Ms Arlene Forster:

Gabhaim buíochas as na ceisteanna seo. Cuirfidh mé tús leo agus ansin b’fhéidir go n-iarrfaidh mé ar mo chomhghleacaí tuilleadh eolais a sholáthair. I reiterate the role of the NCCA on the first question around the bonus points. The current consultation which is still open is based on the draft specifications. As we noted in our opening statement, we are hearing and getting feedback on the draft specifications but we are also hearing wider points and messages, for example around encouraging the take-up particularly of the T1 specification. All of that feedback is being recorded, will be analysed and will be included in the report we provide at the end of the consultation.

The decision around measures to encourage take-up of the draft specifications is a Department decision and not one of the NCCA. The Gaeltacht strategy refers to a number of measures that could be considered to encourage take-up but that is not part of our role. We do not make the decisions around that point but all of the feedback that we are hearing on this, some of which includes the call for bonus points, will form part of our report on the consultation itself.

The first point to make on the use of the Common European Framework of Reference for Languages, CEFR, is that the NCCA draws very heavily on extensive research which includes practice and policy trends internationally, as we noted in our opening statement. We would have drawn on the CEFR in very broad terms as we were developing the two draft specifications. For example, we would have drawn on it in the structure of the draft specifications. That can be seen in the strands and elements that sit in the two draft specifications. We would also have drawn broadly on it in the five key language skills.

There are a number of things that are important to bear in mind in particular in the case of the CEFR. It is a framework that is designed to support second language adult learners. Another key point is that the draft specifications for leaving certificate Irish are part of the overall leaving certificate programme which is aligned with levels 4 and 5 of the National Framework of Qualifications, NFQ. The CEFR itself was not designed to support national accreditation at the upper end of secondary education. While we drew on it in very broad terms, it was in that context.

Going back to one of my first points, the consultation is ongoing and if people have particular comments or thoughts on the CEFR and its use, that can all be fed back to us during this consultation. Like the point I was making on bonus points, we will take and report on all of that feedback and it will inform our ongoing work on the draft specifications.

I am not sure if either of my colleagues would like to add to any of that.