Mr. Gary Ó Donnchadha:

The context in which the mocks are currently serving a purpose is about to change over the lifetime of the introduction of the junior cycle. That is certain. There are arguments that mock examinations play a role in the current dispensation, but as the junior cycle moves on through the implementation of more and more subjects, the assessment conversations teachers have with students will begin to populate the calendar right through the three years of junior cycle. From a Department point of view, we have to point out the opportunity cost in the loss of teaching time, especially if we can demonstrate and promote the kind of structured, gainful student learning experiences which can be facilitated while also serving an assessment purpose so that teachers capture the learning much earlier in the process. They are certainly capturing the learning formally at key points during the second and third years. Those learnings factor into the junior cycle profile of achievement and actually will be a very attractive report on the many dimensions of learning, not only the State examinations piece but the recording of their performance and achievements on classroom-based assessments and what we call "other areas of learning". These are areas where the teachers will for the first time have an opportunity to input directly on the student profile the valuable learning encounters in which the student participated, whether it is debating, tackling a challenging sporting encounter or participating in a musical event. These are all important aspects of the learning which will be pulled together. We are not talking about banning mock examinations or anything like that at this point, but I have no doubt that as the junior cycle adds in more subjects over the years - we are running right up to 2022 in phasing in this - the context will change for mock examination providers. Perhaps their business will evolve into more strategically supporting the other kinds of learning schools are trying to promote for which materials and assessment tasks are needed throughout the period of the junior cycle rather than just focusing on the terminal examination, the significance of which has been reduced. That would be a logical place for those providers to be considering. That could indeed provide a valuable service if they provided the right kinds of supports and materials to serving teachers.