Fiona O'Loughlin (Kildare South, Fianna Fail)
Link to this: Individually | In context | Oireachtas source

106. To ask the Minister for Education and Skills the guidelines which exist for primary school principals when numbers dictate that classes need to be amalgamated; and if he will make a statement on the matter. [24821/17]

Richard Bruton (Dublin Bay North, Fine Gael)
Link to this: Individually | In context | Oireachtas source

Combined classes are a feature of many primary schools in the country and this arrangement has no adverse implications for the quality of the education children receive.  The configuration of classes and the deployment of classroom teachers are done at local school level. School authorities are requested to ensure that the number of pupils in any one class is kept as low as possible, taking into account factors such as classroom accommodation and fluctuating enrolment. Schools should also use their autonomy under the staffing schedule to implement smaller class sizes for junior classes.  However, it is the responsibility of the Principal teacher in consultation with the teaching staff to decide on the organisation of the pupils for teaching purposes.

This position is reflected in the Primary School Curriculum (1999) which is set out across four stages, with each stage representing two class levels. The curriculum provides for progressive and developmental learning experience for our pupils. General guidance and advice for teachers are provided in National Council for Curriculum and Assessment (NCCA) curriculum documents, and assessment guidelines etc. that are applicable to all primary schools.

The Primary School Curriculum (1999), which is child-centred rather than subject-centred, also allows for flexibility in timetabling and teaching methods. It emphasises that children should experience learning through a variety of classroom organisational approaches. While these include individual learning and whole-class teaching, the curriculum particularly encourages collaborative learning through pair work and group work as appropriate to the specific learning contexts and goals. Within multi-grade classes, teachers may use a range of models for grouping pupils, including mixed ability grouping. Integration and differentiation are also key approaches in the primary curriculum. The organisation of teaching and learning through integrated themes can be highly motivating and satisfying for children and are particularly useful in multi-class situations.

In general, the view of my Department is that, where combined classes are formed, mixed ability classes are preferable and my Department recommends random selection as a fair and educationally sound approach to the assignment of pupils to such cases.