https://padlet.com/claire_reidy/y7z0y7j0t4lu The role and place of skills/competences en-us 2017-10-16 17:23:21 UTC 2017-10-17 11:39:23 UTC hello@padlet.com arlene_forster https://padlet.com/claire_reidy/y7z0y7j0t4lu/wish/197708439 Should there be a set of overarching skills in the new primary curriculum?
What's the relationships between overarching and subject-specific skills?
Question over the workability of multiple sets of skills???
Subject-specific skills will be embedded in learning outcomes alongside knowledge, values, attitudes and dispositions. 
Junior Cycle specs show a teacher which key skills are supported in that particular subject. The specs also show which key skills are not supported in a given spec. Helpful to a teacher. 

Need to define terms such as skills, dispositions, competences - and look at how we can articulate these in a way that is workable for teachers

The language of 'competences' isn't currently commonplace in early childhood

The new PLC and PMC specs have skills set out. Do we continue in this vein in other subjects/areas?

Is there a danger that if we concentrate solely on overarching skills/competences, that we could lose some of the richness and essence of individual subjects, e.g., history, science, visual arts

Lot of richness in the current PSC but there is room for greater clarity around what's common across the subjects/areas. 

Would be helpful top have a set of high-level skills which we take cognisance of in developing any/all subjects/areas. 

In the new curriculum, skills will be incorporated into the learning outcomes

The GMGY curriculum development experience and model is a useful model when thinking about how a set of key skills might be used

Having a set of key skills could serve as a practical and helpful framework for teachers in planning and designing learning experiences. 

 Principles of the curriculum need to be fore-fronted within the curriculum and within CPD

Would the key skills be the same in the junior end as well as the senior end? NCCA's work in mapping Aistear's themes with Junior Cycle and Senior Cycle key skills ..... significant level of similarity. How different would key skills be at primary? 

In order to identify what is it that chn need to come out of primary school with? This could be hugely helpful in identifying and developing the key skills for primary education. 

Continuity from EC to primary, to JC to SC is critical. Alignment is important ...

A key set of skills - you'd expect 

Need to remain conscious of the fact that very young children are in primary school ... many of them, currently, don't have what could be referred to as 'an early childhood learning experience'. 

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Group 2:
Skills follow from aims, it is important to have these developed and clear, connected to the philosophy of education you position yourself in

Disciplinary skills have a richness to them......role of historian, etc. 

Overarching skills add clarity for teachers, with a clear connect across disciplines

Would skills change from themes/areas/subjects? Should transverse

Key skills for teachers? Do we need to discuss these? Mapping of teachers skills onto what they are being asked to do. CPD?

Are they going to be skills? Dispositions? Competencies? Statements? Whatever we develop the themes/areas/subjects need to speak to these.....adds clarity for teachers and richness to learning. 

We need to be very careful of what we are letting go of, when we lose disciplinary skills. Pairing back the curriculum is difficult, easier to add material. 

If schools were to pilot some of this, certain skills may emerge that we never thought of......an emerging curriculum. Learning from schools and teachers 

Backward design, focus on aims, overarching embedded principles and skills.....and then develop your specifications in line with these. 

Embedded skills in Junior Cycle have been key for children with SEN.

Being overly prescriptive with your skills development can be problematic. Need to have a focus but also leave it open for authentic learning 

Current Primary Curriculum is missing the coherence of Aistear and Junior Cycle. 

Primary Priorities work is useful to frame our work. Background research papers will help. Audit of jurisdictions, but also engage with schools and teachers here. 

Asking 'what's not working in the PSC?' Important for teacher to be able to express this. 

Parental and public understanding of what we are doing and want to achieve? 

ITE's are very important in working through a lot of this. Expert group from Ireland to have these conversations. 

Change management is extremely important. A need to reflect the environment of change in Ireland. What structures need to be in place for the next 5 years to ensure we more practice? Work with DES, PDST and ITEs early. 

Smarter way to do education and Wellbeing, where children thrive can also achieve academic excellent.....both/and not either/or! 

How can we get the key messages we need into the national conscious? To enable primary teachers to move from their traditional roles. Enable teachers to be brave, move away from the textbook, take risks, stand over practice, etc.

Teacher engagement is critical. Illustrative examples and supports early in the process.



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