Richard Boyd Barrett (Dún Laoghaire, People Before Profit Alliance)
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71. To ask the Minister for Education and Skills the detail of the advice given by the National Council for Curriculum and Assessment, NCCA, to his Department regarding the separation of children for faith formation in community national schools; and if he will make a statement on the matter. [16699/17]

Richard Boyd Barrett (Dún Laoghaire, People Before Profit Alliance)
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81. To ask the Minister for Education and Skills if he will report on the situation in community national schools regarding the separation of children for faith formation classes; and if he will make a statement on the matter. [16698/17]

Richard Bruton (Dublin Bay North, Fine Gael)
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I propose to take Questions Nos. 71 and 81 together.

The Community National School is a new model of multi-denominational school which is not that well-known among the public. However, I believe it has a bright future ahead of it and a major role to play in providing choice to parents in the future.

Community National Schools are multi-denominational and they provide for belief nurturing during the school day.  The aim of the model has been to cater for the diversity present within the community in a single school setting.  The philosophy of the Community National School as a multi-denominational school is based on best practice in this area, and on each child better understanding and ultimately celebrating both their own and their friends’ belief and cultural identities. Belief identity is explicitly not left at the school gate, but used as a means of enriching the learning experience on the basis of mutual understanding and integration.

‘Goodness Me, Goodness You’ (GMGY) is the patron’s programme that underpins the characteristic spirit of CNS schools and is a common programme suitable for pupils of all faiths and beliefs. The GMGY programme is being developed by the National Council for Curriculum and Assessment (NCCA) and delivered on an action research basis. The action research approach allows for the development of the curriculum with the content and approaches being adjusted and adapted based on feedback on the material and methodologies.

In Junior Infants to 2nd Class, the children follow the GMGY programme together for the majority of the school year, exploring common themes. There is a belief-specific aspect of the programme. In the junior classes only, children have been grouped for a four week period during GMGY time according to their faith or belief tradition, in line with the wishes of their parents. Lesson content was designed specifically for each grouping. In 3rd to 6th class, children remain in their class groups throughout the year and learn about different faiths and religions together. Belief-specific teaching is integrated into GMGY for these classes.

The manner in which schools deliver belief-specific teaching in Junior Infants to 2nd class has evolved. The majority of CNS schools no longer group children according to their beliefs for the four week period. Instead, these schools have integrated belief-specific teaching so that all children learn about different religions and beliefs together and all class groups remain together throughout. As I indicated in a recent statement, I see merit in this approach.

This model has the merit of responding to the needs of parents who wish their children to be able to prepare for specific events - for example Communion and Confirmation in the case of Catholic families – but also respects the best principles of inclusion and mutual understanding that are central to multi-denominational education.

The National Council for Curriculum and Assessment (NCCA) is to commence a review of the GMGY programme for Junior Infants to 2nd class, starting in September 2017. As part of that review, the belief-specific teaching aspect of the programme will be examined. The Education and Training Boards, as patrons, are also looking at how Goodness Me Goodness You can be delivered on the ground in the most inclusive fashion possible. I look forward to seeing the outcomes of these processes.