Written answers

Tuesday, 2 October 2007

Department of Education and Science

School Curriculum

9:00 am

Photo of Liz McManusLiz McManus (Wicklow, Labour)
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Question 140: To ask the Minister for Education and Science her proposals for the introduction of standardised testing for reading and maths in primary schools; if she will ensure the allocation of additional resources to deal with problem areas that may be identified by such tests; and if she will make a statement on the matter. [21614/07]

Photo of Mary HanafinMary Hanafin (Dún Laoghaire, Fianna Fail)
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I believe that standardised testing, carried out on a systematic basis, has great potential to enhance the quality of teaching and learning for our students at classroom level, and to provide valuable information for parents about their children's learning.

I have accepted the advice from the National Council for Curriculum and Assessment (NCCA) that, as part of a range of assessment approaches, all pupils should take standardised tests in English reading and Mathematics at the end of first class or the beginning of second class,and at the end of fourth class or the beginning of fifth class.

My Department has issued a Circular Letter to primary schools requesting that they ensure that standardised testing is implemented on an annual basis in the relevant classes beginning in the calendar year 2007. With effect from 2007/8, the results of testing will be reported to parents in respect of their own children in accordance with a broader reporting template, designed to report progress on children's learning to parents. This template was piloted in a number of selected schools by the NCCA.

The introduction of the measure is being supported by a national programme of teacher professional development in assessment for learning. This will aim to support teachers in placing assessment at the heart of the teaching and learning process, supporting children's cognitive, creative, affective, physical and social development. It is intended that all teachers and principals will have access to the programme on a rolling basis.

A grant of €1.65m issued to schools in December 2006 for the cost of test materials, teachers' manuals, test scoring services or test-related software. It is intended that the implementation of standardised testing at school level will be complemented by a separate programme of national monitoring so that national trends in different categories of school can be tracked over time.

Photo of Jack WallJack Wall (Kildare South, Labour)
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Question 141: To ask the Minister for Education and Science her plans to distribute the Peters Projection map of the world to replace the inaccurate Mercator world map which is being used in most classrooms here; and if she will make a statement on the matter. [21624/07]

Photo of Mary HanafinMary Hanafin (Dún Laoghaire, Fianna Fail)
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My Department does not intend to distribute world maps using Peters projection to schools. Post-primary schools are supplied with an equipment list and specifications for a Social Studies room in the context of a refurbishment, extension or the provision of a new school building. This equipment list and specifications (coded as Environmental and Social Studies — ESS) is also available on my Department's website and can be accessed by schools and subject departments for guidance in updating their teaching resources. This ESS equipment list and specifications was updated in 2005 in line with syllabus changes at Leaving Certificate Geography and History. This revised list includes the Political Wall Map of World Winkel equal area projection.

Prior to 2005 it was recommended that schools purchase maps using Peters projection through the ESS Social studies room equipment list and specifications. This was changed to a Winkel projection following the 2005 revision of syllabi. Schools may have purchased world maps using Mercator's projection in the past but these were not recommended in the ESS list and specifications.

Geography and History teachers use wall maps and globes as teaching resources.

The globe is a true three-dimensional representation of the earth's shape and structure. A wall map will always be an approximation as it uses a projection to represent a sphere on a two-dimensional flat surface. The Mercator projection, created in 1569, was used by sailors and navigators as it represented lines of longitude and latitude as straight lines. However, the Mercator projection distorts the shape of land masses and shows both Africa and South America as being significantly smaller in size. This projection increases the size of land masses in the northern hemisphere and reduces those in the southern hemisphere. This issue came into particular focus as development studies began to address inequality and population growth in the developing world. Mercator's projection seems to present a "first world" view of economic development based on colonialism and exploitation by distorting the physical area of the earth and the poorest "third world"areas.

This was challenged by the Peters projection of 1973. This is one of many equal area projections. The maps using these projections represent land masses in proportion to their areas. The Peters projection is favoured by development agencies as it more accurately represents the size and shape of countries in the developing world. However this projection is visually challenging for students as the northern hemisphere is flattened and elongated.

My Department now recommends, through the ESS equipment list and specifications, that schools purchase the world map using the Winkel equal area projection. This projection reduces the distortion of the shape and area of landmasses and visually represents the relative proportion and position of landmasses and ocean areas for geography students.

In the Primary School Curriculum and in the revised Leaving Certificate Geography Syllabus students and their teachers are encouraged to challenge perceptions of the shape of the earth created by projections. The presence of Mercator's, Peter's or Winkel's projection in the classroom should assist teachers to critically evaluate these representations of the earth.

Photo of Denis NaughtenDenis Naughten (Roscommon-South Leitrim, Fine Gael)
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Question 142: To ask the Minister for Education and Science the steps she has taken to date to implement the Joint Committee on Education and Science report of the Provision of Educational Services in a Multi-Ethnic/Multi Cultural Society; and if she will make a statement on the matter. [21519/07]

Photo of Mary HanafinMary Hanafin (Dún Laoghaire, Fianna Fail)
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The Joint Committee Report of the Provision of Educational Services in a Multi-Ethnic/Multi-Cultural Society, which was published in April of 2004, is an important snap-shot of the educational needs of newcomers at a particular point in time.

I am pleased that since its publication, a great deal of work has been done in this area, which addresses the issues highlighted in the Report.

The importance of addressing the educational needs of newcomers has been emphasised by the establishment by the Government of the Office for Integration and the appointment by the Taoiseach of my colleague Conor Lenihan TD as the Minister for Integration. Minister Lenihan is also a Minister of State in my Department and his Office will greatly help the development of a co-ordinated and cohesive response to the integration of newcomers to Ireland. In particular, it will focus upon the work undertaken by three Government Departments: Education and Science; Justice, Equality & Law Reform; and Community, Rural & Gaeltacht Affairs.

Since the publication of the Joint Committee's Report, my Department has secured a number of achievements in regard to the educational integration of newcomers. These achievements are as follows:

Language Support Teachers are provided at primary and post-primary levels to those schools which have newcomer pupils who do not have English as their first language. As Minister, I removed the 'cap' of two Language Support Teachers per school and extended the provision of language support beyond two years. As a result, some schools with a large number of newcomer children without English as their first language have up to 6 Language Support Teachers.

Towards 2016 provides for the provision of an extra 550 language support teachers by 2009 including 200 teachers (175 primary and 25 post-primary) in 2007, with a further 150 in 2008 and 200 in 2009. This will bring the overall number of such teachers to approximately 1,800 by 2009 (there are currently 1,450).

Language assessment kits, based on best international practice are to be provided to all primary schools during the 2007/08 school year. The kits will enable accurate initial and on-going assessment of language proficiency of newcomer children with a particular focus upon assessing whether language support needs to be provided beyond the current two year limit.

NCCA intercultural guidelines to support teachers and schools in developing a more inclusive learning environment and in providing students with knowledge and skills they need to participate in a multicultural world. Corresponding guidelines for intercultural education in post-primary schools have also been made available by the NCCA.

My Department continues to provide funding to Integrate Ireland Language Training (IILT) to provide Language Support Teachers with in-service training to assist them in meeting the English language needs of their pupils/students.

The Department has distributed a resource book ("Up and Away") for English Language Support Teachers to all primary schools which will serve as the basis for induction seminars for newly appointed Language Support Teachers.

Information on the Irish Education system has been placed on the Department's Website (www.education.ie) in 6 languages including Polish, Latvian, Lithuanian, Russian, Spanish and German.

An information pack for newcomer parents has been developed on a North/South basis. The pack will include information on education services, adult and community education programmes along with information on the health services, welfare entitlements, housing allocations, etc.

A practical toolkit for schools has been developed to facilitate capacity building for intercultural issues on a whole-school basis which will be targeted at mainstream classroom teachers. this will be distributed to schools in 2008.

The Department, in conjunction with the Office for Integration, have commissioned an independent review to assist in the development of a national English language training policy and framework for legally-resident adult immigrants based on extensive stakeholder consultation. This is due for completion in early 2008.

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