DesignSKILLS

their experience of the programme and share this with their peers.

journey in me.’ Gabi McGrath Textiles

Time for reflection and review is core to the ethos of DesignSKILLS, allowing participants to contextualise learning within their professional practice and build a community of learning in relation to arts education at post-primary level.

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ERS (JCT) JUNIOR CYCLE FOR DESIGN TEACHERS & CRAFTS (JCT)COUNCIL OF IRELAND DESIGN (DCCoI) & CRAFTS COUNCIL OF IRELAND (DCCoI) me, developed TheinDesignSKILLSThe programme, Design & developed Crafts Council in of Ireland (DCCoI) The Design & Crafts Council of Ireland (DCCoI) n & Crafts Council collaboration of with recognises the Design the & Crafts key role Council that of education plays recognises in the key role that education plays in r wider ArtsIreland in Junior (DCCoI), ispreparing part of ouryoung widerpeople Arts infor Junior a new world preparing of work young people for a new world of work o support professional Cycle initiative which where aims creativity to support willprofessional be a key competency. where Thecreativity will be a key competency. The mote engagement learning experiences DesignSKILLS to promote programme engagementhas been developed DesignSKILLS programme has been developed junior cycle.with the arts and learning throughina collaborative junior cycle. partnership approach through a collaborative partnership approach betweenembodies DCCoI and theJunior principles Cycle for Teachers between DCCoI and Junior Cycle for Teachers mbodies the principles DesignSKILLS and key skills which (JCT). underpin It is grounded the Framework in research on design (JCT). It is grounded in research on design n the Framework for Junior Cycle (2015) thinking and at provides post-primary teachers level conductedthinking at at post-primary level conducted at rovides teachers with practical and Carlow creativeIT’s methodologies designCORE as part of the South Carlow East IT’s designCORE as part of the South East methodologies to use in their practice Action and Plan ‘places for Jobs. students It is supported at aAction policyPlan for Jobs. It is supported at a policy places students learning by the process.’

National Council for Curriculum level by the National Council for Curriculum process.’ at the centre of thelevel Arts in and Junior Assessment Cycle, supported (NCCA) by and is feeding into and Assessment (NCCA) and is feeding into cle, supported by the Creative Ireland theprogramme roll-out and(2017–2022), development of supports the forroll-out and development of supports for mme (2017–2022), Pillar 1 Creative Youth, visualisarts guided teachers by theatprinciples post-primary level. visual arts teachers at post-primary level. ded by the principles expressed SinceCharter Irish Design (2012)2015, DCCoI has Since Irish Design 2015, DCCoI has cation Charter (2012) in the Arts in Education been an Arts engaged Council in building and JCTtowards a National been engaged in building towards a National Council andand JCToriginated from council pilot initiative Design which Strategy startedhighlighting in 2014. the important Design role Strategy highlighting the important role started in 2014.

DesignSKILLS is playing designahas keyinrole Ireland’s in realising future. theBuilding capacity design has in Ireland’s future. Building capacity y role in realising the Charter’s relation ‘art education to 21st century will beskills an and enabling in relation to 21st century skills and enabling education will be an ambitioninthat integral junior people cycle experience’. to become creative The citizens young is key people to become creative citizens is key le experience’.

The part of theyoung provides to the young future people of the with design access and craft sector to the in Ireland. future of the design and craft sector in Ireland. people with programme access to the to be creative andarts and opportunities to be creative and innovative in a post-primary John Tynan context, working John Tynan context, working authentically with Head designer-makers of Education,toTraining focus on& Development Head of Education, Training & Development makers to focus on their learning and development Design & Crafts of knowledge, Council of Ireland Design & Crafts Council of Ireland ent of knowledge, skills, ues in Visual Art. understanding and values in Visual Art.

Divergent hinking in the lassroom Dr. Pádraig Kirk Director Junior Cycle for Teachers

visit For more information please visit or www.jct.ie www.learncraftdesign.ie or www.jct.ie

D thin in clas

Empowering Young People to become Creative Citizens

their experience of the programm in partnership with DesignCORE highlighted in partnership the with DesignCORE highlighted the gramme is a partnership between their peers. beginning beginning of the design process as awith difficult ycle for Teachers (JCT), Association of of the design process as a difficult phase for teachers as it can be unpredictable phase for teachers as it can be unpredictable s’ Education Centres in Ireland (ATECI), and risky. The programme supports teachers and risky. The programme supports teachers l Council for Curriculum and Assessment to embrace and the Design & Crafts Council of Irelandthe unknown and allow themtotoembrace the unknown and allow them to reallyofengage reallyand engage with the struggles, challenges and . It represents a coming together the with the struggles, challenges rewards of the design process. Through rewards peer- of the design process. Through peerchool setting with the designer-makers’ reflection sessions at the end of the programme, reflection sessions at the end of the programme, l and professional approach to creativity. to build a community of learningwe around aim to build a community of learning around essed in Points of Alignment we thisaim ‘is not thinking in post-primary education. design thinking in post-primary education. ut the arts community or the design education ity’, it is about partnerships.

ING THE RANGE OF CREATIVE TIES FOR OUR YOUNG PEOPLE gramme will progress Creative Ireland’s Youth Plan goal to ‘enable every child in to access tuition in music, drama, art and y 2022’. Funding from Creative Ireland is to achieve the scalability of DesignSKILLS, that proper support and infrastructure ce to grow.

Importantly, the programme impacts theImportantly, young Importantly, the programme impacts the young the people who take part in the classroom projects, people who take part in the classroom projects, people who take but it also aims to create a legacy with the but it also aims to create a legacy with the but it also aims t teachers, upskilling them in the deliveryteachers, upskilling them in the deliveryteachers, upskill of the design process. It is hoped that this of the design process. It is hoped that this of the design pro will have a knock-on effect on the otherwill have a knock-on effect on the otherwill have a knock future. they te students they teach and will teach in thestudents future. they teach and will teach in thestudents ING THE CREATIVE PROCESS KILLS focuses on process. This is integral w Junior Cycle Visual Art specification terwoven throughout the whole ation. The programme emphasises specific d techniques that professional designers enerate new ideas, problem solve e their design ideas.

ing‘Key waslearning in the students’ was in the students’ ‘Ke recognise ability tovalue recognise value abi selection in initial of selection primary of primaryTime for inri value sources; in reflecting value in onreflecting on reviewso is toeach progress step learning to progress learning ea of Design lopment; and development; respond to respond toparticipa an ction this with reflection constructive with constructive thi learning iveand approaches; positive approaches; and to and to an professio allcelebrate the mistakes all the during mistakes during build acel co sses.’ the processes.’ the in relatio Oiriall – Coláiste Oiriall –C at post-pr

The The DesignSKILLS program The DesignSKILLS programme The DesignSKI aima aimsteaching to develop aims to develop andteaching aims to develo lea learningtointhe relation learning in relation designtointhe learning rel process in post-primary sc process in post-primary schools in pro process pos in I in Ireland.

The programme in Ireland. The programme in Ireland.

The link links professional designe links professional designerlinks professio matd with teachers to makers withmakers teachers tomakers developwith atha si a six-hour projectmin a six-hour mini projectmini that a six-hour exp theexplores design proce explores theexplores design process. the d focuses very It focuses onItthe very onItthe focuses beg ofbeginning this a beginning ofbeginning this process andprocess of th em ideation, prob emphasisesemphasises ideation, problem emphasises id solv solving, divergent thinking solving, divergent thinking, solving, diverg riskexperimentation. taking and risk taking and riskexperimen takingrisk and Knockaconny, KILLS is part-funded

by CreativeMonaghan through the National Creativity Fund.

Knockaconny, Monaghan

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LLS SUPPORTING programme SUPPORTING SUPPORTING TING PROGRAMM mme CREATIVE IRELA CREATIVE IRELAND IMPACT CREATIVE IRELAND pEand teaching andIRELAND ation to the design design t-primary chools schools eprogramme nal designererachers to develop develop project that at esign process. ess. on the very is process and and eation, blem problem ‘Key learni ent g, thinking, ability to r experimentation. ntation. in initial s sources; v each step and develo this reflec and positi celebrate the proces – Coláiste O

Empowering Young People to become Creative Citizens Empowering Young People to become Creative Citizens Empowering Young

SUPPORTING COLLABORATION BETWEEN SUPPORTING COLLABORATION BETWEEN TION BETWEEN SUPPORTING COLLABORATION BETWEEN FORMAL AND NON-FORMAL APPROACHES FORMAL AND NON-FORMAL APPROACHES L APPROACHES FORMAL AND NON-FORMAL APPROACHES TO CREATIVITY IN EDUCATION ION TO CREATIVITY IN EDUCATION TO CREATIVITY IN EDUCATION This programme is a partnership between This programme is a partnership between ship between This programme is a partnership between Junior Cycle JuniorofCycle for Teachers (JCT), Association CT), Association JuniorofCycle for Teachers (JCT), Association of for Teachers (JCT), Association of Teachers’ Education Centres in Ireland (ATECI), Teachers’ Education Centres in Ireland (ATECI), s in Ireland (ATECI), Teachers’ Education Centres in Ireland (ATECI), Council for Curriculum and Assessment National Council for Curriculum and Assessment um and Assessment National Council for Curriculum andNational Assessment (NCCA) and the Design & Crafts Council of Ireland and the Design & Crafts Council(NCCA) of Ireland fts Council(NCCA) of Ireland and the Design & Crafts Council of Ireland (DCCoI).

It represents a coming together of the (DCCoI). of the It represents a coming together ing together of the It represents a coming together (DCCoI). of the formal school setting with the designer-makers’ formal school setting with the designer-makers’ e designer-makers’ formal school setting with the designer-makers’ and professional approach to creativity. personal and professional approach to creativity. pproach to creativity. personal and professional approachpersonal to creativity. is stressed As‘isisnot stressed in Points of Alignment this ignment this As‘isisnot stressed in Points of AlignmentAsthis ‘is not in Points of Alignment this ‘is not about the arts community or the education just about the arts community or the education ty or the education just about the arts community or thejust education community’, it is about partnerships. erships. community’, it is about partnerships. community’, it is about partnerships.

DesignSKILLS is part-funded by Creative DesignSKILLS is part-funded by Creative Ireland through the National Creativity Fund.

Ireland through the National Creativity Fund.

Empowering Young People to become Creative Citizens Empowering Young

EXTENDING THE RANGE OF CREATIVE F CREATIVEEXTENDING THE RANGE OF CREATIVEEXTENDING THE RANGE OF CREATIVE ACTIVITIES FOR OUR YOUNG PEOPLE NG PEOPLEACTIVITIES FOR OUR YOUNG PEOPLEACTIVITIES FOR OUR YOUNG PEOPLE ThisIreland’s programme will progress Creative Ireland’s This programme will progress Creative Ireland’s s Creative Ireland’s This programme will progress Creative Creative Youth Creative child inYouth Plan goal to ‘enable every enable every child inYouth Plan goal to ‘enable everyCreative child in Plan goal to ‘enable every child in Irelandart to and access tuition in music, drama, art and Ireland to access tuition in music, drama, art and music, drama, art and Ireland to access tuition in music, drama, coding by 2022’.

Ireland by is 2022’. Funding from Creative m Creative coding Ireland by is 2022’. Funding from Creative coding Ireland is Funding from Creative Ireland is to achieve the scalability of DesignSKILLS, helping to achieve the scalability of DesignSKILLS, bility of DesignSKILLS, helping to achieve the scalability of helping DesignSKILLS, ensuring that proper support and infrastructure ensuring that proper support and infrastructure t and infrastructure ensuring that proper support and infrastructure is in place to grow. is in place to grow. is in place to grow.

Importantly, the programme impacts the young people who take part in the classroom projects, but it also aims to create a legacy with the teachers, upskilling them in the delivery of the design process. It is hoped that this will have a knock-on effect on the other students they teach and will teach in the future.

EMBEDDING THE CREATIVE PROCESS E PROCESSEMBEDDING THE CREATIVE PROCESSEMBEDDING THE CREATIVE PROCESS DesignSKILLS focuses on process. This DesignSKILLS is integral ocess. ThisDesignSKILLS is integral focuses on process. This is integral focuses on process. This is integral in the new Junior Cycle Visual Art specification in the new Junior Cycle Visual Art specification al Art specification in the new Junior Cycle Visual Art specification and is interwoven throughout the whole t the wholeand is interwoven throughout the wholeand is interwoven throughout the whole specification. specification. specific The programme emphasises e emphasises specific The programme emphasises specification. specificThe programme emphasises specific skills and techniques that professional designers skills and techniques that professional designers ofessional designers skills and techniques that professional designers to generate new ideas, problem solve use to generate new ideas, problem solve roblem solve use to generate new ideas, problemuse solve and refine their design ideas. and refine their design ideas. . and refine their design ideas.

and blem g, ntation.

schools process in post-primary school e in Ireland. The programme erlinks professional designerdevelop makers with teachers to devel at a six-hour mini project that ess. explores the design process.

It focuses on the very beginning of this process and emphasises ideation, problem solving, divergent thinking, risk taking and experimentatio EMBEDDING THE CREATIVE PROCESSEMBEDDING THE CREATIVE PROCESS DesignSKILLS focuses on process. This DesignSKILLS is integral focuses on process. This is integral in the new Junior Cycle Visual Art specification in the new Junior Cycle Visual Art specification and is interwoven throughout the wholeand is interwoven throughout the whole specification. The programme emphasises specification. specific The programme emphasises specific skills and techniques that professional designers skills and techniques that professional designers use to generate new ideas, problem solve use to generate new ideas, problem solve and refine their design ideas. and refine their design ideas.

EXTENDING THE RANGE OF CREATIVEEXTENDING THE RANGE OF CREATIVE ACTIVITIES FOR OUR YOUNG PEOPLE ACTIVITIES FOR OUR YOUNG PEOPLE This programme will progress Creative Ireland’s This programme will progress Creative Ireland’s Creative Youth Plan goal to ‘enable everyCreative child inYouth Plan goal to ‘enable every child in Ireland to access tuition in music, drama, Ireland art and to access tuition in music, drama, art and coding by 2022’. Funding from Creative Ireland coding by is 2022’. Funding from Creative Ireland is helping to achieve the scalability of DesignSKILLS, helping to achieve the scalability of DesignSKILLS, ensuring that proper support and infrastructure ensuring that proper support and infrastructure is in place to grow. is in place to grow.

This programme is a partnership between This programme is a partnership between Junior Cycle for Teachers (JCT), Association Junior ofCycle for Teachers (JCT), Association of Teachers’ Education Centres in Ireland (ATECI), Teachers’ Education Centres in Ireland (ATECI), National Council for Curriculum and Assessment National Council for Curriculum and Assessment (NCCA) and the Design & Crafts Council (NCCA) of Ireland and the Design & Crafts Council of Ireland (DCCoI). It represents a coming together(DCCoI). of the It represents a coming together of the formal school setting with the designer-makers’ formal school setting with the designer-makers’ personal and professional approach to creativity. personal and professional approach to creativity.

As is stressed in Points of Alignment thisAs‘isisnot stressed in Points of Alignment this ‘is not just about the arts community or the education just about the arts community or the education community’, it is about partnerships. community’, it is about partnerships.

gramme impacts the young t in the classroom projects, eate a legacy with the them in the delivery s. It is hoped that this n effect on the other and will teach in the future.

DesignSKILLS is part-funded by Creative DesignSKILLS is part-funded by Creative d by Creative DesignSKILLS is part-funded by Creative Ireland through the National Creativity Fund.

Ireland through the National Creativity Fund.

Creativity Fund.

Ireland through the National Creativity Fund.

PROGRAMME MMEPROGRAMME IMPACT IMPACT

People to become Creative Citizens

Students gain practical experience For the designer-makers who take For the designer-makers who take part,of Students gain practical experience of design ‘I certainly fee gain practical experience of design Students gain practical experience design they cantheir use und in th DesignSKILLS increases increases which they can use in theDesignSKILLS artprocesses room positively imp s which they can use in the artprocesses room which theytheir can understanding use in theprocesses art room which but also bring into the rest of their oftheir the post-primary curriculum an of the curriculum and thus but also bring into the rest of their learning practice…

Ove ring into the rest of their learning butpost-primary also bring into the rest of their learning experiences.

Young people will capacity into this education capacity to work Young in this educational context.

Young people will explore their order myex so es. Young people will explore experiences. their experiences. people will explore their to work own individual andsketches develop it Feedback fromideas designer-makers Feedback from designer-makers is that thecreative own individual ideas and develop their creative and idual ideas and develop their creative own individual ideas and develop their potential, profession programme also feeds their owninc feeds their own creative process.supported potential, supported by professionalprogramme designerItby was also supported by professional designerpotential,also supported by professional designermakers and their teachers.

This pr Designer-makers and Designer-makers teachers makers and their teachers. This programme aims at my thinking nd their teachers. This programme aims makers and their teachers.and This programme aims to equip them with mechanisms… skills for life. participate in peer-reflection sess participate peer-reflection sessions take to equip them with skills for life. hem with skills for life. to equipinthem with skills for life. which Developing teaching p place regionally at at thehow end of each place regionallyDeveloping at the end of each programme.

Developing teaching practice my ide Developing teaching practice teaching practice is to DesignSKILLS. Research These sessions give participants These sessions give participants spaceconducted tocore process is core to DesignSKILLS. Research conducted project mades DesignSKILLS. Research conducted is core to DesignSKILLS. Research in partnership DesignCORE h their experience of journey the programme theirinexperience ofwith the DesignCORE programme and share thisthe with in partnership with DesignCORE highlighted the in me ship with DesignCORE highlighted the partnership highlighted of the design process as with their peers. their peers. beginning of the design process as awith difficult of the design process as a difficult beginning of the design process as abeginning difficult phase for teachers Gabi as it can be unp phase for teachers as it can be unpredictable McGrath teachers as it can be unpredictable phase for teachers as it can be unpredictable risky. The programme and risky. The programme supports teachers Textilessupport The programme supports teachers and risky. The programme supportsand teachers to embrace the unknown and allow ce the unknown and allow themtotoembrace the unknown and allow themtotoembrace the unknown and allow them to really engage reallyand engage with the struggles, challenges age with the struggles, challenges reallyand engage with the struggles, challenges and with the struggles, c rewards of the design process. Thr peer- of the design process. Through f the design process. Throughrewards peer- of the design process. Throughrewards peersessions at the end of th reflection sessions at the end of the programme, sessions at the end of the programme, reflection sessions at the end of thereflection programme, we aim to build a community of lea aim to build a community of learningwe around build a community of learningwe around aim to build a community of learning around design thinking in post-primary ed design thinking in post-primary education. nking in post-primary education. design thinking in post-primary education.

Importantly, the programme impacts theImportantly, young th people who take part in the classroom projects, people who tak but it also aims to create a legacy with the but it also aims teachers, upskilling them in the deliveryteachers, upski of the design process. It is hoped that this of the design pr will have a knock-on effect on the other will have a knoc students they teach and will teach in thestudents future. they t

learning in the stud ning‘Key waslearning in the‘Key students’ the students’ was in the was students’ ability to value recognise value ovalue recognise ability tovalue recognise in initial of primary selection of selection primary Time forand re primary Time for reflection in initial ofselection primary sources; value reflecting ;lecting value in on review iseco onreflecting review is in core to the sources; value in reflecting on each step tolearning progress learni p to progress of DesignS ss learning of DesignSKILLS, allow each step learning to progress and development; respond elopment; respond toparticipants espond to context andto development; respond toparticipan thiswith reflection with construc ection with constructive learning constructive learning within their w this reflection constructive positive ana tiveand approaches; and to approaches; profession ches; and to and professional practice positive approaches; and to celebrate all theduring mistakes dl etakes allcelebrate the mistakes during build a of com during build a community all the mistakes the processes.’ esses.’ relation in relation toinarts educ the processes.’

– Coláiste Oiriall Oiriall at post-pri at post-primary level.

– Coláiste Oiriall process in post-primary process in pos in Ireland. The in Ireland. programm Th links professional links professi design makers withmakers teachers with to a six-hour mini a six-hour projectmi th explores theexplores design proc the It focuses onItthe focuses very beginning ofbeginning this process of emphasises emphasises ideation, proi solving, divergent solving, thinkin diver risk taking and riskexperime taking a

ghan

Knockaconny, Monaghan

Knockaconny, Monaghan

Knockaconny, Monaghan

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For the designer-makers who take feel part,that this programme ‘I certainly feel that this programme ainly feel part, that this programme‘I certainly who take DesignSKILLS increases their understanding positively impacted on my professional ively impacted on my professional their understanding positively impacted on my professional of theproject post-primary curriculum thus the theirproject I felt practice… ice… Over the I felt the need andOver dculum and thus their practice… the need Over the project I felt the need capacity to work in this educational context. scatteredtoideas order my somewhat scattered ideas der my somewhat ideas educational context.scattered to order my somewhat Feedback from designer-makers is that and sketches in a more organised manner. ketchesisinthat a more manner. r.

-makers the organised and sketches inthe a more organised manner. programme also feeds It their own creative process.

It waslook also interesting to consciously look sk also to consciously look heir owninteresting creative process. was also interesting to consciously Designer-makers and teachers at my thinking process and problem solving yng thinking process and problemat solving kers and teachers my thinking process and problem solving participate in peer-reflection sessions which take really fully mechanisms…

I`ve never really fully looked hanisms…

I`ve nevertake really fullymechanisms… looked ed sessions ction which I`ve never looked place regionally at but the end of each programme. at how w my ideas are developing this nd of each programme. at how my ideas are developing but thismy ideas are developing but this These space tolook process project made me look through that ct madespace me look throughgive thatparticipants ticipants to sessions process project made me through that theirshare experience programme and share this journey in me.’ ey in me.’ and rogramme this of the journey in me.’ with their peers.

Gabi McGrath McGrath Gabi McGrath Textiles es Textiles

Time forand reflection and and r reflection review is core to the ethos e isethos core to the ethos of DesignSKILLS, lowing gnSKILLS, allowing allowing participants to contextualise textualise pants to contextualise learning ir g within theirwithin their professional practice and ce and ional practice and build a community of learning community of learningof learning in to arts education ducation ion to relation arts education level. el. at post-primary -primary level.

SKILLS FOR THE FUTURE

Each DesignSKILLS project is unique. It depends on the collaborative approach of the teacher and the designer-maker and the innovation of the students working in the classroom. To date, DesignSKILLS projects have covered design elements from drawing, using primary sources, technical skills, responding to a brief and more.

However, at the heart of the programme is the goal to establish the importance of building strong foundations for the creative process through research and experimentation.

These are skills that are important not just for art, craft and design but are transferable to the wider lives and development of the students who take part. The future of work is increasingly flexible and diverse; the World Economic Forum predicts that analytical thinking and innovation will be the top of the list of desirable skills in 2022.

DesignSKILLS encompasses active learning, creativity, originality and initiative.

Through its processfocused approach to learning, encompasses all these elements.

SKIL THE

Des acti orig Thro focu lear all t

‘The students ‘The took students more took more ownership ofownership their workofwhen their work w given a littlegiven moreafreedom little more freedo to explore and to explore experiment’ and experimen – St. Mary’s College – St. Mary’s College

LS project is unique. It depends JUNIOR CYCLE FOR TEACHERS (JCT) DESIGN & CRAFTS COUNCIL OF IRELAND (DC ive approach of the teacher The DesignSKILLS programme, developed in The Design & Crafts Council of Ireland (DCCoI) -maker and the innovation of collaboration with the Design & Crafts Council of recognises the key role that education plays in king in the classroom. To date, Ireland (DCCoI), is part of our wider Arts in Junior preparing young people for a new world of work ojects have covered design Cycle initiative which aims to support professional where creativity will be a key competency. The awing, using primary sources, learning experiences to promote engagement DesignSKILLS programme has been developed esponding to a brief and more. with the arts and learning in junior cycle. through a collaborative partnership approach heart of the programme is the DesignSKILLS embodies the principles between DCCoI and Junior Cycle for Teachers the importance of building and key skills which underpin the Framework (JCT). It is grounded in research on design ns for the creative process for Junior Cycle (2015) and provides teachers thinking at post-primary level conducted at and experimentation. with practical and creative methodologies Carlow IT’s designCORE as part of the South Ea e are skills that are important not to use in their practice and ‘places students Action Plan for Jobs. It is supported at a policy and design but are transferable to at the centre of the learning process.’ Arklow, Co. Wicklow level by the National Council Arklow,for Co.Curriculum Wicklow nd development of the students Arts in Junior Cycle, supported by and Assessment (NCCA) and is feeding into e future of work is increasingly the Creative Ireland programme (2017–2022), the roll-out and development of supports for se; the World Economic Forum Pillar 1 Creative Youth, is guided by the principles visual arts teachers at post-primary level. lytical thinking and innovation expressed in the Arts in Education Charter (2012) Since Irish Design 2015, DCCoI has the list of desirable skills in 2022. and originated from an Arts Council and JCT been engaged in building towards a National council pilot initiative which started in 2014.

Design Strategy highlighting the important role DesignSKILLS playing a key role in realising the IRELAND design has in Ireland’sCREATIVE future. Building capacity DESIGN & CRAFTS COUNCIL OFisIRELAND DESIGN & CRAFTS CREATIVE COUNCIL OF IRELAND IRELAND Charter’s ‘artDesign education will beCreative an of Ireland in relation to 21st century andIreland enabling The Design & Crafts Councilambition of Irelandthat (DCCoI) The & Crafts The Council Ireland (DCCoI) Programme brings Theskills Creative Prog integral partcommercial of the junior cycle experience’.

The youngto people to become creative citizens is key -based is the national agency for the is the national agency coordination for the commercial and focus existing culture-based coordination and focus to programme provides young people with access to the leading future oftothe design and and craftinitiatives, sector in Ire us development of Irish designers and makers, development of Irish policies designers and initiatives, and makers, ambitious policies le to the championing arts and opportunities to beinnovation, creative ew stimulating innovation, stimulating newand actions. championing It creates and implementsnew newactions. It creates an innovative a post-primary John Tynan er design thinking and informinginGovernment designcontext, thinkingworking and alliances informing andGovernment initiatives which will empower alliances and initiatives w authentically with designer-makers toactivities focus on are funded Head ofinEducation, & Development e the policy. DCCoI’s activities are funded by policy. the DCCoI’s and enable every person by the Ireland toTraining have andthe enable every person their learning and development of knowledge, Design & Crafts Council of Ireland to realise the tential.

Department of Business, Enterprise andDepartment of Business, opportunity Enterprise to realise and their full creative potential. opportunity skills, understanding and values inviaVisual Art. Ireland. DCCoI Innovation via Enterprise Ireland. DCCoI Innovation Enterprise www.creativeireland.gov.ie www.creativeireland.gov currently has over 60 member organisations currently has over 60 member organisations Dr. Pádraig Kirk and more than 3,000 registered clients.and more than 3,000 NATIONAL registered COUNCIL clients. FOR NATIONAL COUNCIL FO Director www.dccoi.ie www.dccoi.ie CURRICULUM ASSESSM CURRICULUM AND ASSESSMENT Junior Cycle for Teachers The National Council for Curriculum andThe National Council for C JUNIOR CYCLE FOR TEACHERS JUNIOR CYCLE FOR Assessment TEACHERS (NCCA) advises the MinisterAssessment (NCCA) advi d Junior Cycle for Teachers (JCT) exists toJunior Cycle for Teachers for Education (JCT) exists and Skills to on curriculum and for Education and Skills o , inspire, support and empower teachers inspire, in support and assessment empower teachers for early childhood in education, assessment for early chil the transformation of junior cycle education the transformationprimary of juniorand cycle post-primary education schools. primary and post-primary in Ireland. Since its establishment by thein Ireland. Since itswww.ncca.ie establishment by the www.ncca.ie Department of Education and Skills it has Department of Education and Skills it has provided dedicated and ongoing continuing provided dedicatedDESIGNCORE and ongoing continuing DESIGNCORE ral professional development support for school professional development DesignCORE support collaborates for schoolacross the natural DesignCORE collaborates ign leaders and teachers in all post-primaryleaders and teachers andinsocial all post-primary sciences to further applied design and social sciences to fur schools, special schools and other centres schools, for special schools research andknowledge other centres transfer for at regional,research knowledge tran education offering the junior cycle programme. education offeringnational the junior and cycle EU levels. programme.

Its focus is humannational and EU levels. It www.jct.ie www.jct.ie centred design research, engaging in centred design research, rigorous research methods with expertise rigorous research method and academic theory and design-thinking and academic theory and ts. to gain deep insight into real world contexts. to gain deep insight into r www.designcore.ie www.designcore.ie

For more information please visit www.learncraftdesign.ie or www.jct.ie

Design by Unthink

s

Design by Unthink

asses vity, ve.