Seán Haughey
Question:299. Deputy Seán Haughey asked the Minister for Education her plans for the reform of the Leaving Certificate examination; and if she will make a statement on the matter. [29196/23]
View answerTuesday, 20 June 2023
Questions (299)
Written answers
In March 2022, I announced an ambitious programme of work for a reimagined Senior Cycle of education where the student is at the centre of their Senior Cycle experience. In my announcement, I set out a clear vision for the redevelopment of all Senior Cycle programmes, including the Leaving Certificate Established (LCE), and also the Leaving Certificate Applied (LCA), Leaving Certificate Vocational Programme (LCVP) and Transition Year (TY) Programmes.
The traditional written examinations in June have been an important part of the Leaving Certificate Established, and I firmly believe that examinations have their strengths. They enable us to assess a considerable range of student learning in a manageable way that is trusted by students, teachers, parents and the general public.
However, we also need to get a better balance in the range of ways we assess students’ learning. Under Senior Cycle redevelopment, we are moving to a model that uses other forms of assessment beyond terminal written examinations, over a less concentrated time period, in line with international best practice. It will enable us to maintain the high standards and quality that we need to continue to achieve in our schools to serve our students well. It is vital that the form of assessment we use both reflects excellence in standards and truly enables all students to showcase their abilities.
In the future, each Leaving Certificate subject will have a State Examinations Commission (SEC) externally moderated, teacher-based form of assessment which will be worth 40%. This will be designed on a subject-by-subject basis. This does not prevent further components, which would be externally assessed in a similar fashion to existing arrangements.
Setting a weighting of 40% for the teacher-based form of assessment demonstrates our commitment to deliver on the objectives of encouraging the development of a broad range of skills whilst also addressing the stress for students that many experience arising from the exams.
It is planned that the first tranche of new and revised subject specifications, including updated assessment models, will be introduced for students in entering 5th year in Network Schools in September 2024. The first tranche includes the two new subjects of Drama, Film and Theatre Studies, and Climate Action and Sustainable Development, and the optional subjects of Business, Biology, Chemistry, Physics, Arabic, Latin and Ancient Greek. The national roll-out of the first tranche is planned for students entering 5th year in September 2024; with annual tranches of revised subject specifications from then.
Work is currently advancing within the National Council for Curriculum and Assessment (NCCA) to develop the subject specifications for the first tranche of new and revised subjects. The NCCA and the SEC have also commissioned research on the weighting and timing of additional assessment components, and on moderation of teacher-based assessment.
In addition, in September 2023, the NCCA will publish a schedule of subject specification reviews which will provide the sequencing and timing of changes to all subject specifications beyond those in the first tranche.
Whilst the Deputy has asked about the reform of examinations, it is important to highlight that Senior Cycle redevelopment will have an effect on all aspects of the student experience across all four of the Senior Cycle programmes. Considerable work has been ongoing regarding Senior Cycle redevelopment in my Department, the NCCA and the SEC, and much has been achieved since my announcement last year, including:
• Subject background papers were prepared, public consultations completed and Subject Development Groups convened for the two new subjects ((i) Drama, Film and Theatre Studies and (ii) Climate Action and Sustainable Development) and also for Business;
• Subject Development Groups for the remaining subjects in the first tranche (Biology, Chemistry, Physics, Arabic, Latin and Ancient Greek) have been reconvened;
• Access to the LCA and LCVP has been broadened through the removal of subject specific requirements. These are the first steps which will ultimately lead to a more integrated Leaving Certificate available to all students.
• The Post-Primary Special Education Development Group was established within the NCCA’s structures to develop follow-on Senior Cycle modules for students progressing from Level 1 and Level 2 Learning Programmes at Junior Cycle level.
• A Statement Development Group was established to develop a revised Transition Year Programme Statement.
• The Senior Cycle Redevelopment Programme Delivery Board, which will oversee the reform work and report regularly to me on progress, was appointed in February of this year
• At the same time, I established the Senior Cycle Redevelopment Partners’ Forum. This is a representative stakeholder engagement group; which will underpin the collaboration necessary to support implementation and, where appropriate, further developments under the programme.
Our focus now is on advancing the planning in relation to the approach to Network Schools, with further engagement necessary with the NCCA and other key partners before launching an Expression of Interest process to schools seeking their participation.