Ken O'Flynn (Cork North-Central, Independent Ireland Party)
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300. To ask the Minister for Education and Skills her Department's working definition of the terms 'man', 'woman', 'male' and 'female' as used in official Departmental documents, policies, teaching materials or curriculum guidelines; if she will confirm whether these definitions are consistent with biological and legal definitions applied elsewhere in Government policy; and if she will make a statement on the matter. [52864/25]

Ken O'Flynn (Cork North-Central, Independent Ireland Party)
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302. To ask the Minister for Education and Skills if she will confirm whether schools are instructed, formally or informally, to prioritise biological definitions of sex when teaching about puberty, reproduction, and human development; the way in which her Department ensures consistency between educational content and established medical and legal standards; and if she will make a statement on the matter. [52866/25]

Ken O'Flynn (Cork North-Central, Independent Ireland Party)
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303. To ask the Minister for Education and Skills if her Department has consulted medical authorities, such as the Medical Council of Ireland or the HSE's clinical programmes, and legal authorities, such as the Attorney General's Office, when framing definitions or guidance relating to the terms 'man', 'woman', 'male' and 'female' for use in curriculum development or school policies; if she will provide details of such consultations; and if she will make a statement on the matter. [52867/25]

Helen McEntee (Meath East, Fine Gael)
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I propose to take Questions Nos. 300, 302 and 303 together.

In regard to curriculum, teaching and learning in the particular areas referenced by the Deputy can range across, for example, Science, Social, Personal and Health Education, and Biology while the terms mentioned can occur in many contexts. In all teaching and learning, the focus is on addressing relevant learning outcomes.

The National Council for Curriculum and Assessment (NCCA) works with education stakeholders to shape the curriculum from early learning and care to post-primary level, and its approach relies on research, networking, consultation and deliberation. In the context of curriculum development, the NCCA has engaged as appropriate with clinical experts within the HSE. Development of advice on curriculum entails participation of a wide range of stakeholders. It is based on research evidence, good practice, and public consultation, which is a core element of the process and affords an opportunity for all interested parties to comment on the proposed approach, learning outcomes and wording in specifications.

In regard to other Department documents and policies more generally, particular concerns in relation to the terms mentioned have not arisen and accordingly, medical or legal advice has not been sought.