Readers should bear the following in mind: ● This is the second of two reports commissioned by the National Council for Curriculum and Assessment to inform the ongoing development of the Primary Curriculum Framework. Report 1 addresses conceptualisations of curriculum integration. This second report addresses the literature on pedagogy and assessment. Annex 2 contains the relevant methodological information for this report. ● A timeline for the development of this report can be seen on p. 2 of Report 1. ● This report is one of several commissioned by NCCA in 2022. We encourage readers to consult the reports on specific curriculum areas available on the NCCA website (e.g. Nohilly et al., 2023). We do not attempt to detail pedagogical or assessment advice for specific disciplines/subjects in this report. ● This report draws extensively on meta-analytic reviews. The box below provides guidance for readers on interpreting the effect sizes reported in such reviews. Understanding Effect Sizes To establish the efficacy of a particular practice, it is common to use experimental research designs. This usually involves one randomised group of children being taught using the practice of interest (e.g. Group 1= a new teaching strategy) and a comparison group (Group 2= traditional teaching strategy). The performance of each group is measured and an average score is calculated. The scores of each group of students are then statistically compared to see if there is meaningful difference. The effect size (ES) indicates the scale of this difference (if it exists). Effect size can be calculated in many ways, e.g. Cohen’s d, Hedge’s g. They can also be aggregated for the purpose of meta-analytic reviews. In educational research, an effect size of less than 0.05 is considered small, 0.05 to less than 0.20 is medium, and 0.20 or greater is large (Kraft, 2020). Different benchmarks exist, but in general, the larger the effect size the greater the impact on student learning. In this report, we use the original author’s descriptors, e.g. if an author classified the effect of their intervention as ‘medium’, we report as such.