Brian Hayes (Dublin South West, Fine Gael)
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Question 1410: To ask the Minister for Education and Science the progress in regard to the commitment given in the programme for Government to complete the senior cycle review that is currently being undertaken by the National Council for Curriculum and Assessment. [47968/08]

Batt O'Keeffe (Cork North West, Fianna Fail)
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The NCCA proposals for reform envisaged re-structuring of senior cycle programmes into subjects, short courses and Transition Units, a strengthening of practical project and portfolio assessment, a spread of assessment events with subjects having two assessment components, and embedding of key skills into subjects.

In response, the then Minister Mary Hanafin. T.D. welcomed the embedding of core skills, the inclusion of a second assessment component, and the moves to standardise transition units. She asked that change be implemented on a phased basis over a significant period of time, minimising disruption, taking account of logistical and cost factors and system capacity to change. The Minister asked the NCCA to prioritise the reconfiguration of subjects generally within the Leaving Certificate in order to embed key skills, and to provide for a second assessment component. She indicated her concern the TYP should remain as a single year programme for equity reasons. On short courses, she asked the NCCA to develop as an exemplar a short course in Enterprise Education, building on the existing Links Modules, so that the Department could better assess the implementation issues.

The NCCA has established a network to undertake development work with schools. A standardised framework for Transition Unit descriptors has been developed, and organisations are using these as new programme options for TYP are being developed. Reforms are under way in Irish to strengthen oral competence and to increase the proportion of marks for the oral examinations to 40% for all new entrants to second level from 2007/8.

Reform in Mathematics Education at junior and senior cycle is also beginning on a phased basis. This started in 24 project schools with effect from 2008/9, and will begin in mainstream schools from September 2010. The reforms are designed to provide a bridging framework from the revised primary curriculum into second level, promote greater maths literacy across the school population, bring changed emphasis in the mathematics learnt and, in particular, a strong focus on context and applications and problem solving and a greater ICT dimension, encourage greater take up at higher level, and provide a solid foundation which prepares students for careers in science, technology, engineering, business or humanities options. For schools involved in the initial implementation from September 2008, students will experience mathematics in a new way. Teachers will be provided with classroom materials to enable them to adopt the new approaches and will be supported professionally in embracing change. These materials and supports will include lesson plans, with teacher guides and student worksheets, on-line exemplars and a range of assessment materials.

Examination questions will also be changed for these students. Recommendations are expected shortly from the NCCA in regard to senior cycle science subjects. The Council has submitted short courses in Enterprise and Psychology for consideration by the Department, and the implementation issues are being examined at present. Work is also at an advanced stage in regard to proposals for the subjects Social Personal and Health Education and Politics and Society in senior cycle.

Brian Hayes (Dublin South West, Fine Gael)
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Question 1411: To ask the Minister for Education and Science the progress in regard to the commitment given in the programme for Government to review the format and content of transition year. [47969/08]

Batt O'Keeffe (Cork North West, Fianna Fail)
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The proposals of the National Council for Curriculum and Assessment for reform of senior cycle envisaged a re-structuring of programmes into subjects, short courses and transition units.

The Council proposed the development of Transition Units as 45 hour units of study which would provide a broad range of experiences for learners, incorporating innovative methodology and supporting the development of key skills. The Council proposed that school based assessment would be inbuilt into each transition unit, and models for the validation of schools to develop their own Transition Units would be explored. The units would cover such areas of learning as creative applications, skills, personal achievement, sampling of subjects, enterprise, civic and social education, and work and future.

In response, the then Minister Mary Hanafin TD welcomed the measures to standardise transition units, and indicated her concern that the Transition Year Programme should remain as a single year programme for equity reasons. The NCCA has established a network to undertake development work with schools. A standardised framework for Transition Unit descriptors has been developed, and organisations are using these as new programme options for TYP are being developed. The decriptors are designed to promote better planning and communication and provide for greater clarity and coherence in the implementation of the programme. They require schools to set out the aims of the unit, its learning outcomes, how key skills are being integrated, what methodology and assessment approaches will be taken and how it will be evaluated.

New Transition Units have been developed and posted to the NCCA website in a range of areas and a guide has been produced to help schools to develop their own units in keeping with the descriptor format. Schools may forward their Transition Units to the NCCA for further feedback and support. Guidelines have also been developed for agencies and non governmental organisations wishing to develop a Transition Unit, and a range of Transition Units are currently being developed by these bodies.

Brian Hayes (Dublin South West, Fine Gael)
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Question 1412: To ask the Minister for Education and Science the progress in regard to the commitment given in the programme for Government to ring-fence funding for science laboratories, improve science equipment in schools, and ensure a greater focus on high quality science education at all levels. [47970/08]

Batt O'Keeffe (Cork North West, Fianna Fail)
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As part of the multi-annual school building programme, the Government has invested heavily in the modernisation of school facilities throughout the country including science facilities in post-primary schools. Provision of science facilities is an intrinsic part of all major projects at post-primary level.

Schools have also received funding under the Summer Works Schemes 2004 -2007 to refurbish science laboratories. Over 60 schools were approved for funding in 2006 and 2007 under my Department's Summer Works Scheme to enable them to get science laboratories refurbished on a devolved basis.

Additionally, the Government has funded the provision of class materials, basic general equipment and chemicals for practical work for the Sciences. My Department also spent in excess of €13m in 2004 to facilitate the introduction of a revised Junior Science syllabus. Schools received a basic grant of €3500 per science laboratory to enable them to provide the new curriculum.

Expenditure on science laboratories and science equipment in schools will arise for consideration in the context of the funding available for my Department's multi-annual School Building and Modernisation Programme.