The primary school curriculum outlines content and objectives for each curricular area and for all class levels. The curriculum recognises the uniqueness of the child and the importance of developing the full potential of each individual. While content and objectives are outlined for pupils in senior classes, due allowance for individual differences, a key principle of the curriculum, is stressed. Consequently, a single set of targets and objectives to be achieved by all pupils leaving primary schools is not set.
One of the functions of primary education is to prepare children for education at second level, and the importance of this function is emphasised in the general aims of the revised primary curriculum. These general aims refer to the importance of ensuring consistency of approach between the primary curriculum and the junior cycle curricula, and the importance of communication between schools at both levels.
I am satisfied that primary schools and teachers, in implementing these aims, will ensure that all relevant information on pupil achievement is conveyed to their counterparts at second level. The present approach to assessment at primary level is that a mixture of teacher-designed and standardised tests is given to pupils, including those leaving primary schools. Some schools also compile portfolios of each pupil's work. Practical arrangements for the transfer of information on pupils and the level of that information are matters that are left to the managements and staffs of primary and second-level schools at local level. In addition, I would encourage all parents and guardians whose children may be encountering educational problems to bring their concerns to the attention of the school authorities when enrolling children at second level.
A significant feature of the primary school curriculum is the central position given to assessment in the teaching and learning process. Each subject in the curriculum contains a statement on appropriate assessment procedures and their use. The vast majority of primary schools use standardised, norm-referenced tests from first class onwards. Such tests identify pupils with difficulties and low achievements in literacy and mathematics. Pupils so identified are referred to the learning support teacher for further diagnostic testing and remedial teaching. Pupils with more serious difficulties are referred for psychological assessment. I am satisfied that in these ways educational problems are being identified earlier than in the past and that steps are being taken to deal effectively with them.