Vol. 550 No. 4
54 Mr. Durkan asked the Minister for Education and Science the steps he has taken or proposes to take to encourage interest in maths and science at all levels in the educational system; and if he will make a statement on the matter. [8321/02]
Maths and science form a very important part of the modern curriculum. I am very conscious of concerns in relation to attitudes to these subjects and the uptake of science subjects in the senior cycle of second level schools and at third level. I have taken a number of steps to encourage interest in these subjects and to develop teaching and learning in them. With regard to the provision of up-to-date curricula, new leaving certificate syllabi in physics and in chemistry were introduced in September 2000 and a new syllabus in leaving certificate biology has been circulated to schools. At junior certificate level, the NCCA has recently prepared a draft of a new science syllabus which will now be circulated among the education partners for discussion. New mathematics syllabi were introduced in September 2000 at junior certificate level, while at primary level, the primary school curriculum published in 1999, provides a significantly revised programme for mathematics and an entirely new programme for science.
I have also ensured that the revision of curricula and syllabi has been supported by a comprehensive in-career development programme for teachers. This has programmes for teachers of physics and chemistry, as part of the physical sciences initiative, for teachers of leaving certificate biology, and a developmental project in science in over 200 primary schools. During the next school year all primary teachers will receive three days in-service training in science so as to facilitate implementation of science in all primary schools from September 2003. Similarly, in-career support for teachers has been provided for mathematics at junior certificate level and primary schools.
Laboratory resources are an important element in the delivery of a modern science curriculum. As a further part of the physical sciences initiative I have taken a number of steps to develop these resources in our second-level schools. Schools have been provided with capital grants to a total of £10,500 for the purchase of laboratory equipment, including ICT equipment. A special annual per capita grant is being paid to schools in respect of each pupil taking a physical science subject at leaving certificate level. Schools that currently have a capital project in architectural planning will have their science laboratories upgraded as an integral element of the capital project.
Just over a year ago I established a task force on the physical sciences. The brief of the task force is to identify the issues contributing to the falling uptake of the physical sciences at both second and third level and to recommend additional measures to address these issues. I understand that the task force has also given consideration to issues relating to the teaching and learning of science at primary level. I expect to be presented with the final report of the task force shortly.
