Vol. 421 No. 6
3 Mr. J. Higgins asked the Minister for Education his views on whether the inclusion of 56 prescribed poems for the Leaving Certificates higher English course is excessive; when the English course was last discussed by the Syllabus Committee; and if he will make a statement on the matter.
I do not consider the inclusion of 56 prescribed poems for the Leaving Certificate higher English course to be excessive. This does not seem excessive for higher level students, particularly as they have a wide range of choice within the prescribed material. Candidates for the examination are not obliged to study all of the poetry prescribed. Because of the generous choice of poems and questions given in the examination, they need study only a relatively small number of the poems and poets prescribed in order to be well-equipped to answer the minimum number of poetry questions required.
The wide range of poetry prescribed will encourage many students to read more than the required minimum, and this is considered desirable for higher level students.
The practice in question has been in operation since the introduction of the present Leaving Certificate English syllabus. From the start, it has had the approval of the English Syllabus Committee, the Curriculum and Examinations Board and the National Council for Curriculum and Assessment Course Committee, both of which succeeded that syllabus committee.
The Council are currently examining syllabuses at senior cycle level but definitive decisions in regard to syllabuses at this level will not be taken until the structure of the senior cycle itself has been determined. The Green Paper on Education will afford the opportunity for discussion and debate on the appropriate arrangements to be made at senior cycle. The Leaving Certificate English course was last discussed by the NCCA course committee in May 1992.
As a former teacher, let me assure the Minister that the inclusion of 56 poems on the Leaving Certificate higher level English course is absolutely ridiculous. Indeed the number has been increased. The Minister may not be aware that students have to learn 56 poems in order to answer just one question; the student has to be able to parse, analyse and dissect every single line, and this exercise instead of nurturing and cultivating a love for a particular art form destroys any genuine affection in the hearts of the pupils for something that is beautiful in itself. The Minister sees merit in the wide selection but students have to make random choices and there is a strong possibility that they may just decide to omit the poem that comes up on the paper.
I will certainly examine what the Deputy says because there is a basic difference in our viewpoints. I have been advised by the Department of Education that candidates are not obliged to study all the poems because of the choice and that they need only study a relatively small number of poems. The Deputy says that it is essential to study all 56 poems and I would certainly be concerned if that is the case. There seems to be a basic difference of opinion on the facts. I have been advised it is not necessary to study all 56 poems but a small number.
If the Minister looks at this year's results he will see that what I asserted has happened. Many people had not studied the poems that came up.
We are having statements rather than questions.
