’ learning experiences in SESE, and praised pupils’ very high levels of enjoyment and motivation in this curriculum area. Reports also pointed to the strong emphasis placed on developing cross-curricular links across discrete subject areas.

Inspectors found that History lessons generally provided for a good balance between content and the development of historical investigative skills; in particular, teachers made very good use of old photographs and artefacts to develop pupils’ skills in using evidence. It was noted that teachers made very good provision for the curriculum strand, Myself and my family, and that many fifth and sixth class

teachers embraced the potential of this decade of centenaries to enhance teaching and learning in the curriculum strand, Politics, conflict and society. Inspection findings indicated that there was potential to further develop pupils’ knowledge of local history, and their use of digital technologies to research and present projects.

In Geography, inspectors commended effective integration with other curriculum areas, for example English, History, Visual Arts, and Science. Strengths also included the use of project work to promote pupils’ investigative skills and to develop their knowledge and understanding of other countries. Inspection findings indicated that there was scope to develop pupils’ knowledge of the geographical features of their local area further. Overall, classroom environments and displays supported and reinforced learning effectively. In some schools, inspectors suggested that further use of maps, globes and atlases would enhance the development of pupils’ mapping skills.

In Science, inspection findings indicated that schools made balanced provision for the acquisition of knowledge and the development of skills. Inspectors noted strengths in the development of pupils’ observing, recording and communicating skills, but suggested that teachers make greater provision for the development of pupils’ skills in questioning and analysing. While inspection findings indicated that growing provision was made for guided experiments and investigations, they also indicated that the provision for open-ended investigations and child-led investigations was less well developed. Inspectors commended schools’ participation in national and regional science projects and events. In their advice to schools, inspectors also suggested that increased emphasis be placed on designing and making activities, with greater provision made for the exploration of materials before embarking on projects.

During the period to which this report refers, the Department’s Education for Sustainable Development Action Plan 2014-2020 was published. While most schools engaged in the Green Schools Project and encouraged pupils to care for the environment, inspection findings indicated that there was scope to make more explicit connections between this valuable work and the concept of Education for Sustainable Development (ESD). Some schools were commended for promoting ESD through for example, outdoor classrooms, engagement in junior tidy-towns, and projects such as school gardens. Overall, inspection findings indicated that there was need to support schools in their understanding and promotion of ESD.

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In SESE, inspectors consistently referred to the need for digital technologies to feature more prominently in pupils’ learning experiences. While inspectors were positive overall about the quality of teachers’ assessment practices in SESE, they often noted the predominance of teacher-led tasks and tests as modes of assessment, and the need to develop pupil selfassessment and other assessment for learning approaches.