Holly Cairns (Cork South West, Social Democrats)
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1067. To ask the Minister for Education and Skills her views on recommendation 13 in a report by an organisation (details supplied) that adoptees want the history of forced and coerced adoption within the wider societal context to be taught at second-level education in Ireland. [41091/21]

Norma Foley (Kerry, Fianna Fail)
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The new Framework for Junior Cycle focusses on active and collaborative learning. It gives greater flexibility and autonomy to schools in terms of subject selection, and new short courses, to tailor a student’s learning to achieve better outcomes for that student. Students are able to study up to 10 subjects for certification through the new Junior Cycle Profile of Achievement.

The study of history at Junior Cycle aims to enable students to develop the necessary conceptual understanding, disciplinary skills and subject knowledge to come a deeper understanding of the past. Students also come to see the world, and their place in it, from an historical perspective; and understand how the people and events of the past have shaped the contemporary world. There are opportunities to explore aspects of history such as examining how the experience of women in Irish society changed during the twentieth century and a number of learning outcomes relate to the history of Ireland, Europe and the wider world.

The Learning Outcomes based approach used at Junior Cycle is designed to allow flexibility for teachers and students to choose contexts that suit them. This means that, while the issue of forced and coerced adoption is not explicitly mentioned in the Junior Cycle curriculum, there are various opportunities for teachers and students to explore its significance.

In Classroom Based Assessment (CBA) 1, - The Past in my Place, allows for students to present their findings on a study of an aspect of their home place or locality that they consider of interest or historical significance. This theme may relate to various aspects of the history of forced and coerced adoptions, and could incorporate the testimony of survivors/victims, or their family members.

In CBA 2 - A Life in Time, students present their findings on a person of historical interest to them. The project is designed to allow them to follow their personal interest in a person from the past. This person may be a well-known figure or someone from the student’s home place or family, but whose story can be shown to be of historical significance or interest.

Students who are not born in Ireland but who may themselves have migrated to the country from other parts of the world are free to examine aspects of their countries of origin when exploring the CBAs.

Since September 2020, all post-primary schools have been required to offer History as a Junior Cycle subject and all students entering first year are required to study History as part of the curriculum.

Students will follow the existing Junior Cycle History specification, which is of a minimum of 200 hours’ duration and will be assessed at a common level. Further details in this regard are set out in Circular Letter 16/2020.

With regards to Leaving Certificate History, the study of history in itself is an opportunity for students to engage with diverse aspects of human experience in a variety of cultural contexts. The syllabus facilitates students to learn how human history is created by the interaction of different individuals, groups and institutions in a variety of contexts that will invariably invite a multitude of perspectives and understanding. Students are provided with opportunities for reflective and critical work on historical evidence where bias and stereotypes are challenged.

You may also be interested to know that the National Council for Curriculum and Assessment (NCCA) have recently completed a review of senior cycle. The National Council for Curriculum and Assessment (NCCA) undertook an extensive review of senior cycle programmes and vocational pathways, including Transition Year, Leaving Certificate Applied, Leaving Certificate Vocational Programme and the Leaving Certificate Established. The review has involved research, extensive consultation and communications with stakeholders. It also benefitted from ESRI expertise in the area of qualitative research in educational settings, and the experience of the OECD in reviewing education systems and supporting implementation in other jurisdictions.

Elements of the review are examining how senior cycle can be inclusive to students from all backgrounds.

The NCCA recently submitted the Senior Cycle Review: Advisory Report. The Advisory Report is being considered at the moment and will be published in due course.