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Goodness Me, Goodness You! has undergone significant changes since it was first developed in 2008. This process of change has been led by the stakeholders of CNS and assisted by the National Council for Curriculum and Assessment.
The Goodness Me, Goodness You! curriculum is described as a multi-belief and values curriculum which enables children to encounter identity education, values education, philosophy and multidenominational religious education.
The research below has contributed to the development of GMGY.
''We are Inclusive but are we being Equal?’ Challenges to Community National Schools Regarding Religious Diversity (Mullally, 2018)"
Author: Dr Aiveen Mullally
Date: January 2018
Abstract: These schools were established by Minister Mary Hanafin in 2007 in response to the emerging reality of pluralism in Ireland. They are publically managed state schools and the Education and Training Boards (ETB) are their patron. To date, these schools largely cater for minority ethnic communities in Ireland with 58% of parents being of nationalities other than Irish (Department of Education 2016). The schools are multi-denominational and the ethos is inclusive, striving to ensure that the beliefs of all children are respected and celebrated. There are currently twelve schools in the sector. As these schools are a new model of governance, very little research on the schools has been conducted to date. This research was considered timely in order to assist with the development of these schools and to contribute to the educational debate regarding the place of religious education in education in Ireland.
This qualitative case study explores the practical and ideological challenges facing Community National schools regarding religious diversity from the perspective of principals, teachers and parents. The methods chosen for the research were semi-structured interviews with seven principals and five teachers and questionnaires for parents. This study reveals significant challenges for the stakeholders regarding the multi-belief junior programme being taught in the schools.
Findings highlight an uneasy tension between the schools and local parishes regarding the sacramental preparation of Roman Catholic children. Findings also indicate challenges for schools regarding the celebration of festivals
and the display of religious symbols in the school. A tension between the public values of the school and the private values of parents is also revealed.
The thesis concludes by considering the implications emerging from this research and offers recommendations for reflection by the various stakeholders of these schools.
The research is available here.
"Between ethos and practice: are Ireland’s new multi-denominational primary schools equal and inclusive? (Faas, Smith & Darmody, 2018)"
Authors: Daniel Faas, Aimee Smith & Merike Darmody
Date: February 2018
Abstract: This article explores the ethos of multi-denominational primary schools in the context of increasing cultural and religious diversity in the Republic of Ireland. In particular, it investigates how the official ethos is played out in day-to-day school interactions. The mixed-methods study draws on data collected from 11 community national schools focussing on the perspectives of principals, teachers and pupils. The data indicates while schools’ formal ethos sets out guiding principles and standards, a closer look reveals the specific identity of each individual school within the broader formal framework. The article presents a new perspective on school ethos research by exploring the extent to which it guides the promotion of diversity and tolerance in a multi-faith context. While the study is carried out in Ireland, it is also of interest to other jurisdictions where schools are faced with increasing religious diversity among their student population.
The article is available here.
"The role of principals in creating inclusive school environments: insights from community national schools in Ireland (Faas, Smith & Darmody, 2018)"
Authors: Daniel Faas, Aimee Smith & Merike Darmody
Date: January 2018
Abstract: This article seeks to provide insight into the role of school principals dealing with newly multicultural and multi-faith student populations by drawing on a mixed-methods study on state-funded multi-denominational community national schools in Ireland. The study explores the extent to which school principals address the increasing social and cultural diversity in their schools by helping to establish inclusive and supportive school environments. The study identifies the main agents in shaping the school culture, and how the multi-denominational ethos is experienced by students. The article endeavours to provide academics and practitioners with a better understanding of the importance of leadership in shaping school climate that promotes a sense of belonging for all the students.
The research is available here.
"The GMGY Curriculum for Third to Sixth Class (NCCA, 2015)"
"Beliefs and Values Education for All: A review of the underpinning principles and pedagogical approaches of the GMGY junior programme (Nelson, 2017)"
Author: Dr James Nelson
Date: August 2017
Abstract: This report was commissioned by the National Council for Curriculum and Assessment (NCCA) with two aims: firstly, to provide a review of the underpinning principles and pedagogical approaches of the GMGY Junior Programme (Junior Infants to Second Class) and, secondly, to highlight key issues for consideration by those engaged with the production of a new Junior Programme. The GMGY programme is delivered as part of the curriculum in Community National Schools, a young model of primary education in Ireland, first established in 2008. This report does not constitute a full review of the GMGY programme; it is focused on the Junior Programme and used published materials available on the GMGY website (www.gmgy.ie) during the academic year 2016-2017 as the primary source.
The research is available here.
"The Review of the GMGY Junior Programme: experiences of stakeholders (NCCA, 2018)"
Author: The National Council for Curriculum and Assessment
Date: May 2018
Abstract: Goodness Me, Goodness You! (GMGY) is the patron’s programme for Community National Schools (CNSs) and caters for children of all beliefs; religious and non-religious. As such it aims to support, promote and underpin the multi-denominational characteristic spirit of these schools. It is the policy of the CNS model to respect, celebrate and recognise diversity in all areas of human life. While GMGY began its development under the authority of County Dublin Vocational Education Committee (VEC) since 2012 the programme has been developed by the National Council for Curriculum and Assessment (NCCA) in collaboration with the network of Community National Schools and the CNS Steering Committee. The transfer of development from County Dublin VEC to the NCCA took place as the GMGY programme for junior infants to second class was being developed. The further progression of the programme, within NCCA, involved a continuation of development in the direction previously established. This work concluded in June 2015. It is worth noting that while the development of the programme was completed in 2015, in some schools the programme has been enacted since their foundation in 2008. This was possible because as lessons were developed they were made available to schools on an ongoing basis. Upon completion of the programme for junior infants to second class, attention turned to the development of the GMGY curriculum for third to sixth class. This development was completed in October 2016. This review of the junior infant to second class programme takes place in line with the regular curriculum review processes and has been supported by the CNS Steering Committee, CNS Management Group and the GMGY School Network. This document presents a review of the junior infants to second class programme, and signposts possible directions for the redevelopment of the programme.
The research is available here.
