The Irish education system is currently undergoing its most extensive period of reform in many decades at both primary and second level. At primary level, the new Primary Curriculum Framework [PCF] (2023) prompts us to think about decisions relating to learning, teaching and assessment in all our classrooms. The PCF places a strong emphasis on developing children as active, engaged learners, capable of thinking deeply, making connections, and applying their learning in meaningful ways. Yet, in the day-to-day reality of teaching, there can still be a strong pressure to “get through” content.
This raises an important question: are we teaching to cover content, or are we teaching to ensure the children in our classes are learning?
Looking Past ‘Coverage’
The Primary Curriculum Framework highlights depth over breadth, encouraging teachers to prioritise key concepts and skills rather than rushing through content. When learning moves too quickly, children may be able to recall information in the short term but struggle to explain ideas, transfer learning to new contexts, or make links across curriculum areas. Teaching for understanding means slowing down, with purpose. It involves giving children time to explore ideas, ask questions, make mistakes, and revisit learning. While this can feel challenging in a busy classroom, it aligns closely with the Framework’s emphasis on progression, where learning builds meaningfully over time.
Understanding becomes visible when children can:
- explain learning in their own words
- apply skills or concepts in unfamiliar situations
- make connections across subjects
- justify their thinking
The Primary Curriculum Framework supports this through its focus on active and playful learning, particularly. Approaches such as discussion, investigation, collaborative work, and reflection allow children to engage more deeply with learning than passive listening or task completion alone.
Assessment as a Tool for Learning
Assessment is a key tool in teaching for ‘learning improvement’ (Shiel, 2023). The Framework places strong emphasis on assessment being used to inform and pace children’s learning encouraging teachers to use questioning, observation, feedback, and self-assessment. When assessment focuses on how children are thinking — rather than simply what they can reproduce — it helps teachers identify misconceptions early and adjust teaching accordingly. This ensures that learning remains responsive and inclusive.
Teaching for learning improvement requires professional judgement. The Primary Curriculum Framework recognises teachers as professionals who make informed decisions based on their knowledge of children, context, pedagogy and learning goals. Choosing to spend more time on a key concept, revisit learning, or integrate subjects meaningfully is not a failure to cover content, but a commitment to quality learning.
Conclusion
In focusing less on how much we cover, and more on what children truly understand, we bring the Primary Curriculum Framework to life — and place learning, rather than pace, at the centre of our practice.