Richard Bruton (Dublin Bay North, Fine Gael) | Oireachtas source

The new framework for junior cycle 2015 offers a significant opportunity to improve the experience for learners, to broaden the range of competences which they acquire and to facilitate more flexible teaching, catering to the different needs of students with ongoing feedback.

The Department has set out a schedule for the roll-out of this new approach across all subjects over a five-year period. Before the introduction of any subject, there is a process of development of detailed subject specifications by the NCCA. There is also a dedicated programme of professional development for teachers which includes guidance on teaching and learning methods, supports for the new methods and the assessment approach.

As the Deputy knows, English was the first subject and the three-year cycle started in September 2014. The first students emerging from this cycle will receive their new junior cycle profile of achievement in autumn 2017. The profile of achievement will record outcomes from a broader range of learning experiences across the three-year programme. It will include the outcome of the two classroom-based assessments as well as the separate final State-certified written examination. The final written examination result will incorporate the result of an assessment task based on the student's own written evaluation of his or her learning experience on their second classroom-based assessment task, and that is worth 10% of marks. It is intended that the profile of achievement will also include other learning achievements, including learning on short courses, other experiences and events and achievement in the area of well-being.

Students currently in second year who have not completed their first classroom-based assessment will, as agreed with the teacher unions, have the opportunity to complete this early in the first term of the coming school year.

It is a matter of deep regret that the ASTI has failed to deliver on the 2015 agreement with their leadership. Their continuing refusal to co-operate with the new framework is impacting on current junior cycle students of English.

I have also received a letter from the general secretary of the ASTI, dated 9 May, indicating that the ASTI looks forward to engaging with me on a number of named issues, including junior cycle reform.

I welcome the indications of the ASTI in this regard. If the ASTI requires further clarifications on any aspects of the published framework, I am happy to facilitate its request. My Department has already clearly signalled that it is willing to support the ASTI in revisiting this issue with its members. I intend to make contact with the ASTI to arrange for an appropriate engagement in follow-up to the letter of 9 May.

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