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Wellbeing Policy Statement and Framework for Practice

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Wellbeing Policy Statement and Framework for Practice

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Looking at Our School 2022: A Quality Framework for Post- Primary Schools 

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Looking at Our School 2022: A Quality Framework for Post- Primary Schools 

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Primary Curriculum Framework, Framework for Junior Cycle, Senior Cycle Review Advisory Report

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Primary Curriculum Framework, Framework for Junior Cycle, Senior Cycle Review Advisory Report

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Senior Cycle Review Advisory Report

Subject: Senior Cycle Review Advisory Report,Redeveloping Senior Cycle,RedevelopingSC

Rights: © 2021 National Council for Curriculum and Assessment. All Rights Reserved.

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National Council for Curriculum and Assessment (NCCA)

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Senior Cycle Review Advisory Report | NCCA

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National Traveller and Roma Inclusion Strategy 2017-2021

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National Traveller and Roma Inclusion Strategy 2017-2021

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NCCA Traveller Culture and History Research Report 2023

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NCCA Traveller Culture and History Research Report 2023

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National Council for Curriculum and Assessment (NCCA)

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Traveller Culture and History Research Paper | NCCA

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A research report to advance our understanding of Traveller culture and history, in support of learning and teaching across the curriculum, is now available. In…

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Code of Professional Conduct for Teachers

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Code of Professional Conduct for Teachers

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Cosán, National Framework for Teachers’ Learning

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Cosán, National Framework for Teachers’ Learning

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Diversity, Equality and Inclusion Charter and Guidelines  for Early Childhood Care and Education

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Diversity, Equality and Inclusion Charter and Guidelines  for Early Childhood Care and Education

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This information booklet outlines the main features of the Equal Status Acts as they affect primary and second-level schools

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This information booklet outlines the main features of the Equal Status Acts as they affect primary and second-level schools

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Intercultural Education in the Post-Primary School

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Intercultural Education in the Post-Primary School

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The Intercultural guidelines for Primary and Post Primary Schools is currently under review and will be published by NCCA

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Home - National Council for Curriculum and Assessment

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At NCCA, we work with learners, teachers, practitioners and parents to develop research-based curriculum and assessment.

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Supporting Culturally & Linguistically Diverse Learners

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Supporting Culturally & Linguistically Diverse Learners

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Pupil Transition from Primary to Post Primary School

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Pupil Transition from Primary to Post Primary School

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NCCA Traveller Culture and History Research Report

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NCCA Traveller Culture and History Research Report

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The Migrant Integration Strategy which was published on the 7th of February, 2017 sets out the Government's approach to the issue of migrant integration for the period from 2017 to 2020. It envisages a whole-of-Government approach involving actions by all Departments. It is targeted at all migrants, including refugees, who are legally residing in the State. It is also encompasses those who have become naturalised Irish citizens but who were born outside Ireland.

The Strategy sets as its vision that migrants are facilitated to play a full role in Irish society, that integration is a core principle of Irish life and that Irish society and institutions work together to promote integration. Integration is understood to be a two-way process that involves action by migrants as well as by Irish society. [Click the image on the left to view the Strategy]

The actions applicable to all Government Departments and agencies include the provision of:

The Strategy also ensures that integration issues will be further mainstreamed into the work of Government Departments and Agencies through appropriate references and provisions in their business plans, strategy statements and annual reports.

As is best practice with all strategies, a monitoring system has been put in place to ensure the actions within the strategy are being carried out and are effective in achieving the overall aim of the strategy. Action 74 of the Strategy specifically tasked the Department of Justice and Equality with establishing a monitoring and coordination Committee for this very purpose. This monitoring and coordination Committee was established in line with Action 74 in the first half of 2017 and had its inaugural meeting on 24 June 2017 chaired by Minister of State for Equality, Immigration and Integration, David Stanton T.D. The Committee is made up of senior officials from Government Departments and Agencies and representatives from Civil Society Organisations. It meets three times a year.
More on the The Migrant Integration Strategy Monitoring and Coordination Committee

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maintaining and enhancing community security and promoting a fair society through a range of policies and high quality services.

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The Migrant Integration Strategy which was published on the 7th of February, 2017 sets out the Government's approach to the issue of migrant integration for the period from 2017 to 2020. It envisages a whole-of-Government approach involving actions by all Departments. It is targeted at all migrants, including refugees, who are legally residing in the State.

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Adapting and Managing Successful Transitions

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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Support With Education

Children and young people with an intellectual disability are entitled to support with their education.

During the Summer - The July Education Programme

The July Education Programme, sometimes called The Extended School Year or July Provision is a school or home-based educational programme for children with complex needs, severe/profound intellectual disability, and autism. The programme is run over the 4 weeks of July. Criteria to access the programme can vary from year to year. Follow the links below to find out more.
Access to Education - July Provision DES July Education Programme Webpage

An Individual Education Plan (IEP)

An Individual Education Plan (IEP) is a written document prepared for the individual student. The IEP identifies

The learning goals that are to be achieved by the student over a set period and

The teaching strategies, resources and supports necessary to achieve those goals.

Parents have a role. Parents must:

Be consulted about an education plan.

Be facilitated to be involved in the preparation of an education plan.

Receive a copy of the education plan.

Be advised of any significant changes to the education plan.

Receive a report of any review of the education plan and

Parents have a right of appeal on many issues. (NCSE Guidelines 2006)

For more information and advice we recommend reading the NCSE Guidelines on the Individual Plan Process (May 2006)

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Support With Education - Inclusion Ireland

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Children and young people with an intellectual disability are entitled to support with their education. The July Education Programme, sometimes called The Extended School Year or July Provision is a school or home-based educational programme for children with complex needs, severe/profound intellectual disability, and autism. The programme is run over the 4 weeks of July.

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Supporting Pupils With Special Educational Needs in Schools 

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Supporting Pupils With Special Educational Needs in Schools 

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Intercultural Look at our Schools Toolkit

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Intercultural Look at our Schools Toolkit

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Home - An Intercultural Look at our Schools

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Welcomeस्वागत हे WitamyBem-vindaBine ati venitLaipni gaidītiSveikiBienvenidaHerzlich willkommen An intercultural look at our schools. A toolkit for self-evaluation and supporting cultural and linguistic diversity in our schools . Learn More What are you looking for? Where to start? Examples Resources The Toolkit Get Help Give Feedback 120+ Nationalities in Ireland 182+ different languages are spoken across [...]

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The Equal Status Acts prohibit harassment in educational establishments.

Under the Equal Status Acts, a person who is responsible for the operation of an educational establishment, shall not allow another person, who has a right to be present or avail of the services being offered, to suffer harassment.

The Equal Status Acts defines harassment as any form of unwanted conduct related to the discriminatory grounds,

being conduct which has the purpose or effect of violating a person's dignity and creating an intimidating, hostile, degrading, humiliating or offensive environment for that person.

this unwanted conduct may consist of acts, requests, spoken words, gestures or the production, display or circulation of written words, pictures or other material.

The Equal Status Acts also prohibit a person in authority harassing a student or prospective student, at a school.

A person who is responsible for the operation of an educational establishment should take steps as are reasonably practicable to prevent the harassment. It can serve as a defence for the person who is responsible for the operation of an educational establishment to show that they took reasonably practicable steps to prevent the harassment.

The existence of a policy in relation to harassment, which has been effectively communicated to all individuals present can provide a defence for the person who is responsible for the operation of an educational establishment, even where a perpetrator has been found guilty of the harassment.

However, if the person who is responsible for the operation of an educational establishment did not take reasonably practicable steps to prevent the harassment (for example, the absence of a policy regarding harassment) it will make it difficult, if not impossible, for the person who is responsible for the operation of an educational establishment to avoid liability for the harassment.

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The Equal Status Acts prohibit harassment in educational establishments. Under the Equal Status Acts, a person who is responsible for the operation of an educational establishment, shall not allow another person, who has a right to be present or avail of the services being offered, to suffer harassment.