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School Curriculum

Dáil Éireann Debate, Thursday - 12 November 2020

Thursday, 12 November 2020

Questions (243, 249, 253)

Denise Mitchell

Question:

243. Deputy Denise Mitchell asked the Minister for Education if there are plans to expand the yellow flag programme to all schools throughout the State; and if she will make a statement on the matter. [35823/20]

View answer

Cian O'Callaghan

Question:

249. Deputy Cian O'Callaghan asked the Minister for Education if the framework components of the yellow flag programme will be incorporated into the national education policy; if a strategy will be established on same; and if she will make a statement on the matter. [35980/20]

View answer

Joe O'Brien

Question:

253. Deputy Joe O'Brien asked the Minister for Education if she will consider incorporating aspects of the yellow flag programme into national education policy. [36019/20]

View answer

Written answers

I propose to take Questions Nos. 243, 249 and 253 together.

The role of the school is to provide an appropriate education for all its pupils. A stable, secure learning environment is an essential requirement to achieve this goal. Schools have autonomy in choosing the resources and programmes that best support the work within their own classrooms.

The Yellow Flag programme aims to support primary and secondary schools to become more inclusive of all cultures and ethnicities, celebrate diversity and challenge racism and discrimination. While respecting schools' autonomy to participate in such programmes, my Department has introduced a number of measures to assist schools in this matter.

My Department's ‘Wellbeing Policy Statement and Framework for Practice (2019)' acknowledges that schools provide opportunities to develop friendships and to respectfully encounter diversity and access support structures. The policy promotes the provision of a whole-school approach at both primary and post-primary level to supporting wellbeing, an approach that has been found internationally to produce a wide range of educational and social benefits for individual children and young people, including increased inclusion, greater social cohesion, increased social capital and improvements to mental health.

The Action Plan on Bullying, published in January 2013, sets out my Department's approach to tackling bullying and promoting an anti-bullying culture in schools. It recommended 12 actions that focus on support for schools, teacher training, research and awareness raising and aims to ensure that all forms of bullying including identity based bullying are addressed. National Anti-Bullying Procedures for Primary and Post Primary schools, were published in September 2013 and are being implemented in all 4,000 primary and post primary schools throughout the country. The procedures are designed to give direction and guidance to school authorities and school personnel in preventing and tackling school-based bullying behaviour including identity based bullying amongst their pupils. The procedures make clear that the definition of bullying behaviour includes identity-based bullying such as racist bullying. The procedures require that the prevention of bullying must be an integral part of a school’s anti-bullying policy.

As part of the National Traveller and ROMA Inclusion Strategy 2017-2021 (NTRIS) published by the Department of Justice and Equality, which aims to improve the lives of Travellers and ROMA in Ireland, my Department has commissioned research on the effectiveness of the Department’s Anti-Bullying strategy on experiences of Traveller and Roma Children. The project was developed in consultation with the Traveller representative groups. The research project has commenced and involves engagement with children and their parents and with schools.

My Department will continue to address the areas of anti-racism, identity-based bullying and cultural awareness through a suite of supports including the recently revised Stay Safe Programme and the Continuing Professional Development (CPD) to teachers at Primary and Post-Primary level and in initial teacher education. It will ensure that such programmes enable teachers to deal with teaching and learning needs of all students from all cultural backgrounds and provide support for pedagogical practices that promote inclusion.

In addition, curriculum at both primary and post-primary aims to foster inclusivity where equality and diversity are promoted. The Primary Curriculum acknowledges the importance of a balanced and informed awareness of the diversity of peoples and environments in the world. Such an awareness helps children to understand the world and contributes to their personal and social development as citizens of a global community. The curriculum promotes tolerance and respect for diversity in both the school and the community. The Social Personal and Health Education Curriculum (SPHE) supports students learning in the areas of inclusion, diversity and counter racism. The SPHE content is complemented by the work carried out in social, environmental and scientific education (SESE) at primary SESE enables the child to live as an informed and caring member of local and wider communities.

Under the Framework for Junior Cycle, there are twenty four statements of learning which should inform the programme designed by all schools. One of these statements is: (The student) appreciates and respects how diverse values, beliefs and traditions have contributed to the communities and culture in which she/he lives. This junior cycle short course in CSPE focuses on supporting students in become active citizens through their learning in three strands: Rights and responsibilities, Global citizenship, and Exploring democracy.

As part of the Departments ongoing curricular reform consideration of issues in relation to inclusivity/diversity etc. will be considered as part of the ongoing reviews in relation to the primary curriculum and senior cycle at post-primary.

My Department will continue to provide guidance and information on supports such as the Yellow Flag Programme.

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