Eoghan Kenny (Cork North-Central, Labour)
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209. To ask the Minister for Education and Skills the training and the type of training that has been provided to senior cycle teachers for senior cycle reform to begin in September of this year; if there has been training provided for the use of AI in the 40% AAC; and the extent of the communication with the teaching unions since January 2025. [17160/25]

Helen McEntee (Meath East, Fine Gael)
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A comprehensive suite of professional learning to support teachers in relation to senior cycle redevelopment is being provided by Oide, the Department’s teacher professional learning service.

The school year 2024/25 is the first year of a minimum 4-year framework for support for subjects in Tranche 1 of the Senior Cycle Redevelopment. Teachers of Tranche 1 subjects have received at least 1 full-day in-person professional learning experience (PLE) during school time in terms 1 and 2. Additional professional learning was provided in the form of interactive webinars and online collaboratives.

Phase One schools for the new subjects Drama, Film and Theatre Studies and Climate Action and Sustainable Development are currently receiving professional development supports.

In term 3 of the 2024/25 school year there will be professional learning provided for teachers of Tranche 1 subjects following the State Examinations Commission’s publication of the sample examination papers to support teachers’ engagement with the written assessment. This will comprise a 2-hour interactive webinar scheduled during school time with substitution provided for teachers of each subject. Assessment literacy will be a focus of upcoming professional learning for senior cycle redevelopment.

In 2024/25, whole-school programme support is available to all English and Irish medium schools and focuses on senior cycle redevelopment. This full day PLE is designed for all teachers to attend. Session 1 focuses on the vision, rationale and key aspects of change. Session 2 focuses on reflecting on the school’s junior cycle experience especially changes in practice and then focusing on key competencies in senior cycle and bringing them to life in the classroom. Session 3 brings awareness of the new TY Programme Statement and the Senior Cycle Level 1/Level 2 Learning Programme Statement.

Separate supports have also been provided in relation to the Transition Year Programme Statement, Senior Cycle Social Personal and Health Education and Level 1/Level 2 Learning Programmes

In the school year 2025/26 professional learning for Tranche 1 subjects will include engagement with the guidelines for Additional Assessment Components to support teachers’ facilitation of these.

Next year's whole-school day will be a full-day PLE designed to support school leaders and teachers in planning for senior cycle redevelopment, reflecting on and exploring its purpose and their role in guiding students through curriculum change. Promoting student agency, integrating key competencies into teaching practice, and effectively supporting Additional Assessment Components (AACs) will be a key focus.

Professional learning specific to the Tranche 2 suite of subjects will also commence in the coming school year.

Oide’s Technology in Education division also provides general support on the use of Artificial Intelligence (AI), particularly Generative AI (Gen AI) in education. A dedicated AI hub, Artificial Intelligence in Schools, on the Oide TiE website provides access to resources including an introductory online course, "AI for Schools." This course helps educators understand AI, highlighting key policy documents and ethical considerations as outlined in the Digital Strategy for Schools to 2027. Other support includes bespoke in-school support which focuses on the use of AI in learning, teaching and assessment, AI for Schools video series, the Webwise AI hub and an Acceptable Use Policy (AUP) generator along with resources to ensure efficient and ethical approaches to using GEN AI tools.

Professional learning for teachers of Tranche 1 subjects Biology, Chemistry and Physics also included an introduction to the use of AI in the context of subject planning.

The Department and Oide Technology in Education (Oide TiE) are developing Guidance on the use of AI in teaching and learning. It is anticipated that this will be published shortly and will support teachers as autonomous professionals to mediate the use of AI in teaching and learning. It should be noted that there is no obligation for schools and teachers to facilitate the use of AI and schools have flexibility through their digital learning planning to consider how best to provide for the use of digital technologies in accordance with their context and requirements.

The approach to Senior Cycle Redevelopment is about collaboration and engagement with all our partners in education to deliver for students. Two Senior Cycle Redevelopment Partners' Forums have taken place since the start of the year, both were attended by representatives of the second-level teacher unions, along with other education partners.

Including a meeting in mid-December, seven bilateral meetings have been arranged by my officials with the unions and aegis bodies to discuss progress under the redevelopment programme and issues raised by the unions, including AI and authentication, and the delivery of teacher professional learning.

In addition, I met with union representatives shortly after my appointment and will meet with them again before their upcoming conferences.

My officials and I are continuing to engage with stakeholders and examining how schools can be supported in introducing the new specifications including considering any resource and facilities needs in subsequent years.