Denis Naughten (Roscommon-South Leitrim, Fine Gael)
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Question 458: To ask the Minister for Education and Science his plans to change the junior certificate examination timetable; and if he will make a statement on the matter. [40221/09]

Batt O'Keeffe (Cork North West, Fianna Fail)
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A number of concerns have arisen in regard to recent research and debate on the Junior Certificate. These include issues of curriculum overload, the time needed to promote active learning approaches, the need for greater emphasis on assessment for learning, practical project and portfolio assessment, and experiential self-directed learning. Public commentary has become increasingly critical of a second level system which is seen by many as driven by rote learning and examination pressures, rather than the promotion of real understanding and skills. An ESRI longitudinal study of 900 students as they moved from primary through second level schooling has found that by third year, students' experience is dominated by an examination which is of diminishing importance. The report indicates that the Junior Certificate examination is overly influenced by written terminal assessment and has a significant negative backwash effect on what is taught and on how students learn. In addition, the level of external assessment in an examination that is no longer high stakes is excessive, and there are concerns that the continued expansion of additional assessment components in the Leaving Certificate cannot realistically be achieved unless there is a corresponding reduction in the volume of externally set and externally marked assessment at junior cycle.

These factors lead to the inevitable conclusion that the current Junior Cycle curriculum and assessment are in need of reconfiguration to reflect the fundamental principles of education and to take account of current best practice internationally. I have asked the National Council for Curriculum and Assessment to review international practice in lower secondary education, to examine what should be prioritised within the totality of the junior cycle experience, and to provide advice on the nature and form of assessment which would be most appropriate in the context of what is no longer a high-stakes assessment. In doing so, the issue of overload and time for active learning should be taken particular account of, to see how best these challenges can be dealt with. The junior cycle should provide for a seamless continuum from primary level, extend and deepen students' skill and competencies in a broad and balanced curriculum that includes a range of subjects, and provide a practical orientation that will engage students and enable less academically orientated students to experience success.

I have no plans to make changes to the Junior Certificate programme, timetable or examinations in 2010.