Jim O'Keeffe (Cork South West, Fine Gael)
Link to this: Individually | In context

Question 51: To ask the Minister for Education and Science the number of single sex girls schools offering the subject music to both junior and leaving certificate respectively; and if she will make a statement on the matter. [40186/06]

Simon Coveney (Cork South Central, Fine Gael)
Link to this: Individually | In context

Question 64: To ask the Minister for Education and Science the number of single sex boys schools offering the subject music to both junior and leaving certificate respectively; and if she will make a statement on the matter. [40185/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

I propose to take Questions Nos. 51 and 64 together.

The latest information available to my Department on the number of schools offering music relates to the 2005/06 school year. Some 501 second-level schools offered music in junior cycle in 2005/06. Of these, 67 are single sex boys schools, 148 are single-sex girls schools, and 286 are mixed-sex schools. Some 449 second-level schools offered music in senior cycle in 2005/06. Of these, 52 are single sex boys schools, 141 are single-sex girls schools, and 256 are mixed-sex schools.

The Deputy will be aware that the decision as to which subjects to offer is made at the level of the individual school, subject to compliance with my Department's regulations concerning provision of the core curriculum. Demand will of course depend on the number of students that want to take other subject options.

In relation to take-up at school level, I can inform the Deputy that nearly 10,000 students sat the Junior Cert Music exam in 2006, while nearly 5,000 students sat Leaving Cert Music.

The Leaving Certificate syllabus in Music was revised for first examination in 1999. To ensure the satisfactory implementation of this syllabus, a comprehensive two-year programme of in-career development for teachers of Music was put in place. Further courses for teachers are provided on an ongoing basis. The assessment structure allows students to specialise in the component of the course best suited to their interests and ability. The broad range of performance options available to students has increased accessibility to the subject and allows for students of diverse music backgrounds to participate in the subject.

I see an important role for music as part of a broad curriculum that enables all students to develop to their full potential and realise their own individual talents. Of course, many students who do not take music as an examination subject nonetheless enjoy taking part in school musicals or singing in the school choir. Others will enjoy music provision through schools of music operated by the VECs which are allocated teaching hours by my Department.

I assure the Deputy of the Government's commitment to promoting participation in music for our young people.