Vol. 529 No. 1
1287 Mr. Kenny asked the Minister for Education and Science the targets and objectives set for children leaving primary schools; the level of information given to secondary schools prior to new pupils attending second level schools; if he has satisfied himself with the situation whereby educational problems often remain unnoticed until pupils are disadvantaged; and if he will make a statement on the matter. [2311/01]
The primary school curriculum outlines content and objectives for each curricular area and for all class levels. The curriculum recognises the uniqueness of the child and the importance of developing the full potential of each individual. While content and objectives are outlined for pupils in senior classes, due allowance for individual differences, a key principle of the curriculum, is stressed. Consequently, a single set of targets and objectives to be achieved by all pupils leaving primary schools is not set.
One of the functions of primary education is to prepare children for education at second level, and the importance of this function is emphasised in the general aims of the revised primary curriculum. These general aims refer to the importance of ensuring consistency of approach between the primary curriculum and the junior cycle curricula, and the importance of communication between schools at both levels.
I am satisfied that primary schools and teachers, in implementing these aims, will ensure that all relevant information on pupil achievement is conveyed to their counterparts at second level. The present approach to assessment at primary level is that a mixture of teacher-designed and standardised tests is given to pupils, including those leaving primary schools. Some schools also compile portfolios of each pupil's work. Practical arrangements for the transfer of information on pupils and the level of that information are matters that are left to the managements and staffs of primary and second-level schools at local level. In addition, I would encourage all parents and guardians whose children may be encountering educational problems to bring their concerns to the attention of the school authorities when enrolling children at second level.
A significant feature of the primary school curriculum is the central position given to assessment in the teaching and learning process. Each subject in the curriculum contains a statement on appropriate assessment procedures and their use. The vast majority of primary schools use standardised, norm-referenced tests from first class onwards. Such tests identify pupils with difficulties and low achievements in literacy and mathematics. Pupils so identified are referred to the learning support teacher for further diagnostic testing and remedial teaching. Pupils with more serious difficulties are referred for psychological assessment. I am satisfied that in these ways educational problems are being identified earlier than in the past and that steps are being taken to deal effectively with them.
1288 Mr. Kenny asked the Minister for Education and Science his policy in relation to the teaching of European languages in primary schools; the proportion and number of primary schools where a European language is taught; if the new primary curriculum gives any priority to this; and if he will make a statement on the matter. [2312/01]
The modern languages (primary) pilot project began in September 1998, in the fifth and sixth classes of approximately 270 schools. The pilot phase of the programme was due to end in June 2000. I have decided to continue the pilot phase for a further year.
Currently there are 312 schools involved in the project. Of these, 147 offer French, 82 offer German, 58 offer Spanish and 25 offer Italian.
The NCCA appointed an education officer in autumn 1998 to develop curriculum and teacher guidelines for schools involved in this project. The curriculum guidelines have issued to all schools involved. Work is nearing completion on the teacher guidelines and it is expected that they will issue to schools involved in the project before the end of this school year. The emphasis of the curriculum guidelines is on a communicative approach and links have been identified between the teaching of modern languages and other areas of the revised primary curriculum. Extensive teaching materials have been devised and presented to the project teachers by the seven project leaders who are responsible for the in-service aspect of the pilot project.
I would add that, while the teaching of modern languages does not form part of the primary curriculum, the discretionary curriculum time provided for in the revised primary curriculum allows schools to include a modern language where it is available.
Institiúid Teangeolaíochta Éireann (ITÉ) is responsible for the evaluation of the project. ITÉ has employed a dedicated evaluator for the project since autumn 1998. The evaluation has run in parallel with the development of the project. The first report of this evaluation will shortly be available. I will consider the future development of modern languages in primary schools following receipt of the evaluation report.
