Primary School Curriculum Research Articles

Children’s School Lives – A National Cohort Study of Primary Schooling in Ireland

Abstract: Children’s School Lives (CSL) is a mixed methods national cohort study of primary schooling in Ireland. This study aims to provide information on children’s learning, engagement, and wellbeing, in the context of primary school curriculum, pedagogy, and assessment, with a focus on social equality and inclusion. CSL has an accelerated cohort design involving two age cohorts of children across 269 classrooms in 185 schools, their classroom teachers, school principals, and parents. A subsample of 15 schools were selected as case studies for longitudinal qualitative data collection. Cohort A ( N = 1,675, girls = 49%) was first studied in the first year of primary school at age 4/5 years (2019/2020). Cohort B ( N = 2,113, boys = 49%) was first studied in their fourth year of primary school at age 8/9 years (2018/2019). Cohort A was followed up for 4 years in primary school and Cohort B was followed up for 5 years in primary school. Annual surveys have been administered to both cohorts of children ( N = 3,788) in classrooms by trained teacher-fieldworkers, and approximately 700 parents, 120 classroom teachers, and 180 school principals using online methods. The case study fieldworkers visit schools annually to collect data with children using focus group and individual interviews, and participatory methods including photovoice. Fieldworkers interview case study classroom teachers, principals, parents, and grandparents. Children and teachers are observed in all classrooms using the Observational Research and Classroom Learning Evaluation (ORACLE) systematic tool, and in case study classrooms using the Classroom Assessment Learning System (CLASS).

Artistic and Creative Development Through the Integration of Contemporary Artistic Practices into the Primary School Curriculum

In the educational standards, creativity is named as one of the key competences in education. However, not enough is being done to promote creativity in the education system. In this paper, we present the results of a study that used a pedagogical experiment to investigate how the inclusion of contemporary artistic practices can successfully influence the development of artistic-creative skills in eighth graders. The results show the success of the pedagogical experiment, which confirmed that by including the PISUPOŠ programme (Programme for the Implementation of Contemporary Art Practices in Primary School), which covers the content of contemporary visual arts, all of the identified factors of artistic creativity were successfully developed.

Relationships Between Motor Skills and Academic Achievement: An Exploratory Study on Italian Primary School Children

Several studies in recent decades have investigated the relationship between physical activity and learning, emphasising the role of corporeality as an effective tool for embodying knowledge, as well as skills, motor skills, and life. The aim of this exploratory study is to analyse and interpret the correlations existing between motor competence and school performance in all the disciplines included in the curriculum of primary school. Through non-probability sampling, a sample of 120 Italian children aged 6–10 years was involved. The TGMD-3 test was used to assess gross motor competence, while academic achievement was assessed based on the children’s GPA (grade point average) evaluation. Additional information on extracurricular sports practice was acquired through a questionnaire completed by parents. The Spearman correlation conducted between the children’s TGMD-3 scores (Gross Motor Index, Locomotion, and Ball scaled scores) and the academic achievement showed weak intensity and no statistical significance. In the analysis by sex, only weak and non-significant correlations, mostly of a negative type, were revealed in the group of males. In the group of females, on the other hand, positive, mostly moderate, and statistically significant correlations emerged between GMI and the scaled Ball scores with the learning assessments, except for Physical Education. The results suggest the need to expand studies investigating the quantity and quality of physical education and sports in the formal school context to understand whether, in sharing the educational project, it can promote better school performance and, more generally, more harmonious development of cognitive, motor, and social skills.

Strategies employed by the head teachers in the implementation of competence-based curriculum in public primary schools in Bagamoyo, Tanzania

This study examined strategies employed by the head teachers in implementing a competence-based curriculum (CBC) in public primary schools in Bagamoyo District, Tanzania. The study adopted a qualitative research approach, with a case study research design, for the purpose of determining in-depth information regarding the implementation of CBC. The study involved 10 participants, thus head teachers. Interviews, observation and documentary reports were used to collect field data. The data were analysed thematically. The findings reported that the head teachers employed various strategies to support teachers in adapting to CBC in public primary schools, namely improving in-service teacher training, teaching and learning materials, the teaching and learning environment, teaching and learning resources, as well as facilitating the relationship between school and community. However, some challenges were noted to hinder the effective implementation of CBC, including a lack of resources, a large number of students in the classroom, and a lack of competent teachers to implement CBC effectively. The study concludes that it is important for the head teachers to devise numerous strategies that could be used for effectively implementing CBC in primary schools. The study recommends that the government, private sectors, and non-governmental organisations ensure the availability of teaching and learning resources, enough teachers, and a good learning environment, as well as training about implementing CBC for all primary school teachers.

Primary school health content gaps and school curriculum implications

This study aims to identify specific discrepancies between the health education content taught in primary schools and the content that should ideally be taught. The content taught includes personal hygiene, nutrition and healthy eating, and the dangers of smoking and addictive substances. Health education at the primary school age is particularly important because children at this stage are vulnerable to health risks, and early education has been shown to be effective in shaping sustainable health-conscious attitudes. The study employed a survey method in the Greater Bandung area, encompassing Bandung City, Cimahi City, Bandung Regency, and West Bandung Regency.A sample of 20 schools and 120 students was selected proportionately at random.Data were collected through structured questionnaires and in-depth interviews, and were analyzed descriptively to identify gaps in health education content. The results indicated that 65% of students did not receive adequate education on personal hygiene, including proper handwashing, bathing, and hair washing. Furthermore, 58% of students lacked sufficient understanding about nutrition and healthy eating, while 72% did not receive education about the dangers of smoking and addictive substances.These findings underscore the necessity to fortify the health education curriculum in primary schools. This study proposes the formulation of a more comprehensive and integrated school-based curriculum, including the delineation of specific time allocations for health education and the training of teachers in the effective delivery of health materials.Practical implications of this study include the necessity of raising awareness of the paramount importance of health education through collaboration between schools, parents, and communities to foster an environment that supports children's health.

Art Education in Türkiye during the Republican Period (1938-1950)

The subject of the article is the studies carried out on art education in Türkiye during the period from 1938 to 1950 when İsmet İnönü was the President. Under the main title of Art Education in the I. İnönü Period (1938-1950), this article focuses on decisions on art education in National Education Councils (1928-1949), Art Education in Curricula (1938-1950), Art Education in Primary School Curricula, Art Education in Secondary School Curricula, Village Institutes Curricula and Art Education. During the Presidency of İsmet İnönü (1938-1950), the reforms and structures implemented in education, the national education councils conducted by the CHP, and the reports prepared by foreign experts who were invited to Türkiye by the Ministry of National Education for their recommendations on art education formed the basis of this research. In addition, the curriculum programs of primary and secondary schools and Village Institutes are also included in the article's subject. Related documents from the Presidential Archive of the Republic, Official Gazette, minutes and law journals of the Grand National Assembly of Türkiye, various magazines, newspapers, books, and articles from periodical publications were used to collect data. These data were analyzed using the document analysis method.

Digital Literacy in Elementary Schools Post COVID-19: A Systematic Literature Review

This research aims to analyze digital literacy in primary schools after the pandemic. Studies from Scopus, ScienceDirect, and Eric were systematically reviewed. Findings revealed five main topics based on dominant keywords: (i) education; (ii) school, learning; (iii) primary, digital, online; (iv) literacy; and (v) evaluation, intelligence, teacher, and analysis. The dominant methodologies in digital literacy research in post-pandemic were quantitative (65%). In implementing post-pandemic primary school digital literacy, there were four dominant strategies: the use of digital content, digital games, the use of hardware, and digital competency tests. Teachers had roles in post-pandemic primary school digital literacy, including facilitators, curriculum implementers, collaborators, and digital content creators. Implementing post-pandemic digital literacy still faces challenges from teachers and students. The obstacles regarding pupils included the need for assistance in using digital material, difficulty in evaluating the reliability of online information sources, insufficient levels of digital competence, and issues related to cyberbullying. The digital literacy challenges faced by educators included a teacher training curriculum that omits artificial intelligence (AI), insufficient information technology training, inadequate preparedness for instructing students, infrastructural obstacles, and a disparity between teacher readiness and technological advancement. The recommendations for future research are to explore the keywords “evaluation”, “intelligence”, “teachers”, and “analysis”. The research methods on digital literacy, combined with mixed methods, research and development, still need to be explored. Future research can examine digital literacy issues from the perspective of teachers and students and expand search keywords by including the keyword "post-COVID-19".

TỪ HÁN VIỆT TRONG VĂN BẢN ĐỌC SÁCH GIÁO KHOA LỚP 2, 3VÀ ĐỊNH HƯỚNG DẠY HỌCTỪ HÁN VIỆT THEO CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG 2018

Sino-Vietnamese lexical items constitute a significant component of the primary school curriculum, progressively introduced at increasing difficulty levels. Theoretical concepts related to these words are presented in the final grades (4 and 5), alongside other linguistic subjects. However, implementing diverse reading materials aligned with the 2018 Curriculum necessitates a more integrated approach to teaching Sino-Vietnamese words, beginning as early as grades 2 and 3. This study examines the prevalence of Sino-Vietnamese words in textbooks, identifies key pedagogical considerations for teachers, and proposes strategies to optimize teaching these words in the final grades.

Rurality and Curriculum Implementation in Zimbabwean Primary Schools: Challenges and Opportunities

The paper argues that harnessing community epistemologies can greatly improve the implementation of the curriculum in Zimbabwean rural primary schools. The contribution of rural communities in educational discourses has been less valued and this position is being challenged given the wealth of knowledge and skills that are prevalent in rural communities. Employing the Social Capital Theory, the study empirically analyses the implications of engaging rural communities based on a qualitative descriptive survey design with a small purposefully selected sample of four rural primary schools, twenty primary school teachers, and ten community members. The study employed focus group discussion and in-depth unstructured interviews in data collection. The research findings indicated that rural teachers cannot self-provide all the educational knowledge critical for quality primary school education. They need to meaningfully engage community members in the implementation of the primary school curriculum. Furthermore, rural community members felt the primary schools did not value their contributions and, therefore, did not engage them in curriculum implementation discourses. The study concludes that there is a need to change the current teacher-community relationship practices that erode trust and voluntarism on classroom matters and create favourable win-win educational conditions. The study recommends that teachers identify specific attributes of members of the rural community and exploit them for the good of curriculum implementation at the primary school level.

Improving ecological footprint awareness of primary school students

The aim of this study is to improve primary school students' ecological footprint awareness through ecological footprint-based activities. The research was conducted in accordance with the quantitative research method and a quasi-experimental design with pre-post test experimental-control group was used in the research. The criterion sampling method was used to determine the study group for the experimental process, and 26 students (N experimental=13; N control=13) studying in the fourth grade of a public school in the Central Anatolia Region were included in the study. In the study, the Ecological Footprint Awareness Scale was applied as pretest-posttest. The process took place in science classes in both groups. While the courses were curriculum-based in the control group, ecological footprint-based activities were organized in the experimental group. The data were analyzed by analysis of covariance (ANCOVA) and dependent groups t-test, and the effect size ([ή2]) was calculated according to the variances. As a result of the research, when the ecological footprint awareness pre-test mean scores of primary school students were controlled, it was concluded that there was a significant difference between the ecological footprint awareness post-test mean scores of primary school students in which the activity process took place, and the ecological footprint awareness post-test mean scores of primary school students in which the activities did not take place. It was evaluated that 45% of the variance related to the post-test mean scores was due to the activity process applied. While teaching courses with ecological footprint-based activities applied in the experimental group significantly increased the mean scores of primary school students' ecological footprint awareness with a medium effect, teaching curriculum-based courses did not significantly increase the mean scores of primary school students' ecological footprint awareness attitude. It should be considered important to present topics such as ecological footprint, carbon footprint or water footprint calculations to students depending on the concept of sustainability to be integrated into primary school curriculum programs and to focus on in-class and out-of-class activities.

Using Multimodal Text to Support Learning in the Developmental Curriculum Cycle

The study realizes a theoretical approach that reviews the literature by bringing key arguments and concepts that support the introduction of multimodal text in the school curriculum as a support in learning and understanding texts for students in the developmental curriculum cycle. Definitions of key concepts regarding multimodal text, comics, literacy, literacy are highlighted. From a conceptual point of view we are trying to formulate certain concepts and to emphasize the need to introduce multimodal text in the primary school curriculum, thus helping teachers and students through recreational activities that will lead to the development of literacy. With the help of multimodal text you develop: the ability to interpret a text, improve critical thinking, lifelong learning, effective communication and last but not least adaptability. A multimodal text is characterized by the fact that it is a literary narrative text in which two or more modes of communication (written, read, spoken) are combined in order to convey information through spoken or written language in combination with images, sounds, gestures and lights. We believe that multimodal text plays a significant role in the development of literacy, contributing to the formation of competent and critical readers and communicators. The interaction between literacy and multimodal text promotes a deeper and more nuanced understanding of information, essential for active and informed participation in contemporary society.

THE CASE OF TIMORESE ASSISTANT TEACHERS IN USING THE ENGLISH LANGUAGE: BASIS FOR EDUCATION POLICY

Learning English in Timor-Leste, a young country in the Expanding Circle of the world’s English usage,whose citizens speak multiple languages, poses diversified challenges that may be reduced throughamendments to the educational curriculum in the country. Therefore, this article delved into theexperiences of Timorese assistant teachers in a faith-based international school in Dili, Timor-Leste, asthey acquire and use English. The lack of existing literature prompted the conduct of this qualitativecase study, which involved a sample of eight assistant teachers. Four of the assistant teachers’ adviserswere also interviewed for triangulation. Thematic analysis was used to analyse the data. The resultsshowed that the participants had only been exposed to English from middle school, which resulted intheir encountering various language challenges. These challenges included interacting with individualswith limited English proficiency, grappling with complex English terminology, and facing abruptcognitive impediments. Notwithstanding these challenges, they exhibited coping strategies to surmount language barriers, including enrolling in English courses, seeking counsel from more knowledgeable individuals, engaging in informal English conversations, reading English literature, viewing English videos, and employing Google Translate. Moreover, they expressed their plans to engage in self-help practices and attend courses to improve their English language skills. Therefore, the study recommends refurbishing the country’s education policies through the inclusion of English subjects in the primary school curriculum and strengthening their undergraduate programmes on English language and literature.

Challenges Facing the Implementation of Primary Secondary School Competence-Based Curriculum in Same District, Tanzania

Competency-based curricula are increasingly popular in schools due to global challenges in science, technology and global market demand. This study explored challenges facing the implementation of a competence-based curriculum in public primary schools to pupils in Same District -Tanzania. The study employed mixed methods and convergent design, using a sample of 289 respondents from 32 public primary schools in Same District. The methods of data collection were questionnaires and interviews. The quantitative data was analyzed using descriptive statistics in terms of percentages and frequencies while qualitative data was analyzed using the thematic approach. Based on the findings, the study concluded that, the implementation of CBC is rendered ineffective due to lack of learner-centred interactive teaching strategies as required by the CBC. The study suggests that the government should organise in-service training for primary school teachers on CBC. It is also recommends provision of adequate instructional resources, such as ICT equipment and audio-visual materials.

Food, nutrition and sustainability education in Australian primary schools: a cross-sectional analysis of teacher perspectives and practices

BackgroundHealthy eating patterns from sustainable food systems are crucial for population and planetary health. Primary schools are opportune settings for teaching children about food, nutrition and sustainability (FNS) though little is known about the delivery of FNS education in this sector. This study aimed to analyse current approaches to FNS education in Australian primary schools.MethodsA cross-sectional online survey with closed- and open-ended questions collected data about (i) teacher perceptions and attributes regarding FNS education; (ii) FNS teaching practices; and (iii) factors influencing FNS education. Statistical analyses were conducted using STATA including descriptive statistics and chi-square analyses to test for associations between categorical variables. Qualitative content and thematic analyses of open-ended questions were conducted using NVivo 14.ResultsParticipants were 413 Australian primary school teachers. Teachers considered FNS education as equally important to most curriculum subjects, though frequency of FNS education was low. Less than a third of teachers were trained in FNS education, had access to funding for FNS-related activities or were from schools with policies about including FNS education in the curriculum. There was a significant association between frequency of FNS education and teacher training, access to funding and presence of FNS curriculum policies (all p < 0.001). Teachers who were trained to teach nutrition, food skills or food sustainability (all p < 0.05) were more likely to teach this as both stand-alone and cross-curricular subjects. Teachers described personal factors (workload, stress, scope of practice) that influenced their FNS teaching practices, as well as factors related to students’ families (family responsibility for FNS education, family food practices, family engagement in FNS activities), the curriculum (overcrowding, prioritisation, access to resources) and the broader school environment (time, facilities, funding, training).ConclusionsStrengthening the position of FNS education in the primary school sector is an important next step for public health research, policy and practice. Researchers and policy makers should explore future opportunities for training, funding and policy approaches that prioritise FNS within the primary school curriculum and in everyday teaching practice.

Shaping National Character in Early Grade Elementary School Students Through Social Sciences Learning in the Medeka Curriculum Era

By looking at the Merdeka curriculum in primary schools, this research investigates the role of social studies education in fostering Indonesian character in primary school students. This curriculum aims to provide students with a strong, genuine understanding and respect for Indonesian culture while adhering to the values derived from Pancasila, which is the identity of the Indonesian nation. Social studies education becomes important in order to foster the character of students, including the cultivation of moral values in themselves both in the home, school and community environment. The data collected in this study were collected through surveys and analyzed through the literature study method. Data were obtained from various sources, including academic journals, student documents, and relevant research topics. This research found that social studies education can improve students' understanding of the daily life that must be carried out by applying the nation's values in their daily lives. It can also help them learn academically and support them in interacting and collaborating to solve everyday problems, which helps them in making the right choices for their brighter future.

A STEAM Integrated Curriculum Activity: How to Make the SAD Alien Happy?

In recent years, there has been a growing recognition of the knowledge and competencies crucial in navigating today's fiercely competitive marketplace and job landscape. Initially heralded by scholars as pivotal for success in the contemporary economy, Science, Technology, Engineering, and Mathematics (STEM) have emerged as indispensable pillars (Kennedy &amp; Odell, 2014). Subsequently, the academic realm has embraced the inclusion of Art as a vital skill set, enhancing students' communication prowess and overall performance, giving rise to the inception of (STEAM) Education. Furthermore, modern educational frameworks of the 21st century prioritize the cultivation of advanced competencies like critical thinking and problem-solving, necessitating diverse instructional methods and strategies such as jigsaw activities and storytelling. These pedagogical approaches are instrumental in fostering a collaborative, effective, and innovative learning milieu. This paper aims to illustrate a research-grounded (STEAM) activity that serves as a model for integration into primary school curricula, exemplifying the synergy between disciplines in modern education.

Cultivating partnerships to incorporate health promotion modules into primary school curricula: a case study in France

School-based health promotion (HP) emerged from the settings-based approach. Children from disadvantaged neighborhoods benefit from HP in their school. Teachers deliver HP modules but need additional resources. This case study aimed to form a transdisciplinary partnership in a socially disadvantaged area to co-develop and embed HP modules into existing curricula. A 3-stage framework was used in this study. Stage 1 cultivated partnerships, reviewed evidence and existing data. Stage 2 generated ideas and co-developed HP modules. Stage 3 trialed the modules within primary school classrooms. Stage 1 resulted in a partnership between city authorities, a primary school and a comprehensive cancer center all located in the same community in France. The reviewed data and evidence provided 18 examples of school-based HP programs and showed that the school is in a highly disadvantaged neighborhood with a large immigrant population. Stage 2 developed 3 HP modules: “Taste and Science Week,” “Nutrition Weeks,” and “Breakfast Week,” each embedded as add-ins into existing math and science lessons and workshops. Finally, stage 3 trialed the modules in 10 first to fifth grade classrooms impacting 214 total students. Transdisciplinary partnerships help co-create and support evidence-driven HP programs. This collaborative approach enabled primary school teachers to effectively embed the HP modules into pre-existing math and science curricula. Families and volunteers are an integral part of successful HP programs however, limited participation was a challenge. Further research is needed to evaluate indicators such as student academic success and health behavior change.

The modality of historical thinking in the latest Greek primary school curriculum and the new challenges in history education

AbstractThis paper refers to the concept of ‘historical thinking’ as it appears in the three versions of the recent Greek History Curriculum for primary school. It is a comparative study of the discourse of the three versions of the recent history curriculum for primary school. The methodological approach of this study was founded on Critical Discourse Analysis. The main purpose of this paper is to explore the meaning and context of this term as presented in the three versions of the history curriculum and to compare the findings of the study with corresponding references in the international literature regarding the terms of ‘historical thinking’. This study demonstrated that this term is not the same in all three versions of the curriculum. In the first version of the curriculum the term ‘historical thinking’ is mentioned autonomously and we also separately identify the term ‘critical thinking’, while in the second and third versions a synthesis of the term is observed, which eventually becomes ‘critical historical thinking’. As a result of this observation, the use of the terms is critically and comparatively studied. The main conclusion is that the term ‘critical historical study’ refers much more to the development of general skills and competences with cognitive characteristics and much less to the critical understanding of the historical past. Furthermore, the conclusions of this study suggest a perspective for historical thinking in contemporary curricula with new challenges such as the relationship of historical education with artificial intelligence and children's representations.

Implementation and Effectiveness of a Nurse-Led Oral Hygiene Program for Schoolchildren: A Quasi-Experimental Study.

Good oral hygiene is essential for schoolchildren's well-being. However, lack of knowledge, negative attitudes, and poor oral hygiene practices may predispose to oral-related diseases. This study aimed to examine the effectiveness of a nurse-led oral hygiene program on schoolchildren's knowledge, attitudes, and practices. A quasi-experimental design with pre-and-post-test was used. Using the convenience sampling technique, we recruited 400 schoolchildren, aged 11-12 and in grades 5-6, from two primary schools in Egypt. The study was conducted from September 2022 to May 2023. The Oral Hygiene Program served as the primary intervention. This program contains health education topics (e.g., the importance of oral hygiene, techniques for effective tooth brushing, and dietary choices that promote dental health). Three visits were conducted (Visit 1: introduction of the program purpose and objectives and pre-test scores collection, Visit 2: implementation of oral hygiene topics, and Visit 3: post-test scores collection). We used three self-report instruments (Oral Health Knowledge Questionnaire, Hiroshima University's Dental Behavioral Inventory, and Oral Health Practice Questionnaire) for pre- and post-test. Paired T test and Pearson correlation analysis were used for data analysis. After the intervention program, the oral hygiene program effectively enhanced schoolchildren's knowledge, attitudes, and practices. The post-intervention mean scores were 7.83±0.488 (knowledge), 6.63±1.7 (practices), and 9.33±1.1 (attitudes). High statistically significant differences were noted between schoolchildren's oral health knowledge, attitudes, and practices before and after implementing the program (p=0.000). There were enhancements in the level of knowledge, with improved positive attitudes and satisfactory practices among schoolchildren after the implementation of the oral hygiene program. Integrating oral hygiene programs into the general curriculum in primary schools and training school nurses, caregivers, and teachers in implementing oral hygiene programs could improve oral health knowledge, attitudes, and practices for preventing oral problems.

What’s the Fuss about Extra Lessons? Empirical Evidence on Pupils’ Perception

Divergent perspectives on extra lessons for pupils have dominated current discourse on instructional support. Debates regarding the benefits of extra lessons have been on the increase. A number of experts are of the view that primary school curriculum is overloaded. Often, there is no empirical data for evidence-based policies regarding this. We designed this pilot study to explore students’ extra lessons experiences in order to inform policies. We used a cross-sectional survey design to sample 261 students (male = 54%; female = 46%; mean age = 10.51±1.41) from six intact classes in two primary schools owned and operated by two tertiary institutions in Anambra State. We developed a questionnaire consisting of 9 items to gather students’ views on their extra lessons activities. Part A of the questionnaire comprises the participants’ demographic information while the part B consists of 9 items eliciting the experiences of the participants in extra lessons activities. Major findings demonstrated that the majority of students engaged in extra lessons were satisfied with the lessons, experienced little stress during extra lessons, and learned a lot from them. Furthermore, a higher proportion of male students were more dissatisfied with extra lessons than their female counterparts; and more students reported being dissatisfied with the extra lessons when they lasted longer than two hours per day. The implications of the findings were highlighted, and it was concluded that, while extra lessons may benefit primary school pupils, if not properly implemented, they may be detrimental to students’ mental health and learning outcomes.