A new curricular approach for Northern Ireland is open for public consultation, proposing a shift away from competency-based frameworks.

The TransformED Northern Ireland Curriculum 2028 cites evidence from cognitive science that vague, competency-focused frameworks widen educational inequalities, increase teacher workload, and often fail to build student progress.

The approach argues that when essential knowledge is not explicitly taught in a carefully sequenced, coherent way, it damages disadvantaged students most. Unlike middle-class students, they do not have knowledge-rich environments to help make up the deficit.

It also notes that trying to interpret vague outcomes and decipher what needs to be taught burns out already exhausted teachers even faster.

The proposal is a departure from reforms underway in the Republic of Ireland, where senior cycle reform is fixated on key competencies rather than knowledge-rich curriculum frameworks.

Key competencies include thinking and solving problems, being creative, communicating, working with others, participating in society, cultivating wellbeing and managing learning and the self.

The Northern Ireland approach contrasts with the Republic's direction, where the rollout of the reformed senior cycle has faced criticism from academics who argue that the new maths specification lacks rigour and coherence.

The consultation for TransformED Northern Ireland Curriculum 2028 is currently open for feedback.