Susan O'Keeffe (Labour) | Oireachtas source

The Minister is welcomed every time someone rises, but it is all true. I am sorry that Senator Reilly is not present, but I was reminded of a panel at which we both spoke during the general election. Someone tweeted about her age and suggested that she stay home and do her homework. I defended her afterwards. Regardless of her age, she was entitled to be there, etc. Perhaps I should withdraw my defence. I defended her because someone attacked her for being so young, and now I have been reminded of precisely how young she is.

Much about the framework for the junior cycle is to be welcomed, but much must be done. The framework recommends that first year be about progress, second year be about purpose and third year be about product. The Minister stated that first year students often lose out and do not make the progress they ought to. Indeed, some regress. To prevent this from occurring, what will be put in place to ensure that the bridge between primary and secondary levels is strengthened? One cannot catch all children, but a concern has been expressed in the framework document and needs to be addressed.

Where does the voice of young people appear in this reform? It can be difficult, given the number of stakeholders and groups involved in organising any reform. It is always brave to be the agent of change.

I wish to ask about the manner of the teaching. People learn differently. In particular, males learn more from doing, that is, the kinesthetic style of learning. How will the brave new world of the junior certificate reform take cognisance of this fact? Will this style of learning as well as visual learning be emphasised further? Many young males lose out because the style of teaching has traditionally favoured young females.

The list of available subjects does not include IT. I am sure there is a reason, but forgive me if I am wrong. I see technology on the list, but I do not know whether that includes IT, particularly in terms of programming. Many young people are good at, and interested in, this area.

Recently, the House's public consultation committee discussed lifestyles in terms of preventing cancers. Lifestyle is about what we eat and the amount of exercise we take. The issue of physical education has been raised with the Minister. Consider the stark figures - some 300,000 children in Ireland, a figure that increases by 10,000 per year, are considered overweight and obese. We cannot ignore this issue. Dealing with it will require a joined-up Government approach. The Minister is not responsible for health, but a hand-in-hand approach must be taken. I am not wondering about making physical education compulsory, but about making it a subject. Sport incorporates a broad field, for example, sports technology, sports management, sports nutrition, teaching and training, sports marketing, etc. Many young children are keenly interested in sport, but they do it alongside their academic activities. Can sport be included as a subject?

Music and art are subjects, but can they be enhanced? They play to children's creative sides. Those of us with children want to nurture and nurture them and know the importance of that part of their brains. Some parents struggle to provide such extracurricular activities due to the high cost.

My next point is on being well. Senator Power referred to it and I have discussed it with the Minister in terms of bullying, self-esteem and the need for counsellors. I hope that we are encouraging teachers not to teach subjects, but to teach children. In the teaching of children, where do we include being well? Is it a large plank of the Minister's reforms?

Is there a possibility of ambassadors for learning? These would be a group which young people like, such as sports personalities or writers. Is there a way to engage with them so they can interact with schools? There has been a very successful maths week, with hundreds of thousands of children taking part, and it has been described as the biggest maths week in the world. That is brilliant and what we like to see, as children love to engage in that kind of once-off but exciting activity. Ambassadors may help in a couple of other ways, and as Senator Crown mentioned science, we might have science ambassadors along with writing ambassadors, for example. A panel of such people should be properly organised and not be ad hoc. I look forward to the Minister's response. I hope he keeps up the good work.