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1. Greater focus on the meaningful development of numeracy which is based in daily classroom practice as opposed to surface-level moment/initiative based approaches. One emphasis could be on all teachers modeling positive attitudes towards numeracy (there are teachers who quite readily tell students that they were never any good at maths (and that this is okay)). There is a need to support teachers with this through professional development and the exemplification of what good, authentic numeracy practice looks like in each subject area.
2. There is a need for all support-service personnel to be aware of what constitutes effective numeracy practice. During the support of the last strategy, numeracy played second fiddle to literacy and there was a lack of understanding of what good numeracy practice looks like. Good practice is not all students being able to change their test scores in each subject into a percentage. Good practice involves the appropriate use of numerical techniques to help students further develop their understanding of the subject they are studying - let that be English, Geography, History, Science etc., to see the value in this approach and to develop a positive attitude and openness to drawing on numerical techniques and mathematical thinking to support their understanding in different situations.
3. An understanding of what numeracy actually is. It is more than an ability to carry out simple calculations. It encompasses problem-solving, reasoning, handling of data and more.
SG

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Supporting literacy and numeracy provision for EAL students and students with special educational needs (incl. GLD) should be prioritised. 

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Supporting literacy and numeracy provision for EAL students and students with special educational needs (incl. GLD) should be prioritised. 

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Ensure visibility and alignment with DE's own policies on Irish-medium education and Gaeltacht education. Currently no visibility or reference in policy section of discussion paper.

Greater consideration of literacy needs of  native speakers of Irish in Gaeltacht areas and in Irish-medium schools and settings needed to ensure young people are supported as they develop literacies in their Teanga1 and Teanga2.

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What does literacy look like for visually/ hearing impaired students? What about other additional needs?

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A lot of research pointing to the potential damage high stakes standardised assessment has on children's learning. Deprioritising the results of standardised assessments would go a long way to help learners forge more positive attitudes to their learning in literacy and numeracy.

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The new strategy needs to align with current developments in the appropriate space. This needs to dovetail with what is happening in current language and maths curriculum developments, instead of carrying additional work for schools.

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What do we mean by literacy? How do we include the linguistic repertoire of pupils and students in the development of literacy (pluriliteracies)

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Support from Department to introduce a minimum language proficiency in Irish for teaching through Irish in order to improve literacy across the board

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Support from Department to introduce a minimum language proficiency in Irish for teaching through Irish in order to improve literacy across the board

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More joint up thinking across policy

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Forefronting the importance of a student's relationship with numeracy. Their attitude towards numeracy (and mathematics) is central to one's learning in this area and one's likelihood to continue to pursue and work in the area in the future.

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- Alignment of policies and the importance of steering away from 'initiative overload'
-the importance of an integrated approach so that literacy, numeracy and digital literacy are embedded in classroom learning across subject areas

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A balancing of what the new strategy will say about assessment. How can assessment actually support learning experiences for learners in literacy, numeracy and digital literacy? Standardised testing is only one part of a much bigger spectrum of assessment and on its own, isn't necessarily the best way to improve these learning experiences.

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Support to improve teachers own standard of Gaeilge

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Support to improve teachers own standard of Gaeilge

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A deepening of teacher understanding of literacy so that it can go beyond key words, or Drop Everything and Read etc. Can specific examples of best practice be used to guide this and embed further.

Linking outside organisations to further embed this strategy in a way that's accessible for teachers, students and the wider school communities.

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Structural changes that allow schools to meaningful engage with the strategy, e.g. admin time, peer observation, standardised test reporting, etc.

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Structural changes that allow schools to meaningful engage with the strategy, e.g. admin time, peer observation, standardised test reporting, etc.

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Greater focus on Gaeilge and moving understandings of literacy towards plurilingualism

Less focus on standardised tests as measures of literacy and numeracy

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- importance of ‘joined up thinking’ and policy alignment at both macro and medium levels
- give schools and settings time to make sense of the new strategy and an opportunity to understand the relevance in their own context