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Written Submissions Consultation on Curriculum Structure and Time primar developments foráis sa bhunscolaíocht Consultation on Curriculum Structure and Time Written Submissions Written submissions are an important part of the NCCA consultation process. During consultation NCCA received 107 written submissions in total, 74 of which have permission for printing in this publication. Aighneachtaí Scríofa Is cuid thábhachtach de phróiseas comhairliúcháin an CNCM iad na haighneachtaí scríofa. Le linn an chomhairliúcháin fuair an CNCM 107 aighneacht scríofa ar fad. Fuaireamar cead 74 díobh siúd a chuir ar fáil san fhoilseachán seo. ncca.ie/en/primary/primary-developments Contributors 1. An Chomhairle um Oideachas Gaeltachta agus 27. Elizabeth Mee Gaelscolaíochta (COGG) 28. European Physical Education Association 2. Anne Dolan 29. EQUATE 3. Association for Drama in Education in Ireland 30. Fr Michael O’Meara (ADEI) 31. Feale Biodiversity 4. Association of Childhood Professionals 32. Francis Nolan 5. Association of Trustees of Catholic Schools 33. Froebel Department of Primary and Early (ATCS) Childhood 6. Brian Russell 34. Gaelic Athletic Association (GAA) 7. Bridget Heffernan 35. Gerard Nash 8. Catholic Primary School Management 36. Grainne Kavanagh Association (CPSMA) 37. HSE Health and Wellbeing Division 9. Catholic Schools Partnership 38. History Education Team, DCU Institute of 10. Ciara Fagan Education 11. Claire O’Callaghan 39. Institute of Public Health in Ireland 12. Clare Finnerty 40. Irish National Teachers’ Organisation (INTO) 13. CPSMA Council, Ossory Diocese 41. Irish Primary Physical Education Association 14. Curriculum Working Group, Institute of (IPPEA) Education, DCU 42. Joseph McMahon 15. Daniel O’Connell 43. Kinnitty National School 16. Dermot Lane 44. Knocknagree National School 1 17. DICE Project 45. Knocknagree National School 2 18. Diocese of Elphin 46. Lenore Mulvihill 19. Diocese of Kildare and Leighlin 47. Lifeways Ireland CLG 20. Diocese of Killaloe 48. Máire Ní Mhaitiú 21. Diocese of Ossory RE Advisors for Primary 49. Margaret Buckley School 50. Martin O’Brien 22. Dorothy Morrissey 51. Mary Regan 23. Dr Cliona Murphy, Dr Greg Smith and Ms Nicola 52. Maurice Hurley Broderick 53. Mary Immaculate College 24. Dr Susan Pike and Mr Joe Usher 54. National Association of Boards of Management 25. Early Childhood Education Group in Special Education 26. Early Childhood Ireland 55. National Association of Primary Diocesan ncca.ie/en/primary/primary-developments Contributors Advisers 56. Paula Kelly 57. Physical Education, Physical Activity, Youth Sports (PEPAYS Ireland) 58. Physical Education Unit, Institute of Education, Dublin City University 59. PLÉ Ireland 60. Rev Dr Seán Corkery 61. Richard Casey 62. Royal Society of Chemistry 63. Sligo School Project 64. Safefood 65. Science Foundation Ireland 66. Scoil Bhride 67. Scoil Mhuire Girls’ National School 68. SPHE Network 69. St Fiacc’s National School 70. St John Bosco Senior Boys’ School 71. St Laurence’s National School 72. St Mary’s Parish Primary School 73. St Patrick’s National School 74. St Vincent’s Girls’ National School ncca.ie/en/primary/primary-developments Home Contributor An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) ncca.ie/en/primary/primary-developments Aighneacht: Struchtúr agus Leithdháileadh Ama i gCuraclam Athfhorbartha Bunscoile - Fáiltíonn an An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) roimh an gcuireadh aighneacht a chur faoi bhráid na Comhairle Náisiúnta Curaclaim agus Measúnachta maidir le na Moltaí le haghaidh comhairliúcháin i dtaca le struchtúr agus leithdháileadh ama i gcuraclam athfhorbartha na bunscoile. Aontaíonn COGG go bhfuil athruithe suntasacha tagtha ar shochaí na hÉireann le fiche bliain anuas agus fáiltíonn siad roimh an taighde a rinneadh ar fhoghlaim agus ar fhorbairt leanaí i mblianta na luath-óige agus na bunscolaíochta atá mar bhonn eolais leis na moltaí atá á phlé. Is liosta le háireamh na treoirlínte agus moltaí atá curtha ar fáil chun tacú le múinteoirí Curaclam na Bunscoile a chur i bhfeidhm i gcaitheamh na seacht mbliana déag ó foilsíodh an curaclam chun freagairt dos na héilimh agus na hionchais atá i bhfearann oideachais atá ag síor athrú, Ní haon ionadh gur thuairiscigh múinteoirí in gurbh é ró- ualach curaclaim – an iomarca le déanamh agus gan dóthain ama chuige- na constaici ba mhó a bhí le hábhair an churaclaim a chur i ngníomh (CNCM 2017:3) ‘Tá sé iarrtha ag múinteoirí nach mbeadh an curaclam chomh plódaithe céanna, agus go leagfaí níos mó béime ar chleachtadh agus ar thacú le dul chun cinn na bpáistí ó thaobh foghlama agus forbartha de’ (Curaclam Teanga na Bunscoile 2015:9) Tagann COGG leis an moladh gur gá féachaint athuair ar churaclam na bunscoile agus an cheist seo a leanas a chur: conas is féidir é a fheabhsú chun tacú le foghlaim leanaí sna deich mbliana atá romhainn amach? (CNCM 2017:5) Bunaíodh an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) i 2002 faoi fhorálach Alt 31 den Acht Oideachais (1998) le go mbeadh sainstruchtúr ann le freastal a dhéanamh ar riachtanais oideachais na scoileanna Gaeltachta agus lán-Ghaeilge. Feidhmeanna reachtúla: Soláthar téacsleabhar agus acmhainní do mhúineadh trí Ghaeilge a phleanáil agus a chomheagrú Comhairle a chur ar an Aire Oideachais agus Eolaíochta maidir le cur ar fail agus cur chun cinn oideachas trí mheán na Gaeilge Seirbhísí taca a chur ar fail trí mheán na Gaeilge Taighde a dhéanamh ar ábhar a bhaineann leis na cúraim sin Soláthar téacsleabhar agus acmhainní do mhúineadh na Gaeilge a phleanáil agus a chomheagrú Comhairle a thabhairt don Chomhairle Náisiúnta Curaclaim agus Measúnachta maidir le nithe a bhaineann le múineadh na Gaeilge, le hoideachas a chur ar fail trí mheán na Gaeilge agus riachtanais oideachais na ndaoine a chónaíonn i limistéar Gaeltachta Is sa chomhthéacs seo gur mian le COGG na tuairimí a leanas maidir le struchtúr an churaclaim agus leithdhaileadh ama a chur faoi bhráid na CNCM D’aithin an straitéis litearthachta agus uimhearthachta 2011 go raibh riachtanais foghlama an éagsúil ag foghlaimeoirí i scoileanna Gaeilge agus moladh go mbeadh siad ag forbairt a gcumais chun bogadh go héasca idir an dá theanga agus a gcumais lena bhfoghlaim litearthachta a aistriú ó theanga amháin go dtí an ceann eile. (ROE, 2011: 12) onraíodh i dTuarascáil an Phríomchigire 2010- 2012 ‘go raibh deacrachtaí ag baint le cáilíocht an teagaisc don haeilge sa chúigiú cuid de na ceachtanna a ndearnadh iniúchadh orthu le linn cigireachtaí teagmhasacha agus go raibh deacrachtaí ag baint le cáilíocht fhoghlama na teanga ag daltaí i thart ar an ceathrú cuid (24) de na ceachtanna sin’ (ROE,2012:51) s léir go bhfuil go leor dúshláin le sarú ag scoileanna ó thaobh teagasc na aeilge ithníonn an traitéis 20 Bliain don haeilge, arb é ceann dá príomhaidhmeanna seasamh na aeilge sa chóras oideachais a neartú go bhfuil ‘an córas oideachais ar cheann de na príomhmhodhanna chun an cumas teanga a chothú a scolaíocht fhoirmiúil, tá an tát ábalta cuidiú go gníomhach le cumas teanga ár ndaoine a fhorbairt s sprioc lárnach é mar sin go n-éireodh leis na húdaráis oideachais fócas náisiúnta níos córasaí agus níos dlúithe a bhaint amach ó thaobh fhoghlaim na Gaeilge.’ Tá tús suntasach curtha leis an obair feabhas a chur ar cháilíocht theagaisc agus fhoghlama na aeilge inár mbunscoileanna le Curaclam Teanga na Bunscoile ina bhfuil torthaí foghlama soiléire agus acmhainní tacaíochta do mhúinteoirí forbartha ag an CC á chur i bhfeidhm ó aíonáin go Rang 2. ithnítear go bhfuil bonn dearfach curtha ag Curaclam Teanga na Bunscoile faoi sealbhú na délitearthachta i ngach suíomh scoile agus gur choir tógáil ar seo. Tugann r bolasaí aeilge(aelscoileanna) suntas do thuairimí enner regory (2003) gur féidir le páistí óga a bheith il-liteartha agus go nglactar leis mar chuid nádúrtha d’fhorbairt na litearthachta i go leor suímh go hidirnáisiúnta Beidh buntáiste ag an bpáiste dátheangach mar go mbeidh bua na délitearthachta aige/ aici. s é atá i gceist leis sin dáiríre ná go mbeidh ar a c(h)umas aistriú ó theanga amháin go teanga eile ar chúiseanna éagsúla Tá tagairt ag hiniféin (200:1) do sainmhíniú ar an Délitearthacht “The ability to speak, read and write easily in both languages and also the ability to move fluently between languages are part of dual literacy” lactar leis go bhfuil an traschur ó theanga go teanga intuigthe sa Churaclam Teanga ach molann C go bhfuil sé den riachtanas cur chuige agus treoir chinnte ó thaobh na délitearthacht a bheith sonrach san Curaclam thfhorbartha Bunscoile mar gheall ar na buntáistí a bhaineann leis, i scoileanna ina bhfuil an Béarla mar mheán teagaisc chomh maith le scoileanna lán-haeilge agus aeltachta Tumoideachas Maíonn Curaclam Teanga na Bunscoile ‘Ar mhaithe le cleachtas an tumoideachais i scoileanna aeltachta agus lán-Ghaeilge a éascú d’fhoghlaimeoirí Gaeilge agus chun tacú d’fhorbairt chumais i dteanga an chainteora dúchais, beidh sé de rogha ag na scoileanna seo tréimhse tumoideachais iomláin a fheidhmiú go dtí deireadh rang na naíonán sinsearach, faoi réir ag faomhadh bhord bainistíochta na scoile agus tar éis dul i gcomhairle leis an bpátrún, le múinteoirí, agus le cumann na dtuismitheoirí í thosófar ar mhúineadh an Bhéarla agus scileanna foirmiúla litearthachta in T2 na scoile go dtí tar éis tréimhse tumoideachais iomlán a shocraíonn an scoil’ (CNCM 2015:43) Tá dúshláin shuntasacha roimh scoileanna i limistéir haeltachta itítear sa tuarascáil Iniúchadh ar an gCumas Dátheangach: An
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