St. Attracta’s National School was awarded €2,000 to collaborate with Scoil Phádraig, Westport, Mayo Education Centre, Mayo, and Maynooth University, Kildare to focus on the new Mathematics Curriculum. This project aims to build leadership capacity, foster collaboration, and promote professional learning by implementing the new Primary Curriculum Framework with a focus on the new Mathematics Curriculum.
School's reflection
Background
As part of our Teaching Council Féilte Bursary project, St. Attracta’s National School, Ballaghaderreen, and Scoil Phádraig, Westport, collaboratively established a Professional Learning Community (PLC) to explore themes of teacher leadership and curricular leadership, with a particular focus on the implementation of the new Primary Mathematics Curriculum.
Impact on Pupils
The Féilte bursary project has significantly enhanced pupils’ engagement and attitudes in mathematics. Post-initiative surveys show higher enthusiasm for maths and greater willingness to participate in class, reflected in teachers’ observations of pupils being more engaged and enthusiastic during maths lessons. Pupils also exhibited increased confidence in their abilities – many are now more willing to tackle problems and even have strategies in place to overcome difficulties. Qualitative feedback suggests a deeper appreciation for learning in maths, with children recognizing the value of multiple approaches and learning from mistakes, contributing to a more positive outlook overall.
Impact on Teachers
Teachers developed as curriculum leaders through this project, gaining both new pedagogical skills and a stronger sense of agency. In practice they introduced active, hands-on learning, mathematical talk, and playful problem-solving activities to make maths more engaging (as reported in teacher surveys). Cross-school Professional Learning Community (PLC) collaboration was particularly valuable – teachers exchanged strategies and led discussions, which boosted their confidence to implement the new Primary Mathematics Curriculum and to mentor colleagues. Throughout the project, teachers emphasised that providing time and autonomy for professional dialogue (teacher agency) was crucial for empowering them as leaders. As a result, teachers report feeling more self-assured in driving curriculum changes and more equipped to foster high-quality, consistent maths teaching across the school.