Ciarán Cannon (Galway East, Fine Gael)

I am taking this topical issue on behalf of my colleague, the Minister for Education and Skills, Deputy Ruairí Quinn. I thank the Deputy for raising this important issue as it affords me the opportunity to outline the position regarding the numbers of second level students studying leaving certificate mathematics and sciences at higher level and to summarise the initiatives addressing this topic.

Project Maths began as a pilot in 24 schools in 2008. It is being developed by the National Council for Curriculum and Assessment, NCCA. It was mainstreamed from September 2010 when it became available to all schools. Project Maths is designed to transform teaching and learning in mathematics at both junior and senior cycle. It would enable students to develop an understanding of the "hows and whys" of mathematics but also the ability to apply their knowledge and skills in familiar and unfamiliar contexts. It should also provide them with analytical and creative powers in mathematics. A key objective of Project Maths is to improve attainment levels in mathematics and to encourage more students to take the subject at higher level. The first mainstream examinations are for this year's leaving certificate students and the first group of students presenting for the junior certificate will be in 2013. The introduction of Project Maths has been accompanied by a national programme of professional development for all teachers, not just those in the project schools, and this will continue to at least 2013.

The participation in higher level mathematics was down from a high of 18.9% in 2005 to 15.8% in 2011. To encourage more students to present at higher level, there will be 25 bonus CAO points available for all candidates who score grade D3 or above for higher level mathematics in the leaving certificate from this summer. Higher education institutions have collectively agreed to operate this bonus points scheme for higher level mathematics for a four year trial period from 2012 to 2015 inclusive, with a review in 2014.

The bonus points scheme aims to incentivise more students to continue with their studies to higher level mathematics. In fact, State Examinations Commission data highlights that for the 2011 leaving certificate examinations there were 9,950 candidates entered, with 7,917 sitting the examination. This year the number of candidates entered stood at 12,510, which is an increase of approximately 25%. I look forward to finding out how many of these entrants will present and I hope the majority of them do so.

On the sciences at senior cycle, it must be noted that participation in physics, chemistry and applied mathematics has been relatively stable in the past three years. The numbers participating in agricultural science increased from 4,164 in 2009 to 5,287 last year, while the numbers participating in biology increased from 20,102 to 22,677 in the same period.

An important element of the strategy for science, technology and innovation is to increase the proportions of students studying the physical sciences in senior cycle. Revised draft syllabuses in physics, chemistry and biology have been developed by the National Council for Curriculum and Assessment following consultations with the key stakeholders. The revised syllabuses aim to provide a strong focus on practical investigative approaches and practical assessment as a follow on from the changes introduced at junior cycle science in 2003. It is expected that these syllabuses will be submitted to the Department later this year.

This year, there has been a significant number of students applying through the Central Applications Office for science, technology, engineering and mathematics courses. The number of students expressing a first preference for science courses, including computing, at honours degree level - level 8 - increased by 18.4% this year and over the five year period from 2008 to 2012, the figure increased by a total of 63.5%. First preferences for agricultural science increased by 98%.

The National Council for Curriculum and Assessment provided its advice to me on junior cycle reform in late 2011. Ongoing consideration is being given to implementation of this reform, which will be introduced on a phased basis. All the existing subjects, including mathematics and science, are being continued and schools will also be able to provide their students with short course options.

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