Robert Troy (Longford-Westmeath, Fianna Fail)
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198. To ask the Minister for Education and Skills the number of hours the new wellbeing curriculum during the junior cycle will involve; and the source of these additional hours. [21602/17]

Jan O'Sullivan (Limerick City, Labour)
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206. To ask the Minister for Education and Skills the consultation that has taken place on the new wellbeing curriculum that is proposed in the reform programme for the junior cycle; if it is still possible for groups with an interest in this area to feed into the consultation process; when the subject will commence in schools; and if he will make a statement on the matter. [21735/17]

Micheál Martin (Cork South Central, Fianna Fail)
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210. To ask the Minister for Education and Skills the way he and his Department are ensuring that hours or time spent teaching academic subjects such as German, French, science and others are not being cut to facilitate the introduction of the wellbeing scheme in secondary schools; and if he will make a statement on the matter. [21810/17]

Micheál Martin (Cork South Central, Fianna Fail)
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211. To ask the Minister for Education and Skills the guidelines sent out to secondary schools on the best way to introduce the wellbeing scheme; if it is being left at the discretion of the principals in each school; if his preference is to ensure that academic subjects are not cut as a result of this scheme; and if he will make a statement on the matter. [21811/17]

Micheál Martin (Cork South Central, Fianna Fail)
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212. To ask the Minister for Education and Skills if academic hours in various subjects such as French, German or science are found to be cut to allow the wellbeing scheme to be introduced; his views regarding a reduction in standards or quality in these subjects; his further views on the possible impact this may have on the students' standards for the leaving certificate; and if he will make a statement on the matter. [21812/17]

Richard Bruton (Dublin Bay North, Fine Gael)
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I propose to take Questions Nos. 198, 206 and 210 to 212, inclusive, together. The Wellbeing Programme will cross the three years of junior cycle and build on substantial work already taking place in schools in support of students’ wellbeing. This area of learning will make the school’s commitment to wellbeing visible to students. It will include learning opportunities to enhance the physical, mental, emotional and social wellbeing of students. It will enable students to build life skills and develop a strong sense of connectedness to their school and to their community.

Planning for wellbeing in schools involves consideration of four aspects;

(1)Culture

(2)Relationships

(3)Policy and planning

(4)The curriculum

positive relationships between teachers and students, and students and their peers, along with a sense of connectedness, are the key influences on a student’s sense of wellbeing while in school.

As with all new subject specifications and programmes the development was informed by extensive consultation and engagement with stakeholders.

The Junior Cycle Wellbeing programme will begin with 300 hours of timetabled engagement in 2017 and build up to 400 hours by 2020 as the new Junior Cycle is implemented fully in schools.

All the curriculum components of the Wellbeing curriculum provide opportunities for ongoing classroom based assessment and formative feedback. Reporting on students’ learning in Wellbeing happens in two different ways: reporting in first and second year, and reporting as part of the Junior Cycle Profile of Achievement (JCPA) at the end of third year.

Schools can plan a wellbeing programme without loss of teaching time for other subjects. Learning in CSPE, PE and SPHE is viewed as fundamental to learning about and for Wellbeing.

Introducing a Wellbeing programme should not result in students experiencing less time in PE, SPHE or CSPE than under current provision. For this reason, there is a minimum threshold of time which should be provided in each area. Schools have the flexibility to allocate more time to these areas in line with their priorities and students’ needs.