The Redevelopment of the Primary Curriculum - Document Summary

The next steps in the new curriculum rollout were published today. There was also a document specifically for FAQs about MFL. I've linked both docs below. Timeline and details summarised below.

Documents

• Primary Curriculum Communication
• MFL FAQs

Key Points

• Moving away from the support days per subject approach when the 1999 curriculum was brought it, the NCCA have gone with a sustained approach over the longer term.
• Some really positive moves in terms of making changes sustainable with appropriate supports.
• It should be a re-assuring read for school leaders or anyone worrying about the new curriculum.
• The process of introduction of the new specifications will take at least 6 years.
• 5 new specifications to be published in September 2025. Toolkits being developed alongside them
• Mention of funding, similar to the STEM/Arts grant we got last year. No figures, budget dependent.

What next?

• Next year is a new curriculum 'pause' year. There is no requirement to engage with any of the 5 new specifications (Arts, Wellbeing, SEE, STE, MFL).
• Next year schools will engage with the primary curriculum framework document, with support. I'll outline what the supports look like below.
• From 26/27, each school will choose which specification to look at next from the 5 specifications. They decide based on their own school context. They look at that specification over 2 years, will full implementation in the school required in year 2. (Interested in seeing more info on this, I'm picturing a PIEW model style approach with one spec being piloted while one is embedding but we'll have to see what they say there).
• New child protection guidelines will have to be engaged with in Term 1 25/26. New training for DLPs and DDLPs and a school closure day.

Supports & Practicalities

24/25

• A video for school leaders on the framework and supports to come

25/26 - Introductory Year

• 3 school closure days total
• 2 days facilitated by Oide on the primary curriculum framework, one in Term 2, one in Term 3.
• 1 day on the new Child Protection Guidelines (imminent)
• Webinars/drop-in clinics and in school support for school leaders

26/27

• In-school and online support for school leaders on leading change
• Full day in-person training for school leaders on leading curricular change
• Full day training (up to 3 people) on leading the MFL introduction
• Two Oide facilitated whole school closures - one following on from previous year, one focused on languages and MFL(supported by PPLI resources)
• In school support from Oide - for one curricular area. Schools apply for support in their preferred areas. Up to 3 school visits for bespoke support, per year for that curricular area.

27-29

• Oide to continue to provide in-school support including on a whole school basis. No detail on what that looks like.
• PPLI to continue supporting for language teaching upskilling.

29 onwards

• Support continues but no mention of whole school basis. This may depend on how the roll out is going.

Thoughts

Some real positives in the approach to the new curriculum. The model of slow and steady implementation with sustained support is how real change gets embedded. The NCCA and Oide must have pushed very hard for the levels of time involved and the supported closures over years. There will be bumps in the road with the changes, and there are certainly parts I don't love, but as curriculum change goes the approach is solid and there's exciting times ahead too. In particular the pause year next year for people to really get to grips with the framework and the principles is a wonderfully positive move.

There's huge levels of leadership capacity needed to effectively lead curriculum change, from Principals to leadership teams to teacher leaders. I hope we see high quality support for that aspect of it throughout. That's where the really interesting piece is for me.