Norma Foley (Kerry, Fianna Fail)
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There have been significant developments over the past decade in Irish language curriculum provision for learners in post-primary schools.

As with all curriculum development work undertaken by the National Council for Curriculum and Assessment (NCCA), the development of subject specifications is carried out by representative development groups. The Subject Development Group (Meitheal Forbartha) for Junior Cycle Irish and for Leaving Certificate Irish both comprised a range of key stakeholders with expertise and experience in the learning, teaching and assessment of Irish, including practising teachers of Irish.

In relation to Junior Cycle, following extensive consultation, L1 (Language 1) and L2 (Language 2) Irish specifications were introduced in schools in 2017 as part of Phase 3 of the roll out of the Framework for Junior Cycle (2015). This was the first time discrete Irish language curricular provision was made, in response to stakeholder feedback, for student learning Irish in Irish-medium and in English-medium post-primary schools. All students who started Junior Cycle from Autumn 2017 onwards are learning Irish as laid out in these new specifications.

Responding to requests received from stakeholders through the recent consultation on draft L1 and L2 specifications for Leaving Certificate Irish, the NCCA Council decided to undertake a review of the early enactment of Irish, L1 and L2, in Junior Cycle. Accordingly, I understand that a report on the early enactment of Irish, L1 and L2, in Junior Cycle is currently being finalised by the NCCA.

The NCCA commenced work to develop Leaving Certificate Irish Specifications for L1 and L2 in December 2018. A consultation on draft specifications was opened in February 2021. In response to stakeholder feedback and requests, the closing date for this consultation was extended to the end of November 2021. I am advised that a draft report on those consultations was presented to NCCA Council on 16/17 June and I expect to receive the finalised report in December.

The development of students’ skills in Irish language spoken production and interaction is central to the curricular specifications for Irish at all levels. The specifications espouse an integrated approach to the development of all language skills. It is worth noting that the specifications for Irish at Junior Cycle ensures all students have opportunity to engage in the assessment of their competence in spoken Irish, as well as the other language skills.

The decision to alter the timing of Paper 1 in Irish and English is an interim measure designed to respond to this consensus for spreading the assessment load and thereby reduce the stress experienced by students, pending the development of revised specifications in all subjects, including Irish and English. In making this decision, I also wanted to ensure that all students would begin to see and feel the benefits of Senior Cycle redevelopment as soon as possible. If we did not make this change, six years of Leaving Certificate students, or approximately 360,000 students, would not see or feel the benefits of the reforms. The planning necessary to hold Paper 1 in Irish and English at the end of the fifth year from summer 2024 has commenced. Once this planning has been completed full information will be provided to students and schools.

On the matter of CAO points, I am aware that Irish-language stakeholders have called for CAO bonus points to be made available to encourage uptake of the draft L1 specification. It is necessary at this time to await the outcomes of the consultation process before reaching any decision on such matters. The Deputy is advised that CAO bonus points are a matter for the Department of Further and Higher Education, Research, Innovation and Science.