Current Issues in Irish Primary Education, Plus Teaching Jargon and Acronyms Explained!

Last updated: July 2026

Irish primary education is constantly evolving. New policies, circulars, CPD initiatives, and terminology seem to emerge every week, making it difficult for teachers to stay up to date—especially when preparing for job interviews or taking on new roles.

This blog post provides a concise, regularly updated overview of the key ideas, policies, current issues, acronyms, and jargon in Irish primary education. It is designed to support teachers applying for jobs (particularly for interview preparation), school leaders, and anyone who simply wants to stay informed about what’s happening in Irish primary education! 

Recent Developments in Irish Education

What is Bí Cineálta?

Bí Cineálta is the updated anti-bullying procedures for both primary and post-primary schools in Ireland, introduced in 2024. Grounded in a child-rights and whole-school approach, it encourages every member of the school community—teachers, SNAs, students, parents, caretakers, and boards—to actively promote a culture of kindness and vigilance.

Key elements of Bí Cineálta include:

• A clear definition of bullying, including identity-based, racist, sexist, sexual, and cyberbullying

• The requirement for accessible, student-friendly anti-bullying policies to be displayed

• Emphasis on supervision of ‘hidden’ areas in the school

• Promotion of proactive ‘telling’ cultures

• A follow-up review within 20 school days after any incident

• Mandatory anonymised reporting to the Board of Management

• Annual whole-school reviews feeding into national data collection

Is Aistear Still Used in Primary Schools?

In 2023 the Primary Curriculum Framework was published. On page 25 it states that Aistear applies to the Early Childhood Care and Education Sector, and the Primary Curriculum Framework (PCF) applies to primary schools. This means that Aistear is not applicable to primary schools.

However, Aistear and the PCF are closely aligned, especially in their emphasis on play-based learning and smooth transitions from preschool to primary school. The PCF states that playful and engaging learning experiences should feature throughout the school day for all class levels—not just infants. These experiences may include:

• Child-led play (free play)

• Teacher-led playful activities

• Collaborative play between teacher and pupils

What is Preparation for Teaching and Learning?

In May 2026, the Department of Education and Youth published updated guidance titled Preparation for Learning, Teaching and Assessment: Updated Guidance for all Primary and Special Schools. It replaces the earlier 2021 guidance and reflects the Primary Curriculum Framework and the redeveloped Primary School Curriculum.

Preparation is understood as an ongoing and responsive process that takes place before, during and after teaching. It includes the professional thinking, decisions and actions teachers use to support children’s learning and progression.

The guidance recognises three interconnected forms of preparation:

• Invisible preparation – professional thinking, reflection, decision-making and knowledge of the children.
• Visible preparation – the learning environment, resources, interactions and teaching approaches evident in classroom practice.
• Recorded preparation – useful records that support learning, teaching and assessment, such as long-term and short-term preparation, timetables and the cuntas míosúil.

Preparation should be purposeful, practical and useful to the teacher. The guidance emphasises quality rather than quantity and recognises teachers’ professional judgement and agency.

Teachers’ preparation is informed by three interconnected pillars:

• Knowledge of the children and their prior learning.
• Knowledge of the curriculum.
• Knowledge of pedagogy.

Assessment is integral to this process, as information about children’s learning helps teachers identify appropriate next steps and Focus(es) of Learning.

You can read a more detailed summary in my full blog post here.

What is LAOS?

This refers to the Department of Education Inspectorate’s Document “Looking at Our School 2022: A Quality Framework for Primary Schools and Special Schools”. It provides a set of standards by which schools can consider how well they are performing in relation to teaching and learning, as well as leadership and management. It is to be used by schools as part of their School Self Evaluation. It is also used by inspectors when they monitor and report on schools, and when appointing teachers to leadership positions in school. As per circular 0044/2019 for Assistant and Deputy principal interviews, the successful candidate shall be chosen based on four competencies which are aligned to the framework. There is also a version for Post Primary Schools.

What is SSE?

School Self-Evaluation (SSE) is a collaborative, inclusive and reflective process through which a school reviews aspects of its own practice and identifies ways to improve pupils’ learning and experiences. It involves gathering evidence from a range of sources, reflecting on strengths and areas for development, and agreeing actions for improvement.

Schools generally record the outcomes of the process in a short School Self-Evaluation Report and Improvement Plan, which outlines the priorities, targets and actions agreed by the school community.

SSE follows a six-step process:

1. Identify the focus.
2. Gather evidence.
3. Analyse and make judgements.
4. Write and share the report and improvement plan.
5. Put the improvement plan into action.
6. Monitor actions and evaluate their impact.

Schools use Looking at Our School to support reflection and evaluation. SSE is intended to be an ongoing process of school improvement rather than a once-off exercise.

The most recently published national cycle was set out in School Self-Evaluation: Next Steps, September 2022–June 2026. As further guidance may be issued for the next phase, teachers preparing for interview should also be familiar with their own school’s current SSE priorities and improvement plan.

What is wellbeing in primary schools?

Wellbeing in schools is about creating a safe, inclusive and supportive environment in which children can learn, develop and flourish. The Department’s Wellbeing Policy Statement and Framework for Practice describes wellbeing through interconnected qualities such as being active, responsible, connected, resilient, appreciated, respected and aware.

Wellbeing promotion is a whole-school responsibility. It is supported through:

• The school’s culture and environment.
• High-quality learning, teaching and assessment.
• Positive relationships and partnerships.
• School policies, planning and support systems.

Schools have used the School Self-Evaluation process to review and develop their approaches to wellbeing. The Department is currently reviewing the existing Wellbeing Policy and developing an updated policy and implementation plan.

Wellbeing is also one of the five areas of the redeveloped Primary School Curriculum. It incorporates Physical Education and Social, Personal and Health Education and reflects the interconnected physical, social, relational, emotional and spiritual dimensions of children’s wellbeing.

Oide and the Department provide professional learning, guidance and resources to support whole-school wellbeing promotion.

What is “Working Together”?

“Working Together 2024 – Ag Obair le Chéile” is the updated framework for collaboratively handling employment and workplace disputes in Irish primary schools, co-created by INTO alongside key national patron bodies (CPSMA, Educate Together, Church of Ireland, Muslim Education Board, NAMBSE, etc.). The original document, dating from 2000, was comprehensively reviewed over two years to align with contemporary legislative and school-sector developments. The revised procedures—which became effective for the 2024/25 school year—emphasise consistent, fair prevention strategies, early-stage workplace issue resolution, and the promotion of positive working relationships between staff and management. School boards are urged to adopt and circulate the updated document in both English and Irish as soon as possible.

What is Disciplinary Literacy?

In a 2019 NCCA publication, Professor Timothy Shanahan recommended that there should more of a focus on something called “disciplinary literacy” in the Primary School Curriculum.

Disciplinary literacy basically refers to the ways that reading, writing and oral language are used in specialist ways within an academic subject. For example, the discipline of science has specific vocabulary, and scientific texts have specific features, that are unique to that subject. 

The basic premise here, is that once children have acquired basic literacy skills, teachers at primary school level should push children to broaden their literacy skills so that they learn subject specific ones, for instance how to read and speak about primary source texts in History rather than relying on a publisher’s text book.

What is Digital literacy?

Digital literacy is the ability to use digital technologies confidently, critically, creatively and responsibly. It includes finding and evaluating information, communicating and creating content, protecting personal information, behaving safely online and understanding how digital technologies affect individuals and society.

The Digital Strategy for Schools to 2027 aims to embed the effective use of digital technologies across learning, teaching and assessment. It also emphasises digital competence, inclusion, online safety, infrastructure and digital leadership.

Digital literacy is also supported through the redeveloped Primary School Curriculum. Being a Digital Learner is one of the seven key competencies, and digital learning is relevant across all curriculum areas.

What are ITE and Céim?

Initial Teacher Education (ITE) is the term now used to describe teacher training. It includes both undergraduate and postgraduate programmes that lead to a recognised teaching qualification for primary or post-primary schools in Ireland.

All ITE programmes must be accredited by the Teaching Council. They must also align with Céim, a Teaching Council policy document published in 2020. Céim outlines the professional standards and programme requirements that all ITE providers must meet. It places a strong emphasis on reflective practice, inclusive education, professional collaboration, and school-based learning experiences.

What is Cosán?

Cosán (meaning “pathway” in Irish) is the Teaching Council’s national framework for teachers’ professional learning. It was published in 2016 and is designed to recognise and support teachers’ learning throughout their careers—not just through formal CPD, but also through informal, school-based, and self-directed learning.

While Cosán has not yet been fully implemented, it signals a move towards a more structured and reflective approach to professional development. In future, it is likely that teachers’ engagement in professional learning will become a condition of continued registration with the Teaching Council.

You can read more about Cosán on the Teaching Council website here.

Is it the Department of Education or the Department of Education and Skills?

Since its establishment in 1924, the Department responsible for education has undergone several name changes:

• 1997: Renamed Department of Education and Science

• 2010: Changed to Department of Education and Skills

• 2020: Reverted to Department of Education

• 2 May 2025: Became the Department of Education and Youth, when youth-related responsibilities were transferred from the Department of Children, Equality, Disability, Integration and Youth 

So as of May 2025, the correct and current name is the Department of Education and Youth. It may revert again in the future, but this is the official title for now!

What is Oide?

Oide is a new support service for teachers and school leaders in Ireland, launched on September 1, 2023, and funded by the Department of Education. It brings together the expertise of four existing support services into a single, integrated organisation to provide enhanced professional development and support. These services are:

1. Centre for School Leadership (CSL): Focused on leadership development for current and aspiring school leaders.
2. Junior Cycle for Teachers (JCT): Provided support for implementing the Junior Cycle curriculum.
3. National Induction Programme for Teachers (NIPT): Supported newly qualified teachers during their induction phase.
4. Professional Development Service for Teachers (PDST): Delivered professional learning and development in various areas, including literacy, numeracy, and digital learning.

Where do things currently stand with Croke Park hours?

The requirement for primary teachers to complete 36 Croke Park hours per year originated under the Croke Park Agreement during the financial crisis. The aim was to increase efficiency and reduce costs in the public service. Under this agreement, outlined in Circular 0008/2011, teachers were expected to undertake additional duties outside of regular classroom teaching time—duties that had previously required early closures, such as staff meetings and CPD.

The use of these hours was later reviewed and adjusted under:

• The Haddington Road Agreement – Circular 0052/2014

• The Lansdowne Road Agreement – Circular 0042/2016

As of now, the 36 hours remain in place, but with one key update:

• 10 hours can be used for individual planning and development work (not necessarily on a whole-school basis), subject to approval by school management.

• The remaining 26 hours are to be used for whole-school activities such as:

  • School planning

  • Staff meetings

  • In-school CPD or induction

  • Pre- and post-school supervision

  • Policy development

  • Nationally planned in-service

  • School-arranged training

These hours must be scheduled outside of normal tuition time and spread over the 183 school days, typically in blocks of 1–3 hours. However, if there is staff consensus, a portion of the time may be combined into up to two full days outside the standard school calendar.

The circular also emphasises that there should be consultation at school level about how to use the 26 hours most effectively. In practice, this means school staff and leadership should work together to agree on how the hours are allocated based on the needs of the school.

What is Education for sustainable development (ESD)?

In June 2022 ESD to 2030 was launched. It is the second National Strategy on Education for Sustainable Development. ESD aims to ensure that by 2030 “all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development” (SDG 4.7).

ESD has and will continue to be integrated into the curriculum across all levels of the education sector and into school inspection and quality assurance processes. It has also been integrated into initial teacher education and CPD on it will continue to be offered. Resources have been made available on scoilnet.ie. Sustainable design, energy efficiency and retrofitting are now key elements of educational infrastructure.

Global Trends in Educational Approaches

What is restorative practice?

Restorative practice is a relationship-based approach to resolving conflict and managing behaviour. It focuses on repairing harm, rebuilding trust, and teaching social-emotional skills such as empathy and accountability.

Key features:

• Emphasises communication and mutual understanding

• Encourages pupils to take responsibility and work towards solutions

• Promotes a whole-school culture of fairness and respect

Oide offers CPD and in-school support to help schools embed restorative approaches effectively.

What is trauma informed practice?

Trauma-informed practice recognises how traumatic experiences can affect a child’s development, learning, and behaviour. It focuses on creating a safe, predictable, and supportive learning environment where all children feel secure and valued.

Core principles include:

• Prioritising emotional safety and connection

• Responding with empathy and consistency

• Understanding that challenging behaviour may be a sign of distress

• Helping children regulate their emotions and build resilience

Trauma-informed strategies benefit all children, not just those known to have experienced trauma.

What is a Nurture Room?

A nurture room is a targeted, short-term intervention for children with social, emotional, and behavioural needs that affect their ability to learn in a mainstream classroom.

Key points:

• Typically staffed by two trained adults and supports up to 12 children

• Offers a warm, structured, relationship-focused environment

• Helps pupils build confidence, communication skills, and emotional regulation

• Designed to enable successful reintegration into the mainstream class

Nurture rooms originated in the UK and are becoming more common in Irish schools. You can learn more from this RTE Radio 1 feature or this Irish Times article.

Emotion coaching is an evidence-based strategy used to support children during emotionally intense moments. It helps children learn to understand and manage their feelings and behaviours.

Steps typically include:

1. Recognising the child’s emotional state

2. Validating their feelings

3. Listening with empathy

4. Problem-solving together

5. Setting clear limits on inappropriate behaviour

NEPS recommends emotion coaching, and CPD is available. A short introductory video from Emotion Coaching UK is available here. 

What is relational pedagogy?

Relational pedagogy is an approach to teaching that prioritises strong, caring, and consistent relationships between teachers and pupils. It is built on the understanding that emotional security is foundational for learning.

Benefits of relational pedagogy include:

• Improved behaviour and emotional wellbeing

• Increased engagement and motivation

• Enhanced academic success

This is especially important post-COVID, as many children continue to feel the social and emotional impacts of disrupted schooling. A useful reference is Relationship-Based Pedagogy in Primary Schools by Nicki Henderson and Hillary Smith (available from Easons.com)

What is culturally responsive teaching?

This is a pedagogical approach which aims to connect students’ cultures, languages and experiences with their learning at school. It boosts leaning outcomes for children with EAL and from minority backgrounds as it focuses on what children bring to the classroom rather than what they don’t know, and gives them a sense of belonging in the classroom.

What is student voice and pupil participation?

Student voice and pupil participation involve actively including children in decisions that affect their learning and school life. This is rooted in Article 12 of the UN Convention on the Rights of the Child, which states that children have a right to express their views and have them considered based on age and maturity.

In Irish education, the concept is gaining ground. The NCCA has explored student voice at post-primary level, while the 2022 Looking at Our School (LAOS) framework places increased focus on pupil participation in primary schools. Under Domain 4, one standard requires schools to “promote and facilitate the development of pupil participation, pupil leadership and parent participation.”

Examples include class discussions, pupil councils, feedback on learning, and involvement in school initiatives—all supporting a more inclusive and responsive school culture.

What is dialogic teaching?

Dialogic teaching is an approach that places purposeful, interactive talk at the centre of classroom learning. Rather than simply delivering content, the teacher engages students in rich dialogue—encouraging them to ask questions, explain their thinking, and build on each other’s ideas.

This method supports oral language development, deepens understanding, and promotes critical thinking. It also fosters strong classroom relationships and contributes to social and emotional wellbeing.

Dialogic teaching is grounded in research and is increasingly promoted through CPD courses and education centre workshops. There are also several well-regarded books available on the topic for teachers interested in exploring it further.

What is the “gamification” of learning?

The term “gamification” means including video game design and game elements such as acquiring points, or going up a level, into traditionally non-game contexts.

“Gamification of learning” refers to the integration of such game elements into the learning experience to increase student engagement and motivation. This can include points, badges, leaderboards, and other rewards to incentivize progress and achievement.

Gamification is commonly used in apps for learning, but it can also be applied to a classroom context. An example is to use a classroom-wide game that encourage teamwork and problem-solving, for instance the teacher could divide the class into teams and give them a challenge or problem to solve within a certain timeframe. Each team could earn points for completing the task successfully and working collaboratively.

Gamification is used to make learning more fun, and it can help to develop important skills such as critical thinking, communication, and teamwork.

There are many elements to gamification that can be applied to the classroom content. While it can be a useful methodology, caution should be taken to avoid the overreliance on the performance based elements such as points, as more and more such approaches are recognised as being coercive and not conducive to developing intrinsic motivation to learn.

Special Educational Needs (SEN)

What is the NEPS?

The National Educational Psychological Service (NEPS) provides publicly funded psychological support to primary and post-primary schools across Ireland. Its role is to support students’ learning, behaviour, and social and emotional development.

There are approximately 180 NEPS psychologists in the country. Each one is assigned to a group of schools and works in partnership with school staff. NEPS operates using a consultative model. This means psychologists primarily work by supporting and advising schools on how to help pupils, rather than working directly with students in most cases.

NEPS psychologists may carry out psychological assessments (e.g. for specific learning difficulties), but capacity is limited. As a result, not every child referred will receive direct assessment.

NEPS also provides schools with a range of resources, including:

• Guidelines for supporting students with special educational needs

• Resources on crisis response and wellbeing

• Information leaflets for parents and teachers

These materials are available through the NEPS section of the gov.ie website.

What is the NCSE?

The National Council for Special Education (NCSE) is a statutory body that supports schools and families by coordinating resources and services for children with special educational needs (SEN). Its responsibilities include:

• Allocating resources such as Special Education Teacher (SET) hours, Special Needs Assistants (SNAs), and Assistive Technology

• Managing exceptional review applications where schools believe their current support levels are insufficient

• Publishing policy advice and research on special education

• Providing professional development for teachers (formerly via the Special Education Support Service, SESS)

• Employing Special Educational Needs Organisers (SENOs) to liaise with schools, parents, and the HSE

However, in recent years, many schools have reported delays due to vacant SENO positions and inconsistent communication.

One of the NCSE’s most controversial publications was a 2019 policy advice paper, which suggested that Ireland consider phasing out special schools and classes in favour of a fully inclusive model—sparking strong debate across the sector.

What is the frontloading allocation model?

The frontloading model is the current method for allocating Special Education resources in Irish schools. It was introduced for Special Education Teachers (SETs) in 2017 and was originally due to be extended to Special Needs Assistants (SNAs) in 2020/2021. However, full implementation for SNAs has been repeatedly deferred. For example, Circular 0049/2024 confirmed that schools would retain their existing SNA allocations for the 2024/2025 school year.

Under the old model, schools applied to the NCSE for SNA support and resource teaching hours based on individual student diagnoses. Resource teachers supported pupils with a diagnosis, while learning support teachers worked with those without one. These roles later merged into the SET model.

Previously, a child could only receive SNA access with a formal diagnosis and a professional recommendation (e.g., from a psychologist) confirming care needs. SNAs were assigned to individual children and hours were set out by the NCSE.

Under frontloading, schools receive a block allocation of SNAs and SETs based on a school profile. The school leadership then decides how to allocate support based on pupil needs. This shift gives schools more flexibility and removes the need for time-consuming applications.

Benefits of the frontloading model:

• Support can be given without a formal diagnosis

• Removes delays caused by waiting for professional reports

• Reduces administrative workload for schools

Challenges of the model:

• Some schools receive insufficient SET or SNA allocations

• Exceptional review applications are time-consuming and often unsuccessful

• Principals must make difficult decisions about how to divide limited support

• Schools must explain decisions to parents, who may expect more individual access

Although the official rollout of SNA frontloading is deferred, in practice many schools are already applying its principles. They no longer apply for individual SNA support and must make internal decisions about access, despite lacking the promised additional professional supports (e.g., SLTs, OTs).

What does Continuum of Support (CoS) mean?

The Continuum of Support is a framework created by the Department of Education to help schools identify and respond to pupils’ needs, particularly within the SET allocation model introduced in 2017.

It recognises that special educational needs vary in severity and duration. The goal is to ensure that pupils with the greatest need receive the most support, using a staged, flexible approach based on three levels:

1. Classroom Support

This level applies when a pupil is not responding adequately to standard classroom differentiation. The class teacher:

• Consults with parents and the child (if appropriate)

• Sets a small number of clear learning targets

• Documents a simple support plan

• Implements strategies for an agreed period, followed by review

2. School Support

At this level, a SET becomes involved. They:

• Conduct further observations or assessments

• Collaborate with the class teacher and parents to set targets

• Provide in-class or withdrawal support

• Complete formal documentation

• Review progress after an agreed period

3. School Support Plus

This is the highest level of intervention. It involves:

• A more comprehensive assessment, possibly with external agency involvement

• A detailed support plan drawn up by the SET, in collaboration with parents, the class teacher, SENCO, and professionals (as relevant)

• Regular reviews of the plan and its effectiveness

A formal diagnosis is not required at any level, although involvement from psychologists, therapists, or other professionals may be appropriate at School Support Plus.

For further guidance, including examples and templates, refer to Guidelines for Primary Schools Supporting Children with Special Educational Needs in Mainstream Classes. 

Is the Total Inclusion Model Coming to Ireland?

In 2019, the NCSE recommended that Ireland consider moving towards a fully inclusive education system. This would involve the eventual phasing out of special schools and special classes, with all children—including those with complex needs—being educated together in mainstream settings with appropriate support.

The NCSE cited the example of New Brunswick, Canada, as a model of full inclusion and questioned whether Ireland’s current system of segregated provision may breach the UN Convention on the Rights of Persons with Disabilities. This recommendation prompted strong concern and criticism from schools, teacher unions, and parent advocacy groups, who feared a reduction in specialised support for children with significant needs.

The final policy advice was delayed but eventually published in January 2024 under the title An Inclusive Education for an Inclusive Society. It includes seven recommendations aimed at progressing towards full inclusion by ensuring all children can attend their local schools, while highlighting the need for adequate resources and professional supports before such a shift can be realised.

In a 2021 statement, NCSE CEO Teresa Griffin acknowledged that Ireland’s education system is not yet ready for full inclusion, and many schools continue to advocate for maintaining a continuum of provision, including special classes and schools.

What is the School Inclusion Model (SIM)?

The School Inclusion Model (SIM) is a pilot programme run by the NCSE since the 2018/2019 school year. It has been trialled in 75 schools and 75 early learning centres. Its goal is to strengthen schools’ capacity to support all children with special educational needs.

SIM includes several key elements:

• Access to in-school therapy supports (such as speech and language and occupational therapy)

• Additional support from psychologists

• Enhanced training for SNAs

• Integration of the SNA frontloading model

The programme was paused during the pandemic but has since resumed. However, implementation has been limited due to significant shortages of occupational therapists (OTs) and speech and language therapists (SLTs).

One of the main criticisms of SIM is that children do not receive direct therapy. Instead, therapists assess pupils and recommend programmes, which must then be delivered by teachers or SNAs. There are also concerns about the adequacy of staffing if SIM is rolled out nationally.

A concise summary of the SIM pilot can be found here. 

What are “Behaviours of Concern”?

The term “behaviours of concern” is increasingly being used instead of “challenging behaviour.” Both refer to behaviours that may pose a risk of harm to the individual or others, but the shift in terminology reflects a broader change in philosophy.

The older term is often linked to crisis management approaches that imply the problem lies within the child. In contrast, “behaviours of concern” suggests a more compassionate and proactive stance, focusing on how the environment and supports can be adjusted to meet the child’s needs.

As Chan et al. (2012) note, the term encourages support-focused responses rather than framing the behaviour as a problem the child must fix. This change aligns with trauma-informed and relationship-based approaches.

You can read the full article: Is it Time to Drop the Term ‘Challenging Behaviour’?, Learning Disability Practice, 15(5), pp. 36–38. here.

What is a CDNT?

Children’s Disability Network Teams provide interdisciplinary support for children and young people (0–18 years) with complex needs. These are defined as needs that cause significant difficulty in daily functioning and participation in age-appropriate activities.

Key features of CDNTs:

• Children are referred based on address to the team covering their geographical area

• Teams include a range of professionals such as occupational therapists, physiotherapists, psychologists, and speech and language therapists

• The team works in partnership with families to develop goals and provide appropriate interventions

Children with non-complex needs access support through primary care or, in mental health cases, through CAMHS.

What is Universal Design for Learning (UDL)?

It is educational framework designed to make learning accessible to all students, regardless of their diverse needs and learning styles. It involves proactively creating instructional materials, methods, and assessments that cater to a broad range of learners from the outset. For more information, see our UDL blog post. 

What is heterogeneous group work? Should children be grouped by ability for in-class support/ team teaching?

Heterogeneous group work refers to a teaching strategy where students of varying abilities, backgrounds, learning styles, or other diverse characteristics work together in the same group. The goal is to encourage collaboration, peer learning, and diverse perspectives. There is significant evidence that grouping children by ability is harmful. I have a story hi-light on my Instagram page where I showcase some of the recent studies in this area. 

 

The Guidelines for Primary Schools on Supporting Children with SEN in Mainstream Classes recommend the use of heterogenous group work, as opposed to homogeneous group work ( See p. 23 “Role of the Class Teacher”). 

What is Section 37A?

Section 37A is an amendment to the Education Act 1998, introduced in 2018. It gives the Minister for Education the legal authority to direct a school to open a special class where there is a shortage of suitable school places for children with complex needs.

This provision was used for the first time in 2019 and has since been applied on several occasions, particularly in areas where there is a significant shortfall in special class and special school placements.

In June 2022, the Irish Primary Principals’ Network (IPPN) and the INTO issued a joint statement raising concerns about how Section 37A was being implemented. They stated that the use of this power represented a shift away from the previously collaborative and consultative relationship between the Department, its agencies, schools, and education partners.

Their statement followed public comments by then-Minister of State for Special Education, Josepha Madigan, who named four Dublin schools in the media and criticised their level of engagement in relation to opening special classes. The IPPN and INTO described this as “ill-informed, ill-advised and ill-judged,” stating that the schools involved had in fact engaged with the Department and had raised legitimate concerns about the resources needed to support children with additional needs effectively.

Curriculum Reforms

Redevelopment of the Primary Curriculum

The primary school curriculum has been redeveloped by the National Council for Curriculum and Assessment (NCCA). An information leaflet for schools was published in 2019. A draft version of the proposed new curriculum was published in 2020 for consultation purposes. The consultation phase ended in early 2022 after being delayed due to the pandemic.

   

As part of this redevelopment, the Primary Language Curriculum was published in 2015, and revised in 2019. The Primary Mathematics Curriculum was published in 2023, and schools began using it in 2024. Final versions of the remaining subject specifications were published September 2025.  

The redeveloped curriculum looks very different to the 1999 curriculum. It seeks to develop 7 “Key Competencies” in children. These key competencies will be embedded across all curricular areas from Junior Infants – 6^th Class.

There are 5 curriculum areas, as pictured, as well as the patron’s programme. From 3^rd class onwards, the curriculum areas become more defined into subjects.

There are major changes to the time allocations which are presented in 2 categories. There is a minimum weekly time allocation for Language, mathematics, and wellbeing. There is a monthly minimum curriculum time for Science and Technology Education, Social and Environmental Education, and Arts Education.

There is also  “Flexible Time” which will give monthly time allocations which the school can decide to allocate based on its own priorities. 

What is the Primary Curriculum Framework (PCF)?

In March 2023 a new framework for the curriculum at primary level was launched. The framework is a document which sets out the purpose structure and content for the redeveloped primary curriculum for primary and special schools. The redeveloped curriculum will be guided by the vision and principals set out in this document.

You can access the Primary Curriculum Framework here or read our summary blog post here. 

What is the Action Plan for Irish in English-Medium Schools?

The Action Plan for Irish in English-Medium Schools was published in November 2025 to support more effective teaching, learning and use of Irish in primary and post-primary schools that teach through English.

It places particular emphasis on developing pupils’ oral language skills and is organised around four main areas:

• Fostering positive attitudes towards Irish.
• Increasing the use of Irish.
• Supporting all children and young people to learn Irish.
• Providing integrated supports for Irish.

The plan is supported through professional learning, resources and guidance for schools. Circular 0051/2026 provides specific implementation guidance for English-medium primary schools.

 

Other Terms You May Hear

What is a Section 29?

Section 29 of the Education Act 1998 allows parents or guardians to appeal certain decisions made by a school’s Board of Management. These appeals typically relate to:

• The refusal to enrol a child

• A child’s suspension for 20 or more cumulative days in a school year

• A child’s expulsion

This process is particularly relevant in urban areas or in schools that are oversubscribed and cannot offer places to all applicants.

In cases where a school refuses to enrol a child due to lack of places, the parent must first appeal the decision to the school’s Board of Management. If the internal appeal is unsuccessful, the parent can then escalate the matter to the Department of Education under a Section 29 appeal.

The appeal is heard by an independent appeals committee, which will consider the evidence from both the school and the parent. The committee will assess whether the school’s decision was fair, reasonable, and in accordance with its enrolment policy and relevant legislation.

What is Droichead?

The Droichead model of teacher induction which has been available to all Newly Qualified Teachers (NQTs) since the 2018/ 2019 school year. Droichead involves NQTs receiving support from teacher colleagues who are internal to their school and who receive training as a Professional Support Team (PST) that guides and advises the NQT during their induction.

Droichead is process based rather than a single event such as an inspection. Prior to Droichead, NQTs would have to undergo probation which involved passing inspection visits which were carried out by a Department Inspector. This was referred to as “doing the Dip”.

The Teaching Council has set out standards that the NQT must meet in order to complete Droichead. NQTs have to attend cluster meetings once per term which are facilitated by the NIPT, engage in reflective practice, and engage in additional professional learning activities. The PST must also form a joint declaration with the NQT that they have participated in a quality teaching and learning process. For more information, see teacherinduction.ie

What are low threshold/ high ceiling tasks?

This is a term used to describe tasks (usually mathematical) that are designed to be accessible to all students. They are tasks which all students will be able to make a start on, but which also can be extended to a high level with more complexity. The aim is that everyone works at their own level of engagement on the same task. The website nrich.maths.org provides many examples of such tasks.

AKA: Low-Floor, High-Ceiling Task (LFHC)

What is teacher collective/ collaborative practice?

This is one of the domains within the dimension of “Learning and Teaching” in the LAOS framework. “Teachers’ collective/ collaborative practice relates to the ways in which teachers work together to improve provision for pupils. It refers to how teachers learn from each other’s expertise and how they interact with each other to reflect on their own practice. It also refers to the systems that are in place to enable them to discuss pupils’ learning, and to share knowledge, ideas and resources.” P.13 Looking at Our School 2022: A Quality Framework for Primary and Special Schools

What is teacher agency?

Teacher agency means the ability to make informed and reflective professional decisions. It relates to a number of areas such as teachers directing their own professional growth and also to making decisions relating to the learning of the children.

What is child agency? / What is agentic learning?

Student agency is where the “children are active in their own learning. Some ways in which they display their agency is by taking the initiative in learning situations, by observing and becoming involved in ongoing events, or by initiating conversations with others.” – Primary Mathematics Curriculum Glossary, p.40. It also means that they have a say about what they learn, and that their interests and ideas are the basis for their learning.

What is distributed leadership?

This is where leadership in a school is shared amongst the staff. It is a model of school management that is promoted by the Department because the running of a complex organisation such as a school involves too much work to be undertaken by a principal alone. The PDST promote this mode of school leadership in all of their leadership training courses. The LAOS Document states that in highly effective schools “Teachers are empowered to take on leadership roles and to lead learning”. Circular 0044/2019 states that “Assistant Principals work in teams in collaboration with the Principal and/ or Deputy Principal” and have shared responsibility for appropriately defined areas such as learning

Controversial Issues

What is a Flourish and why is it controversial? 

Flourish is a Relationships and Sexuality Education (RSE) programme developed for Irish Catholic primary schools by the Council for Catechetics of the Irish Bishops’ Conference, with support from the CPSMA. It was published in April 2021.

The programme quickly attracted controversy due to its content, which many viewed as discriminatory towards LGBTQ+ individuals, single-parent families, and any family structure that does not include both a man and a woman. As a result, several Catholic schools have publicly stated that they would not implement the programme.

You can view the full programme here.

Language When Speaking About Autism

There has been a lot of focus in recent years on what language is most appropriate when speaking about autism. In the past, the term “Autism Spectrum Disorder” or ASD would have been commonly used, as would person first language such as “child with autism”. Research on the preferences of autistic people indicates that most prefer identify first language i.e., autistic person, as they see autism as a fundamental part of who they are, rather than an aspect of their personality (and certainly not a disorder that they “have”).

When speaking about special classes, the most appropriate term is “Autism Class”, not “ASD Unit” or “ASD Class”. The NCSE guidelines on Setting up and Organising Special Classes state that “Schools are requested to use the term ‘special class’ in preference to the term ‘unit’ which has medical rather than educational connotations.” ASIAM also explain the reason for this well here. 

What is the CAMHS Scandal?

Child and Adolescent Mental Health Services (CAMHS) is a specialist HSE service for young people with mental health needs. In early 2022, serious concerns were raised about prescribing practices in South Kerry CAMHS.

A HSE review found that hundreds of children received inappropriate or risky treatment from a single doctor. Forty-six children were found to have suffered significant harm. The Government committed to a compensation scheme for those affected.

In response, a national audit of CAMHS prescribing practices was launched in July 2022. The final report was expected in February 2023.

What is Reading Recovery?

Reading Recovery is an early literacy intervention designed for children who are struggling with reading and writing after their first year of school. It involves daily one-to-one sessions lasting 30 minutes over a period of 12–20 weeks. These sessions are delivered by a specially trained Reading Recovery teacher.

The programme was developed in New Zealand in 1984 by educational researcher Marie Clay and has since been adopted in many countries around the world. Millions of children have participated in the programme.

Why is Reading Recovery controversial?

While Reading Recovery has been credited with helping many children make short-term gains in reading, some recent research suggests these gains may not be sustained over time.

A central criticism is that Reading Recovery does not place enough emphasis on isolated, systematic phonics instruction—something many literacy experts consider essential for long-term reading success. Without strong decoding skills, it is argued, children may struggle with more complex texts as they progress through school.

In contrast, supporters of the programme point to evidence of its effectiveness, including research cited on the Oide website. The Department of Education continues to fund Reading Recovery in Ireland, and new teachers are still being trained through Oide.

The debate gained wider attention in October 2022 following the release of the podcast Sold a Story, which was highly critical of balanced literacy programmes, including Reading Recovery. This has led to ongoing discussion among educators, with some expressing uncertainty about the best approach to early literacy intervention.

What is school reconfiguration?

Reconfiguration (aka divestment), means transferring the patronage of Catholic schools to a multi-denominational patronage such as Community National Schools or Educate Together. At present 2,750 or 89% of primary schools are Catholic and only 164 or 5% are multi-denominational (see here).

The Government has committed to a target of 400 multi-denominational primary schools by 2030, but this target looks doubtful as only 1 school divested in 2022. The process started 10 years ago, when a report on Patronage and Pluralism in Irish primary schools was published by the then Minister for Education Ruairí Quinn. Reconfiguration has been a slow, difficult and controversial process, and only 13 primary schools to date have transferred their patronage through the Schools Reconfiguration for Diversity process.

The programme for Government prioritises the transfer of patronage to CNS as they are run by state owned Education and Training Boards. This has left other patrons such as Educate Together and An Foras Pátrúnachta unhappy about the lack of choice for parents and that one model is being given priority.

Simon Lewis from Anseo.net has spoken extensively about this on his podcast and I would highly recommend you listen to it if you are interested in this area.  

The Debate over Homework

Homework remains a divisive topic in education, particularly at primary level. While some see it as beneficial, others argue it causes unnecessary stress and lacks clear evidence of effectiveness. Teachers often feel caught between school policy, parental expectations, and their own professional judgement.

Arguments for Homework

• Reinforces and consolidates learning from the classroom

• Keeps parents informed about what their children are learning

• Prepares children for the demands of post-primary school

• Provides one-to-one learning time with an adult at home

Arguments against Homework

• Causes stress for both children and parents, especially in busy households

• Limits time for play, rest, and unstructured learning

• Difficult to differentiate effectively for varying learning needs

• Some parents lack confidence supporting subjects like Gaeilge or maths

• Pupils who might benefit most often receive the least support at home

What does the Research Say?

The research is inconclusive. Some studies report small positive effects, others show none, and some suggest negative impacts on wellbeing (Kohn, 2006; Trautwein & Koller, 2003). The benefits seem to depend on the child’s age, context, and how the homework is designed.

A useful summary of research on this topic is available here. 

Some Acronyms Explained

What is a DLP?

A DLP is the Designated Liaison Person for child protection in a school. Every Irish school must have one, typically the principal, and they are nominated by the Board of Management.

The DLP’s responsibilities include:

• Acting as the first point of contact for any child protection concerns

• Ensuring concerns are reported in line with Children First guidelines

• Referring cases to Tusla or, in emergencies, to An Garda Síochána

• Ensuring their name is displayed prominently near the school entrance

Education Support Centres Ireland (ESCI) is the national coordinating body for the network of Education Centres across Ireland. ESCI plays a key role in supporting teachers’ professional learning.

What is TPL?

Teacher Professional Learning (TPL) refers to the continuous development of teachers’ knowledge, skills, and practices to improve teaching and enhance student learning.

TPL goes beyond traditional CPD courses. It emphasises:

• Ongoing, job-embedded learning

• Reflection on classroom practice

• Collaboration with colleagues

• Engagement with research and professional dialogue

The focus is on meaningful, sustained learning that is directly connected to teachers’ day-to-day experiences, rather than one-off workshops or courses. TPL is a core element of the Primary Curriculum Framework and is central to the vision for high-quality teaching and learning in Irish schools. You will likely hear TPL used instead of CPD more and more. 

What is a PPP?

A PPP is a Personal Pupil Plan, a document outlining a pupil’s specific care needs and how SNA support will be used to meet those needs.

In 2024, the NCSE published a revised Toolkit on the Deployment of SNA Support, which includes an updated template called the Student Support Plan (SSP). This new template replaces the older PPP format in many schools and integrates care needs planning into the wider framework of student support.

The updated approach encourages schools to:

• Plan SNA support as part of the whole-school Continuum of Support

• Align care planning with educational goals and broader pupil needs

• Promote collaboration between class teachers, SNAs, SETs, and parents

While the term PPP is still commonly used in schools, many are now adopting the new SSP format in line with NCSE guidance.

What is the IPPN?

The Irish Primary Principals Network (IPPN) was set up in 1999 as a professional body for leaders in Irish primary schools. The IPPN is recognised by the Minister for Education as an official education partner. It supports principals and deputy principals and acts as a representative for their views. It is an independent, voluntary and not-for profit organisation and works with multiple agencies towards the goal of advancing primary education. For more information, see IPPN.ie

What is PIEW?

It is a planning model for school leaders from the Irish Primary Principals’ Network (IPPN) to help principals manage their workload. It stands for Prioritise, Implement, Embed, Wait.

It helps school leaders to identify and prioritise which initiatives for enhancing the teaching and learning the school will take on. These initiatives might be things like Literacy Lift Off, Zippy’s Friends, improving handwriting/ spellings etc.

The PIEW model operates on a 6-year cycle as follows:

–Prioritise, then pilot the initiatives that the school will take on for 2 years

–Implement the initiatives across the school for 2 years

–Embed into the standard operating procedure of the school for 2 years and

–Wait list other initiatives/ ideas that will be considered in future

What is CLIL?

CLIL stands for Content and Language Integrated Learning. It is an approach to bilingual or multilingual education in which another curriculum subject is taught through a language that is not the school’s primary language of instruction.

In the context of the Primary Language Curriculum in Ireland, CLIL might involve teaching subjects such as visual arts, physical education, or SESE through Irish in an English-medium school. This is different from a Gaelscoil, where Irish is already the main language of instruction across the curriculum.

CLIL supports both language development and subject learning at the same time. It encourages:

• Greater use of Irish in meaningful, real-life contexts

• Integration of language and content to reinforce both

• Increased exposure to Irish beyond discrete Gaeilge lessons

It is viewed as a valuable strategy for supporting Gaeilge neamhfhoirmiúil (informal Irish use) across the school day.

What is PISA?

PISA stands for the Programme for International Student Assessment. It is a global study conducted by the Organisation for Economic Co-operation and Development (OECD) that measures the performance of 15-year-olds in reading, mathematics, and science across participating countries.

The aim of PISA is to evaluate how well education systems are preparing students for real-life problem-solving and critical thinking, rather than simply testing curriculum content.

Ireland has generally performed well in PISA, particularly in reading literacy. However, in the 2009 cycle, Ireland’s results dropped significantly—especially in reading—which prompted concern at national level. In response, the Department of Education launched the Literacy and Numeracy for Learning and Life strategy in 2011, aiming to improve standards in reading and mathematics by 2020.

PISA tests are conducted every three years. By the 2012 cycle, Ireland’s scores had returned to expected levels. In the 2018 assessment, Ireland ranked:

• 8th out of 79 countries for reading literacy

• 23rd for mathematics

• 20th for science

The 2021 round of testing was postponed due to the COVID-19 pandemic and took place in 2022 instead.

What is the ESCI?

The ESCI website is an excellent resource for teachers looking to access online and in-person CPD opportunities. You can search for courses being run by any Education Centre in the country through a single platform.

For example, if you’re interested in trauma-informed practice, simply type “trauma” into the search bar to view all available workshops, webinars, and training sessions.

Visit the ESCI website at: www.esci.ie

What is the OLCS?

The Online Claims System (OLCS) is the platform used by schools to record staff absences and process substitution claims. It is accessed via esinet.ie.

When recording an absence on the OLCS, schools must specify:

• The type of leave (e.g. sick leave, parental leave)

• Whether the leave is substitutable or non-substitutable

• If a substitute teacher was employed, the claim for their payment is submitted through the OLCS

The system is typically used by the school principal, deputy principal, and school secretary.

To ensure substitute teachers are paid on time, all absence records and substitution claims must be submitted and approved by 5.30pm every second Friday, ahead of the next payroll cycle.

Disclaimer

⚠️ The information above is based on my own research into these topics. While I’ve made every effort to ensure it is accurate and clearly explained, I am not an expert in any of the areas discussed.

🧠 The aim of this post is to provide a very brief overview of complex educational issues, helping teachers to stay informed and feel more confident when preparing for interviews or engaging in school discussions.

📚 Many of these topics are nuanced and evolving. For a deeper understanding, I recommend exploring the relevant research, official circulars, Department of Education publications, or expert guidance.

More Resources

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