Norma Foley (Kerry, Fianna Fail)
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The National Council for Curriculum and Assessment (NCCA) commenced work in December 2018 to develop Leaving Certificate Irish specifications for T1 and T2 in December 2018. A consultation on draft specifications was opened in February 2021. The consultation report was approved by the NCCA Council at the end of last year, and subsequently submitted to my Department. The NCCA published the report on 15 March last.

In publishing, the NCCA has noted that one of the strongest themes to emerge from the consultation was that a shared vision and purpose in relation to Leaving Certificate Irish has not yet been achieved, and that questions about the model of curricular provision need to be considered.

In light of the consultation findings, the NCCA is now pausing development work on the draft T1 and T2 specifications and will undertake additional research, deliberation and consultation with teachers, students, parents and all stakeholders on possible ways forward for Leaving Certificate Irish. 

It is welcome that the extensive consultation undertaken by the NCCA has ensured that the diversity of views on this can be considered. The further research to be undertaken now by the NCCA will ensure a robust evidence base on how to proceed, and I welcome its plans to ensure that stakeholders continue to be at the core of this process.

Peadar Tóibín (Meath West, Aontú)
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150. To ask the Minister for Education and Skills if she is aware that four in five secondary teachers say the new junior cycle is not preparing students adequately for progression to Leaving Certificate study according to a report by an organisation (details supplied). [13575/23]

Norma Foley (Kerry, Fianna Fail)
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In July 2015, the then Minister for Education and Skills published the Framework for Junior Cycle 2015.  Implementation of the Junior Cycle was carried out on a phased basis, commencing in September 2014, with the introduction of English for first year students.  By 2019, all subject specifications had been introduced, with all subjects in the 2022 examinations being assessed under the new specifications. 

For the level 3 programme, the level taken by the majority of Junior Cycle students, engagement with course specifications is at a common level in most instances. This has the advantage of ensuring that students are not directed into a particular level of learning at too early a stage in their academic and personal development. This approach enables students to have the experience and aspiration to achieve to their highest possible level so that they have greater options available to them at Senior Cycle, including studying at higher level in the Leaving Certificate examination.

Mathematics, along with Irish and English, are exceptions to this. As a central part of the Junior Cycle programme for all students, these subjects are offered at two levels, higher and ordinary. This is reflected in the externally assessed state-certified examination. This approach is consistent with aims and targets concerning Literacy and Numeracy. Classroom-Based Assessments in second year and in third year are set at a common level.

My Department is aware of the report published in January 2022, to which the Deputy has referred.

While the Junior Cycle Framework is in the relatively early stages of its implementation, the reception and impact of the new courses being studied, and their assessment, is under review and evaluation. A team of independent researchers from the School of Education at the University of Limerick was commissioned by the National Council for Curriculum and Assessment (the NCCA) to explore the implementation and impact of the Framework. It is a mixed methods, multi-dimensional longitudinal research study, exploring the experiences of schools over a period of 4 years and the first report of this study was published by the NCCA in October last year.

The first report from this study was published last October. It provides valuable insights on the Framework for Junior Cycle implementation and how it is being experienced now in classrooms by teachers and students. It indicates very positive findings about what is at the core of this change – the shift towards key skills, towards greater professional collaboration among teachers and above all towards more student-centred learning. As might be expected it also indicates some challenges and some areas of implementation where more work may be needed.

The report identifies transition to Senior Cycle and preparedness for Leaving Certificate as one of the tentative themes emerging, and future work within this Longitudinal Study is to consider the issue of continuity between Primary, Junior and Senior Cycle in more detail alongside the other tentative themes. That will in due course help to provide us with valuable insights and learnings to support this ongoing change process.

It can be noted that the revision of Leaving Certificate subject specifications as part of Senior Cycle Redevelopment will also ensure appropriate alignment and continuity between Junior Cycle and Senior Cycle.