Dáil Éireann Debate, Tuesday - 18 May 2004
64 Ms B. Moynihan-Cronin asked the Minister for Education and Science his plans to end the practice of streaming of first year pupils in second level schools, following the advice of the National Council for Curriculum and Assessment; if his attention has been drawn to the NCCA report; his views on its recommendations; and if he will make a statement on the matter. [14367/04]
View answerThe report by ESRI-NCCA examines the experiences of students in their first year at post-primary school. It shows that although students have both positive and negative feelings about moving to a new school, most students settle into post-primary school quickly.
Among the findings in the report are the possible negative effects that streaming of students by ability may have on how students settle into school. It is encouraging that the research indicates that the prevalence of streaming in first year is declining, and that the great majority, 70%, of schools surveyed used mixed ability classes in first year with 16% using banding and only 14% using streaming.
We should keep in mind that streaming can take different forms and that sometimes different ability groupings may be helpful for the individual pupils at a later stage in their education. For example various syllabi are available at higher, ordinary and foundation levels and it may be appropriate for classes to be organised along these lines.
Schools have a certain amount of latitude in how they organise their classes, and this is essentially an organisational issue for principals and school boards of management. The school development planning initiative, supported by a full-time support service, has an important role in achieving the best organisational arrangement for all pupils.
In general, the view of my Department is that mixed-ability classes are preferable, particularly in first year. This issue is dealt with through provision by the second level support service of whole school in-service on mixed ability teaching, through the work under the school development planning initiative, through the ongoing work of the inspectorate in evaluation and quality enhancement, and through dissemination of the findings of the ESRI-NCCA report. An information leaflet for schools and parents summarising the key findings and recommendations of the research has been launched and this will inform school practice and planning.
