The replacement of the "new curriculum" of 1971 with the "new new curriculum" of 1999 has been warmly welcomed by the National Parents Council (Primary).

"A curriculum is not just the business of teachers and the Department of Education but it is the business of society. It says something about what we want for our children," says Fionnuala Kilfeather, national co-ordinator of the NPC

. "It is a unique situation in Ireland that the curriculum that has been developed has taken that on board. All of the partners in education have been involved. It reflects societal values rather than official values," she adds.

There has been a huge input from parents in the preparation process and the views of parents are strongly reflected in the curriculum. The NPC

is represented on the council of the National Council for Curriculum and Assessment as well as all of the individual curriculum and assessment committees. They have had a "very real say in the development of this curriculum - it is not just lip service."

There is going to be an explicit emphasis on the involvement of parents right across the curriculum and guidelines for parents will be produced.

For instance, Kilfeather points to the teaching of Irish. Parents want more emphasis on communication so that pupils gain an affection for the language and the culture. "And that's what we've got," she says happily.

"The first thing parents will see is that children are not doing as much grammar early on. They will learn grammar through communication rather than learning by rote. Parents also won't see an Irish reader as early as at present."

In maths, Kilfeather says children will work on understanding and solving problems rather than learning tables and simply doing the sums. The more practical approach will lend itself to practice at home, with children developing critical skills.

In history, "parents would have been keen for children to learn at local level before they tackle subjects such as the kings and queens of England." Children will now experience something of the way in which historians work, using their own experience and events close to their own past. They will be helped to look at events and examine them rather just taking a knowledge-based approach. For instance, they might interview their grandparents about the local past.

"Parents will notice children are developing skills, values and attitudes rather than just acquiring knowledge, and this is significant in terms of lifelong learning and skills for adult life."

Science is a new departure at primary level, though many schools did some science under the guise of nature studies. "You won't be seeing labs in primary schools, though children may do simple experiments. It's about thinking scientifically and developing a real attitude towards science."

Also new will be the educational use of computers. Computing in schools is not just about learning to word-process and use databases. It concerns the use of computers as tools within the curriculum. Training in curricular areas must include how computers will be used in the classroom, Kilfeather says.

However, all of this joy at the advent of science, computing and new teaching methods in our schools is tempered by a number of reservations, particularly in the area of assessment. Assessment is needed both for developmental reasons and for the purposes of international comparison, she says.

"There are issues around assessment as a tool for helping children. Parents need information about how their child is doing and also about how the school is working. Formal and informal assessment are needed to give meaningful information. We want parents and pupils to have an input into assessment."

There could be questions for parents to fill in on profile forms, she suggests. Parents will know a good deal more than teachers about younger children especially. Children should be included via self-assessment, answering questions such as "How would you think you're doing? Could you have done any better? What was helpful to you? What didn't help you do well?" This helps children start to take responsibility for their own learning.

The new curriculum does not contain any overall statement on assessment and the NPC

is anxious that this omission be rectified. "We also have large concerns over literacy levels in this country. The new curriculum attempts to address these, but it needs to be very closely and honestly monitored to see if there is an improvement in literacy levels. Parents need access to individual information and information on the school in general."

The implementation of the 1971 curriculum suffered due to the lack of in-service training for teachers. Kilfeather notes the importance of process in the implementation of this curriculum; it is not just an information-based change.

ANOTHER CONCERN is that the curriculum is not introduced selectively, with an emphasis on English, Irish and maths. "It is very important that areas such as arts, educational drama and PE are introduced alongside the more traditional subjects. Otherwise we are just looking at bringing the points race down to primary level, with an emphasis on the measurable things. A holistic approach is needed."

It is urgent, she says, that "Whole School Evaluation" happens quickly - and involves parents and children. "You can't evaluate something by simply asking the service providers. Imagine running a hotel and asking the waiters and chefs about the food in the restaurant.

"I think the leadership of the principal will be very significant in effecting change. There also needs to be a collegial attitude within schools that hasn't always existed in the past."

The new curriculum in its entirety should be implemented as quickly as possible, she says. "Today's cohort of children deserves the best."