Written Answers Nos. 512-536
515. Deputy Gary Gannon asked the Minister for Education the way in which testing and tracing will run in the context of post-primary schools opening for three days a week to facilitate sixth year; and if she will make a statement on the matter. [1632/21]
View answerThe Government decision, taken on 6 January, on foot of public health advice, was to close schools for the vast majority of students for a period of three weeks, with certain exceptions. This decision was to support the overall public health objective to limit the movement of people in society while aiming to protect certain groups who would be more adversely impacted by school closure.
The Government’s decision included prioritising in-person teaching and learning for two specific cohorts; pupils/ students attending special schools and classes and final year Leaving Certificate students. This decision was supported by the public health advice available to Government. Furthermore, public health had given their commitment that testing for close contacts and contact tracing would continue to be provided to those in school settings, and that the public health arrangements that had been in place for schools prior to Christmas would continue, including the enhanced public health teams that are in place in each public health area.
There has been continuous engagement with education partners on this matter since Christmas building on weekly engagements between partners and public health throughout the school year. Despite the confirmation by Public Health that schools remain safe, unfortunately it was not proved possible to get agreement to provide in-person learning for these groups.
In these circumstances there was no alternative but to pause the limited reopening on Monday 11th January and all pupils and students, including children with special needs, will be provided with a programme of remote learning.
Engagements with the Education Partners and the Department of Education continue so that solutions can be found to provide a full return to school for all children at the earliest opportunity, particularly for priority cohorts.
516. Deputy Gary Gannon asked the Minister for Education if her attention has been drawn to schemes from companies in the UK to supply broadband for students who do not have access at home to facilitate remote learning; if her Department has reached out to companies here to do the same; and if she will make a statement on the matter. [1633/21]
View answerMy Department does not have a role in the provision of residential broadband infrastructure. Provision for such services fall to the Department of the Environment, Climate and Communications and this is being addressed through the implementation of the National Broadband Plan Intervention Area. My officials have an ongoing engagement with that Department on issues relating to broadband services for schools.
In an effort to support students and families a process to zero rate educational websites was put in place during the first lockdown, as announced by the then Minister for Environment, Climate and Communications. I am advised that the zero rating has been maintained by a number of telecoms providers and also that there is a range of unlimited mobile data packages on offer by the market.
In the context of our school system funding for ICT is issued directly to schools as schools are best placed to determine the ICT needs of their school community and in the context of the current closures to ensure that all students are supported.
ICT Infrastructure Grant funding of €100m (in two tranches of €50m) issued in 2020 to schools, with schools advised to use this funding to support the continuity of teaching and learning should a period of partial or full school closure owing to Covid-19 restrictions be required. The early provision of the 2020-2021 ICT funding is to enable schools to implement Circular 0074/2020, issued in November 2020, advising schools of the requirement to provide for the continuity of teaching and learning through utilising relevant digital communications/learning platforms to support contingency planning in the event of further public health related school closures
It is recognised that poor access to home broadband does present challenges for the education system in the current crisis, and that remote learning may not be appropriate or feasible for some students. With this in mind, schools have been asked to consider the needs of all students in planning their approaches to remote learning to ensure that students who may not have adequate broadband services or who may not be able to access online classes. My Department will continue to work with the education partners to support schools through the provision of relevant resources on how best to use digital and other solutions to provide continuity of learning for all students at this time.
It is important to note that school buildings will remain open to allow for staff to facilitate remote learning. Teachers, SNAs and other school staff are allowed to travel to school as essential workers.
My Department's Schools Broadband Access Programme provides for the supply of internet connectivity for all recognised primary and post primary schools and some 98% of schools avail of this service. The Schools Broadband Programme is operated by my Department at an annual cost of some €13m.
All post-primary schools and some special schools are now included in the High Speed Broadband programme. Schools in this programme are monitored and selected for upgrade to 200 Mbp/s plus, where usage indicates this is required. The primary broadband scheme is based on locally available infrastructure accessed by the providers of the service to my Department. My Department continues to fund the upgrade of services as improved infrastructure becomes available subject to contractual and other budgetary constraints. Some 1,800 primary schools are now on speeds of 30Mbp/s download plus.
As announced recently by the Minister for Environment, Climate and Communications, the provision of high speed connectivity to the almost 700 primary schools in the National Broadband Plan Intervention Area is to be accelerated for delivery by the end of 2022. My Department is engaging with the Department of Environment, Climate and Communications on the intervention area implementation, including the Schools Broadband Connection Points Programme.
518. Deputy Fergus O'Dowd asked the Minister for Education the planning position in regard to the new post-primary Educate Together school for south Drogheda, County Louth; if she will provide other relevant updates on the school; and if she will make a statement on the matter. [1654/21]
View answerMy Department is committed to providing permanent accommodation to meet the needs of the school to which the Deputy refers. A number of potential site options have been identified and officials from my Department are currently appraising same. Given the commercial sensitivities associated with land acquisitions generally, I am not in a position to comment further at this time.
I would like to assure the Deputy that the acquisition of a new site for the school is a priority for the Department and the patron body will be informed of the location for the school as soon as it is possible to do so. In this regard, the school building project will be progressed into Architectural Planning once a suitable site has been acquired.
519. Deputy Jackie Cahill asked the Minister for Education the status of an application by a school (details supplied) for extra special education teacher hours, as the hours it currently has do not suffice; and if she will make a statement on the matter. [1660/21]
View answerDES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools set out details of a new model for allocating special education teachers to schools.
DES Circulars 0007/2019 for primary schools and 0008/2019 for post primary schools also provide details of how the allocations are being updated for schools from September 2019, based on updated profile data.
All schools received revised allocations from September 2019.
The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Under the allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.
The provision of a profiled allocation is designed to give a fair allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the level of need in each school.
Schools are frontloaded with resources, based on each school’s profile. The allocations to schools include provision to support all pupils in the schools, including where a child receives a diagnosis after the allocation is received by a school, or where there are newly enrolling pupils to the school.
A process is also in place to address circumstances where the school profile significantly changes following the allocation process e.g. a developing school where the net enrolment numbers significantly increased.
The criteria for qualification for mainstream school developing school posts are set out in the Primary and Post Primary School Staffing Schedule each school year.
Schools who qualify for additional mainstream developing school posts in accordance with these criteria also qualify for additional Special Education Teaching Allocations to take account of this developing status and these allocations are automatically applied for schools.
Finally, it is acknowledged that there are some circumstances, which may arise in schools, which fall outside the appeals process, or allocations for developing school status.
These relate to exceptional or emergency circumstances which could not have been anticipated e.g. where the school profile changes very significantly, or where other exceptional circumstances have arisen in a school and which may require a review of schools capacity to provide additional teaching support for all pupils who need it in the school, or of their utilisation of their allocations.
Schools who wish to seek a review of their special education teacher allocations may apply here https://ncse.ie/review-of-special-education-teacher-supports-where-there-are-exceptional-circumstances-or-needs-arising-in-a-school-2
An application for an Exceptional Needs Review was made by the school referred to by the Deputy in this question, in December 2020. The NCSE is currently processing review applications and the result of this review will be communicated directly to the school in due course.
520. Deputy Fergus O'Dowd asked the Minister for Education if additional places will be provided at a school (details supplied) in view of the demand for first year places for the 2021-22 academic year, as was evident in the recent oversubscription issues that have come to light; and if she will make a statement on the matter. [1662/21]
View answerI wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional post-primary school places in the school planning areas and school referred to by the Deputy.
Where capacity issues arise it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school there are not available to all pupils
- External draw – pupils coming from outside the local area
Until these issues are discussed with the relevant school authorities the true extent of any capacity issue will only become known.
Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including patrons in the area highlighted, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.
521. Deputy Fergus O'Dowd asked the Minister for Education the number of section 29 appeals that have been received in her Department in regard to enrolment rejections for the 2020-21 academic year for County Louth and catchment area in east County Meath by school name and number of appeals received for each school in tabular form; and if she will make a statement on the matter. [1663/21]
View answerIt is the responsibility of the Department of Education to ensure that schools in an area can, between them, cater for all pupils seeking school places in an area. Parents can choose which school to apply to and where the school has places available the pupil should be admitted.
It is the responsibility of the managerial authorities of all schools to draft, publish and implement a school admission policy in accordance with the Education Acts 1998 to 2018. In schools where there are more applicants than places available a selection process may be necessary. This may result in some pupils not obtaining a place in their school of first choice.
The admission policy, including the selection criterion to be used where the school is oversubscribed, must comply with the Education Acts 1998 to 2018, be non-discriminatory and be applied fairly in respect of all applicants.
Where a board of management make a decision to refuse admission, a parent/guardian can appeal that decision under section 29 of the Education Act, 1998, and an independent appeals committee will be appointed to consider the appeal. This Department has no authority to compel a school to admit a student, except in circumstances where an appeal under section 29 of the Education Act, 1998 has been allowed and the appeals committee directs that the school admit the child concerned.
My Department does not categorise appeals by location or by school. However, I can advise that the total number of appeals relating to refusal of enrolment heard by independent appeals committees between 1st September 2019 and 1st September 2020 was 181.
Where capacity issues arise it may not be as a result of lack of accommodation but may be driven by other factors such as:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
Until these issues are discussed with the relevant school authorities the true extent of any capacity issue will not be fully known.
Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including patrons in Louth and Meath, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.
522. Deputy Alan Dillon asked the Minister for Education the details of the capital works approved from 2016 at a school (details supplied); if provision will be made for the inclusion of a general purpose hall as part of recently awarded capital funding to the school; and if she will make a statement on the matter. [1675/21]
View answerI can confirm to the Deputy that in June 2019, my Department approved funding for the reconfiguration of a spare classroom to accommodate a special class for children with special needs, as an interim measure, for the school in question. My Department will be communicating directly with the school authority shortly regarding the status of their application for a permanent building for the special class.
In relation to the schools application for a GP Room, the main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics. The second half of the NDP (from 2023 onwards) will see an increasing focus on the upgrade and refurbishment of the existing school stock. This will include a PE Hall/GP Room build and modernisation programme to ensure that all students have access to appropriate facilities to support PE provision. The application from the school in question in this context will be considered when funding becomes available from 2023 onwards.
523. Deputy Fergus O'Dowd asked the Minister for Education if a reply will issue to correspondence (details supplied) in respect of the concerns of SNAs regarding the reopening of schools; and if she will make a statement on the matter. [1678/21]
View answerI am aware of the correspondence referred to by the Deputy and a response will issue to same as soon as possible.
My Department is conscious of the fact that closing schools has hugely adverse consequences at individual, family and societal level and that the effect on children with special educational needs can be even greater.
Because of this, the Department sought to prioritise in-person teaching and learning for pupils/students attending special schools and special classes and to allow these facilities to reopen from Monday 11th January.
Unfortunately, following a number of meetings with education partners, including trade unions and school management bodies in recent days, and despite the confirmation by Public Health that schools remain safe, it has not proved possible to get agreement on the provision of in-person teaching and learning for children in special schools and special classes at this time.
In supporting schools on issues of health, safety and welfare, the Department is guided by the expert advice published by the Health Protection Surveillance Centre (HPSC).
The advice from the HPSC to the Department of Education has recommended that face coverings should be worn by all staff members where it is not possible to maintain a physical distance of 2 metres from other staff, parents, essential visitors or pupils.
Special Needs Assistants attend to the care needs of some of the most vulnerable students and I acknowledge the need for them to have appropriate protective masks and face coverings when they are carrying out intimate care functions in the course of their work. Funding has been provided to schools for necessary PPE including face masks.
The Department is continuing to engage with education partners in relation to these matters.
524. Deputy Seán Haughey asked the Minister for Education her plans to proceed with the junior certificate examinations in 2021; and if she will make a statement on the matter. [1681/21]
View answerPlanning for the 2021 state examinations is underway by the State Examinations Commission (SEC) and my Department. It is recognised that a flexible and agile approach is necessary in light of the continuing fast-moving environment linked to Covid-19. This planning work is being assisted by an advisory group of key stakeholders which has recently been reconvened. The advisory group includes representatives of students, parents, teachers, school leadership and management bodies, the SEC, the National Council for Curriculum and Assessment, the Department of Further and Higher Education, Research, Innovation and Science, the Higher Education Authority and the Department of Education, including the National Educational Psychological Service.
The advisory group met on 25 November and on 14 December 2020, with a further meeting planned for later this month. The advisory group will consider all of the various issues arising in relation to the holding of the 2021 state examinations, including public health considerations and appropriate contingency measures.
My Department is acutely aware of the disruption caused to students as a result of school closures resulting from the COVID-19 pandemic which led the decision not to run the state examinations last summer, and the more recent decision of 7 January 2021 to close schools for up to three weeks from 11 January.
From Monday 11 January 2021, all students, are engaging in a programme of remote learning with their schools.
The public health restrictions which resulted in the closure of schools in March 2020 highlighted the absolute necessity for schools to be agile in providing for continuity of schooling in the future. As a contingency measure against the possibility of partial or full school closures, my Department has already provided a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all pupils/students in a Covid-19 context. These are available at www.gov.ie/backtoschool.
Last August, I announced a series of changes that would be made to assessment arrangements for both Junior Cycle and Leaving Certificate examinations for 2021. This announcement was accompanied by a published document detailing these changes, Assessment Arrangements for Junior Cycle and Leaving Certificate Examinations 2021, and forms part of the Roadmap for the Full Return to School.
On Monday 21 December 2020, the Department published an updated version of the publication.
These changes to the national assessment arrangements were made with due regard for the principles of equity, fairness and integrity, as these principles apply to assessment and examinations and refer to student to-student, subject-to-subject, and year-to-year comparisons over time. The changes provide reassurance to students, their parents/guardians, teachers and schools.
In addition, the National Council for Curriculum and Assessment (NCCA) has published the revised arrangements for Classroom-Based Assessments for students entering third year in 2020. Details are available at https://ncca.ie/en/junior-cycle/assessment-and-reporting/revised-arrangements-for-the-completion-of-classroom-based-assessments-cbas-for-the-cohort-of-students-2018-2021-current-second-years-entering-third-year-in-2020.
Other documents published by my Department to support the return to school include Guidance for Practical Subjects in Post-Primary Schools and Centres for Education and Returning to school: Guidance on learning and school programmes for post primary school leaders and teachers. These documents provide guidance for teachers and schools that is specific to each practical subject area, so that students can be facilitated to actively engage with their learning. All documentation published is available on www.gov.ie/backtoschool.
525. Deputy Jackie Cahill asked the Minister for Education the date for the submission of projects for leaving certificate economics; if there will be flexibility on this date due to Covid-19 restrictions; and if she will make a statement on the matter. [1688/21]
View answerThe State Examinations Commission (SEC) has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
526. Deputy Cian O'Callaghan asked the Minister for Education if the dates and deadlines for leaving certificate projects and other work outside of the written examinations will be extended; the steps she is taking in respect of these aspects of the examinations; and if she will make a statement on the matter. [1694/21]
View answerIt remains my firm intention to operate the conventional 2021 Leaving Certificate examinations, with appropriate public health measures in place. This view is shared by the State Examinations Commission (SEC), which has statutory responsibility for operational matters relating to the certificate examinations
Planning for these examinations is underway by the SEC and the Department. It is recognised that a flexible and agile approach is necessary in light of the continuing fast-moving environment linked to Covid-19. This planning work is being assisted by an advisory group of key stakeholders which has recently been reconvened. The advisory group includes representatives of students, parents, teachers, school leadership and management bodies, the SEC, the National Council for Curriculum and Assessment, the Department of Further and Higher Education, Research, Innovation and Science, the Higher Education Authority and the Department of Education, including the National Educational Psychological Service.
The advisory group met on 25 November and on 14 December 2020, with a further meeting planned for later this month. The advisory group will consider all of the various issues arising in relation to the holding of the 2021 examinations, including public health considerations and appropriate contingency measures.
My Department is acutely aware of the disruption caused to students as a result of school closures resulting from the COVID-19 pandemic which led to the decision not to run the state examinations last summer, and the more recent decision of 7 January 2021 to close schools for up to three weeks from 11 January until 1 February.
From Monday 11 January 2021, all students, including Leaving Certificate students, are engaging in a programme of remote learning with their schools.
The public health restrictions which resulted in the closure of schools in March 2020 highlighted the absolute necessity for schools to be agile in providing for continuity of schooling in the future. As a contingency measure against the possibility of partial or full school closures, my Department has already provided a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all pupils/students in a Covid-19 context. These are available at www.gov.ie/backtoschool. This documentation has been complemented by Circular 0074/2020 (Communication/Teaching & Learning Platform) which requires all schools to have in place appropriate contingency measures to ensure that they are prepared to continue to support teaching and learning in the event of a partial or full closure of schools arising from Public Health advice.
Last August, I announced a series of changes that would be made to assessment arrangements for both Junior Cycle and Leaving Certificate examinations for 2021. This announcement was accompanied by a published document detailing these changes, Assessment Arrangements for Junior Cycle and Leaving Certificate Examinations 2021, and forms part of the Roadmap for the Full Return to School. On 21 December 2020, the Department published an updated version of the publication, which includes clarifications in relation to a number of subjects.
These arrangements are designed to take account of the disrupted learning experienced by students during the 2019/20 school year and to factor in for some further possible loss of learning time in the 2020/21 school year as a contingency measure. As the loss of learning through school closures affects students’ engagement with their course of study in different ways, the adjustments put in place play to students’ strengths by leaving intact the familiar overall structure of the examinations, while incorporating additional choice. The adjustments were arrived at through discussions between my Department, the State Examinations Commission (SEC), the National Council for Curriculum and Assessment (NCCA) and key stakeholders.
These changes to the national assessment arrangements were made with due regard for the principles of equity, fairness and integrity, as these principles apply to assessment and examinations and refer to student to-student, subject-to-subject, and year-to-year comparisons over time. The changes provide reassurance to students, their parents/guardians, teachers and schools.
In addition to the above the State Examinations Commission also advised schools in December of flexibility being provided for schools and students in the arrangements for the completion and authentication of coursework and that circular is available at https://www.examinations.ie/misc-doc/BI-EX-12232019.pdf. Further clarifications in this regard, on foot of the most recent school closure, will shortly be issued by the SEC.
The SEC has valuable learning from the experience of running the 2020 November state examinations, notwithstanding that the numbers taking these examinations were significantly lower than the number due to sit examinations in 2021. The measures relating to COVID-19 that were put in place for the November examinations will be considered as part of the planning for examinations in 2021.
Other documents published by my Department to support the return to school include ‘Guidance for Practical Subjects in Post-Primary Schools and Centres for Education’ and ‘Returning to school: Guidance on learning and school programmes for post primary school leaders and teachers’. These documents provide guidance for teachers and schools that is specific to each practical subject area, so that students can be facilitated to actively engage with their learning. All documentation published is available on www.gov.ie/backtoschool.
527. Deputy Jackie Cahill asked the Minister for Education when the results of the third appeal for leaving certificate results 2020 will be available; and when the results of the exams that were taken in October and November 2020 will be available. [1715/21]
View answerThe 2020 Leaving Certificate Calculated Grades appeals process has concluded and the appeal outcomes were made available to students on 16 October 2020 through the Calculated Grades Student Portal.
In the processing of the appeals, a total of 33,301 individual subject records belonging to 12,216 students were reviewed. This number excludes students who initially entered for an appeal but later withdrew their application.
As a result of the process, a total of 18 increased grades were awarded to 18 individual students.
The appeals process was a process review focussed on looking for errors in the transmission and processing of student data through the process. It was not possible to appeal the information (estimated percentage mark or rank order) provided by the school. Due to the nature of the Calculated Grades system the professional judgement of the school was outside of the appeals process. The design of the statistical model and the application of the national standardisation process was also outside of the scope of the appeals process.
The CAO were also notified of changes to students’ results on 16 October. Candidates who are eligible for a new offer as a result of the upgraded mark received following the appeals process will be contacted as soon as possible.
Students unhappy with the outcome of the above process could invoke a separate process to have their appeal reviewed by independent Appeals Scrutineers. These scrutineers are independent of my Department. The independent Appeals Scrutineers will check to ensure the correct procedures were followed throughout the appeals process. The scrutineers will have access to the records and documentation considered in the appeals process.
The closing date for application to this process was 23 October. Applications for this stage of the appeals process were submitted by 302 candidates in respect of 900 subject results. Every effort will be made to complete this review stage as quickly as possible and to provide the outcomes to students. At this stage, it is not possible to specify the exact timescale for completion of the review process.
The postponed Leaving Certificate 2020 written examinations concluded on 11 December.
The decision to hold the postponed examinations in November and December 2020 was taken in order to minimise the impact on candidates by holding the postponed examinations at the earliest possible date and to minimise the impact on the integrity of the school year to the greatest extent possible. It is expected that provisional results of these examinations will issue in February 2021.
529. Deputy Brendan Griffin asked the Minister for Education if she will consider postponing the leaving certificate exams until July 2021 to allow students additional time in the classroom; and if she will make a statement on the matter. [1719/21]
View answerIt remains my firm intention to operate the conventional 2021 Leaving Certificate examinations, with appropriate public health measures in place. This view is shared by the State Examinations Commission (SEC), which has statutory responsibility for operational matters relating to the certificate examinations
Planning for these examinations is underway by the SEC and the Department. It is recognised that a flexible and agile approach is necessary in light of the continuing fast-moving environment linked to Covid-19. This planning work is being assisted by an advisory group of key stakeholders which has recently been reconvened. The advisory group includes representatives of students, parents, teachers, school leadership and management bodies, the SEC, the National Council for Curriculum and Assessment, the Department of Further and Higher Education, Research, Innovation and Science, the Higher Education Authority and the Department of Education, including the National Educational Psychological Service.
The advisory group met on 25 November and on 14 December 2020, with a further meeting planned for later this month. The advisory group will consider all of the various issues arising in relation to the holding of the 2021 examinations, including public health considerations and appropriate contingency measures.
My Department is acutely aware of the disruption caused to students as a result of school closures resulting from the COVID-19 pandemic which led to the decision not to run the state examinations last summer, and the more recent decision of 7 January 2021 to close schools for up to three weeks from 11 January until 1 February.
From Monday 11 January 2021, all students, including Leaving Certificate students, are engaging in a programme of remote learning with their schools.
The public health restrictions which resulted in the closure of schools in March 2020 highlighted the absolute necessity for schools to be agile in providing for continuity of schooling in the future. As a contingency measure against the possibility of partial or full school closures, my Department has already provided a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all pupils/students in a Covid-19 context. These are available at www.gov.ie/backtoschool. This documentation has been complemented by Circular 0074/2020 (Communication/Teaching & Learning Platform) which requires all schools to have in place appropriate contingency measures to ensure that they are prepared to continue to support teaching and learning in the event of a partial or full closure of schools arising from Public Health advice.
Last August, I announced a series of changes that would be made to assessment arrangements for both Junior Cycle and Leaving Certificate examinations for 2021. This announcement was accompanied by a published document detailing these changes, Assessment Arrangements for Junior Cycle and Leaving Certificate Examinations 2021, and forms part of the Roadmap for the Full Return to School. On 21 December 2020, the Department published an updated version of the publication, which includes clarifications in relation to a number of subjects.
These arrangements are designed to take account of the disrupted learning experienced by students during the 2019/20 school year and to factor in for some further possible loss of learning time in the 2020/21 school year as a contingency measure. As the loss of learning through school closures affects students’ engagement with their course of study in different ways, the adjustments put in place play to students’ strengths by leaving intact the familiar overall structure of the examinations, while incorporating additional choice. The adjustments were arrived at through discussions between my Department, the State Examinations Commission (SEC), the National Council for Curriculum and Assessment (NCCA) and key stakeholders.
These changes to the national assessment arrangements were made with due regard for the principles of equity, fairness and integrity, as these principles apply to assessment and examinations and refer to student to-student, subject-to-subject, and year-to-year comparisons over time. The changes provide reassurance to students, their parents/guardians, teachers and schools.
In addition to the above the State Examinations Commission also advised schools in December of flexibility being provided for schools and students in the arrangements for the completion and authentication of coursework and that circular is available at https://www.examinations.ie/misc-doc/BI-EX-12232019.pdf. Further clarifications in this regard, on foot of the most recent school closure, will shortly be issued by the SEC.
The SEC has valuable learning from the experience of running the 2020 November state examinations, notwithstanding that the numbers taking these examinations were significantly lower than the number due to sit examinations in 2021. The measures relating to COVID-19 that were put in place for the November examinations will be considered as part of the planning for examinations in 2021.
Other documents published by my Department to support the return to school include ‘Guidance for Practical Subjects in Post-Primary Schools and Centres for Education’ and ‘Returning to school: Guidance on learning and school programmes for post primary school leaders and teachers’. These documents provide guidance for teachers and schools that is specific to each practical subject area, so that students can be facilitated to actively engage with their learning. All documentation published is available on www.gov.ie/backtoschool.
533. Deputy Aodhán Ó Ríordáin asked the Minister for Education her plans for the junior certificate 2021 examinations; if there are still plans to conduct the exams; and if so, the additional support that can be provided for junior certificate students. [1744/21]
View answerPlanning for the 2021 state examinations is underway by the State Examinations Commission (SEC) and my Department. It is recognised that a flexible and agile approach is necessary in light of the continuing fast-moving environment linked to Covid-19. This planning work is being assisted by an advisory group of key stakeholders which has recently been reconvened. The advisory group includes representatives of students, parents, teachers, school leadership and management bodies, the SEC, the National Council for Curriculum and Assessment, the Department of Further and Higher Education, Research, Innovation and Science, the Higher Education Authority and the Department of Education, including the National Educational Psychological Service.
The advisory group met on 25 November and on 14 December 2020, with a further meeting planned for later this month. The advisory group will consider all of the various issues arising in relation to the holding of the 2021 state examinations, including public health considerations and appropriate contingency measures.
My Department is acutely aware of the disruption caused to students as a result of school closures resulting from the COVID-19 pandemic which led the decision not to run the state examinations last summer, and the more recent decision of 7 January 2021 to close schools for up to three weeks from 11 January.
From Monday 11 January 2021, all students, are engaging in a programme of remote learning with their schools.
The public health restrictions which resulted in the closure of schools in March 2020 highlighted the absolute necessity for schools to be agile in providing for continuity of schooling in the future. As a contingency measure against the possibility of partial or full school closures, my Department has already provided a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all pupils/students in a Covid-19 context. These are available at www.gov.ie/backtoschool.
Last August, I announced a series of changes that would be made to assessment arrangements for both Junior Cycle and Leaving Certificate examinations for 2021. This announcement was accompanied by a published document detailing these changes, Assessment Arrangements for Junior Cycle and Leaving Certificate Examinations 2021, and forms part of the Roadmap for the Full Return to School.
On Monday 21 December 2020, the Department published an updated version of the publication.
These changes to the national assessment arrangements were made with due regard for the principles of equity, fairness and integrity, as these principles apply to assessment and examinations and refer to student to-student, subject-to-subject, and year-to-year comparisons over time. The changes provide reassurance to students, their parents/guardians, teachers and schools.
In addition, the National Council for Curriculum and Assessment (NCCA) has published the revised arrangements for Classroom-Based Assessments for students entering third year in 2020. Details are available at https://ncca.ie/en/junior-cycle/assessment-and-reporting/revised-arrangements-for-the-completion-of-classroom-based-assessments-cbas-for-the-cohort-of-students-2018-2021-current-second-years-entering-third-year-in-2020.
Other documents published by my Department to support the return to school include Guidance for Practical Subjects in Post-Primary Schools and Centres for Education and Returning to school: Guidance on learning and school programmes for post primary school leaders and teachers. These documents provide guidance for teachers and schools that is specific to each practical subject area, so that students can be facilitated to actively engage with their learning. All documentation published is available on www.gov.ie/backtoschool.
534. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her attention has been drawn to the need to postpone deadlines for leaving certificate practical exams until the resumption of normal school attendance; and if the case of design communications graphic assessment will be examined, which requires students to be in school and use computer-aided design tools and in cases in which the remaining time will not be sufficient for students to meet the deadline of 15 January 2021. [1749/21]
View answerThe State Examinations Commission (SEC) has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
535. Deputy Neale Richmond asked the Minister for Education the guidelines published regarding remote teaching; if the recording of classes for children is permitted; and if she will make a statement on the matter. [1765/21]
View answerSchools have worked extremely hard over the last few months to put in place remote teaching and learning plans for this contingency, based on guidance provided by my Department and agreed with the education partners. This guidance includes best practice on age and stage appropriate resources and supports and schools have been advised to develop their own plans, based on this guidance, to support students’ learning in this period. Those guidance materials were issued to schools and centres for education as they were published and are available at gov.ie.
There has been a huge increase in the ability and skill level in this area, with enormous take-up by teachers and school leaders of the training and resources offered by my Department and its agencies. In addition, significant additional resources have been provided to schools to help support the provision of ICT equipment and to prioritise the needs of students that do not otherwise have access to ICT. 100 million euro was provided to schools for the purpose of purchasing of IT equipment. Schools are showing commitment to supporting the student body with remote learning, via ICT where possible and using other methods where not.
As part of this guidance schools were advised to research various digital platforms for facilitating communication between teachers and pupils and supporting pupils learning remotely. Schools should use the most appropriate whole-school approach for their context. In some schools, the use of digital communication platforms may not be appropriate or possible for some pupils.
It is crucially important that the learning of all pupils/students, especially those with special educational needs and those at risk of educational disadvantage and/or early school leaving, are supported at this time.
Special education teachers (SETs) should continue to engage with the pupils/students on their caseloads and class/subject teachers should differentiate teaching and learning in line with their pupils’/students’ needs to minimise disruption to their learning and progression
536. Deputy Cathal Crowe asked the Minister for Education the status of the acquisition of a site for a school (details supplied). [1778/21]
View answerI can confirm for the Deputy that Clare County Council have finalised the legal conveyancing on a plot of land in the centre of Kilrush which was acquired from a third party landowner.
A master planning exercise is nearing completion by Clare County Council (assisted by this Department) in order to determine the best technical layout for the site.
Once this process is completed, Clare County Council will undertake a transfer of the site for the school to my Department in accordance with the protocols for the transfer of state property assets between state bodies.
It is not possible to provide further information at this stage. I can reassured the Deputy that the matter is being prioritised and that further announcements will be made to all concerned parties, when it becomes possible to do so.
