What is the STEM Education Specification?

The specification is a comprehensive framework for STEM learning in primary and special schools. It integrates Science, Technology, and Engineering Education (STE) with Mathematics, emphasising hands-on, inquiry-based learning to nurture children's curiosity. Presented in three parts: the STE specification, an approach to integrated STEM learning, and the Primary Mathematics Curriculum. It builds on children's natural explorations, promoting critical thinking, problem-solving, and real-world applications through play and discovery.

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Why has this specification been introduced?

It aims to strengthen STEM education by addressing modern challenges like technological advancements and global issues. It fosters STEM literacy, resilience, creativity, and child-led inquiry, enabling children to make informed decisions on local, national, and global matters. By integrating STE and Mathematics, it creates meaningful connections, sparking lifelong enthusiasm for STEM and preparing children for a rapidly changing world.

Who does it apply to?

It applies to all children in primary and special schools in Ireland, including those with diverse needs. It's inclusive and holistic, recognising primary education as a time of "being" and "becoming," connecting prior experiences (e.g., from home or preschool) with future potential. It supports high-quality learning for every child, regardless of abilities or backgrounds.

When will it be implemented?

From 2026/2027, schools select one curriculum area per year to implement (each taking ~2 years), choosing the order but ensuring Wellbeing is among the first three.

STE can be scheduled anytime in this sequence, with full curriculum enactment by 2031/2032 (or 2032/2033 with optional consolidation year).

Supports via Oide include PD, closures, and toolkits starting 2025/2026 introductory year.

How is it different from the previous curriculum?

It marks a significant step in strengthening STEM by integrating science, technology, engineering, and mathematics more cohesively, with a focus on processes like scientific inquiry, computational thinking (key for coding), and design thinking. It emphasises child and teacher agency, playful pedagogies, and real-life contexts over rote learning. It builds on the 1999 curriculum's successes while responding to current needs, reducing duplication, and enhancing transitions from Aistear to post-primary subjects like Biology, Physics, Chemistry, Engineering, and Technology.

What are the key aims and rationale?

Aims: Develop children's ability to think critically, analyze, solve problems, and apply mathematical reasoning in practical ways; nurture curiosity and enthusiasm for STEM; foster knowledge, skills, dispositions, attitudes, and values for informed decision-making.
Rationale: Science, technology, and engineering shape daily life. STE Education helps children explore the world, adapt to changes, and address challenges. Mathematics provides a foundation for connecting learning across STEM, promoting integrated, meaningful experiences.

How is the curriculum structured?

The specification is organised into strands (broad areas) and elements (sub-components), with progressive learning outcomes across class levels (e.g., junior infants to 6th class). Strands cover the natural and physical world in science, computational thinking and technologies, engineering design processes, and mathematical concepts like number, algebra, shape/space, measures, and data. Outcomes focus on applying knowledge through inquiry, design, and problem-solving. Full details are in Sections 4 (Strands and Elements) and 5 (Learning Outcomes) of the STE and Mathematics parts.

How does it promote integrated STEM learning?

A dedicated section bridges STE and Mathematics, encouraging teachers to use meaningful, real-life contexts (e.g., problems or challenges relevant to children's lives). Children apply knowledge across subjects practically, such as using math in engineering designs or coding in scientific inquiries. This supports cohesive experiences, with opportunities for cross-curricular links.

What pedagogical approaches are recommended?

Use playful, engaging, evidence-based methods like hands-on/minds-on activities, inquiry-focused tasks, and problem-solving related to everyday lives. Encourage child-led exploration, collaboration (pairs, groups, community), and application of existing knowledge. Section 6 details these, emphasising active, practical experiences where children acquire new skills through play and discovery.

What assessment methods are suggested?

Focus on process over product: assess engagement in inquiry, design, and solutions via reflection, self-assessment, observation, and portfolios. Use methods fitting hands-on learning, like celebrating discoveries and conclusions. Avoid high-stakes tests; instead, track progression through ongoing, formative approaches aligned with the eight principles.

What is the role of technology in this specification?

Technology is central, emphasising computational thinking, design processes, and using/emerging technologies. Children develop skills in working with ideas relevant to technology, applying them in inquiries and designs. Coding Ireland aligns perfectly here—our programs help teachers embed coding and digital skills into STE activities, enhancing digital literacy and problem-solving.

How does it link to Aistear and post-primary education?

It builds on Aistear's themes by connecting playful preschool experiences to primary learning, fostering self-identity as scientists, engineers, and technologists. For transitions, it draws awareness to post-primary subjects (e.g., Biology, Physics, Chemistry, Engineering, Technology), ensuring continuity through engineering activities and scientific inquiry.