Vol. 553 No. 6
85 Mr. O'Shea asked the Minister for Education and Science if his attention has been drawn to the call made by the president of ASTI for a radical review of the teaching and learning of Irish at second level; his proposals for such a review; and if he will make a statement on the matter. [14742/02]
I am aware of the call made by the ASTI's president for a radical review of the teaching and learning of Irish at second level.
The syllabi that are currently in use in second level schools represent an advance on previous syllabi with regard to the quality of teaching and learning they offer. This is true under a number of headings. The junior certificate and leaving certificate syllabi are now set out under notional-functional headings. In other words, they stress what the learner should be able to do with the language as a result of his-her learning. The four language-skills of listening, speaking, reading and writing are all given due weighting both in the teaching-learning and in the assessment of Irish. The teaching methodology implied by the syllabi is based on a communicative approach identical to that suggested in the syllabi for the modern languages. Finally, the prescription of literature is kept to a manageable level.
The syllabi studied in our schools are all prepared by the National Council for Curriculum and Assessment course committees. Representatives of the teaching profession sit on these committees and contribute to the design of the syllabus. Review of all syllabi, including Irish, is an integral part of the work of the NCCA.
In addition to the normal work of syllabus review of the NCCA, An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta was set up in December 2001 and held its inaugural meeting recently. Its brief includes conducting research and advising the NCCA on matters relating to the teaching of Irish. I will follow its work with interest and I await any proposals it might make in relation to the teaching and learning of Irish.
