Curriculum Wheel

At the request of the Department of Education and Science a Curriculum Framework for Children Detention Schools, High Support Units and Special Care Units has been developed by the NCCA. The Curriculum Framework identifies the aims, guiding principles and defining features of education programmes developed with reference to the framework for learners in the schools and units.

Click and drag using your mouse to independently revolve each of the inner circles and to align elements of the curriculum with their supporting features. Scroll down to learn more about the wheel.

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Aims:

The aims of the curriculum framework are informed by the aims of primary and post primary curricula combined with the views of teachers and learners in the settings on the role and purpose of the curriculum framework.

Guiding Principles: 

The curriculum framework includes guiding principles that support continuity, progression and participation. These principles will serve to guide schools and other settings in curriculum planning and development activity.

Defining Features:

A number of defining features have been identified as central to any curriculum or educational programme that would be derived from this framework. In other words, the defining features are those elements that are considered to be essential to the education programme if it is to truly meet the needs of the learners involved. At least some of the defining features should be present in any education programme developed using the framework though not all features will be needed or present in every programme. The inclusion of defining features will contribute to achieving coherence among educational programmes based on the framework.

The ‘Curriculum Wheel’:

The ‘Curriculum Wheel’ above offers a schematic that places and relates the areas of learning encompassed by educational programmes in the schools and units to the other elements of the curriculum framework.

The curriculum revolves around the learner. It is represented as concentric circles on a wheel to act as a visual reminder/reflective tool for teachers and learners of the importance of maintaining a holistic view of the curriculum. Independently revolving each of the inner circles aligns elements of the curriculum with their supporting/complementary features. The wheel highlights the responsibility of curriculum as a whole for such vital skills as literacy, numeracy and life skills, and the need to integrate knowledge, skills, understanding and attitudes across all learning areas. The guiding principles that inform the curriculum framework are also emphasised in the outer circle.

Reading the ‘Curriculum Wheel’:

  • Centre of the wheel

The Learner

  • Circle 1

Represents the first stage of the learning process where the potential learning is negotiated and planned for with the learner. The learner’s prior knowledge, special interests, past/current IEP’s and future aspirations are the focus of this planning stage.

  • Circle 2

Information from the planning stage acts as a baseline for the development of the most suitable educational programme for the learner, the intention being to enhance the learner’s knowledge and understanding of themselves and to enable the learner to acquire the knowledge, skills and attitudes needed to participate fully in society on leaving a detention or care setting.

  • Circle 3

Represents the emphasis placed on the essential skills throughout the curriculum. Skills of literacy and numeracy, personal and interpersonal skills, and healthy living skills are vital for many of the learners in these settings. These enabling skills help the student to progress their learning in all areas of the curriculum.

  • Circle 4

Represents the main learning areas of the curriculum. The achievement of the learner in each learning area is informed by the negotiation process, the knowledge, skills, understanding and attitudes needed by the learner and is underpinned by the development of enabling skills.

  • Circle 5

Represents the possible recognition and certification routes available to the learner in these settings. Also represented here are assessment practices related to ICT/EAL, in house certification and assessment practices related to the Primary School Curriculum. Negotiating, planning and developing the most appropriate progression route for the learner is a key aspect in the development of each learner’s IEP and together with the learner’s care plan and exit strategy will support the learner in their transition to further education, training and employment.

  • Circle 6

Outlines the guiding principles that permeate all aspects of the curriculum framework. These principles guide each teacher and school in the area of whole-school planning, curriculum development and programme development.