I propose to take Questions Nos. 122 and 127 together.
I am broadly satisfied the leaving certificate results obtained in most subjects this year followed a generally similar pattern to those of previous years. The results patterns and variations will be the subject of further comment in the 2004 annual report of the State Examinations Commission. In addition, the SEC will publish chief examiners' reports in selected leaving certificate subjects.
The leaving certificate maths exams at ordinary and higher level have both seen improvements this year in the proportion of students scoring at grade A, while the ordinary level failure rate is the same as in 2003. The failure rate at higher level is marginally higher than in 2003. In leaving certificate physics at higher level, a greater proportion of students scored at grade A this year, combined with a reduction in the proportions scoring at grades E, F and NG. In chemistry at higher level, there was an increase in the proportion scoring at grades E, F and NG from 5.8% in 2003 to 7.9% in 2004. In junior certificate mathematics at higher level, the A rate is slightly down, and the E, F and NG rate is 6.4% compared with 3.6% in 2003. Overall, these variations are modest and are broadly consistent with the patterns in previous years.
The National Council for Curriculum and Assessment carried out the first phase of a review of mathematics in October 2002. Its initial advice recommended that while no changes should be made in the leaving certificate mathematics syllabus, the revisions already made in the junior certificate syllabus would have a knock-on effect for leaving certificate. My Department issued a detailed circular to schools in May 2004 advising teachers of the implications. The NCCA is currently preparing a discussion paper on maths education in general which will look, for example, at the appropriateness of levels, entry requirements for third level, basic numeracy and the notion of embedded maths skills.
With regard to science, revised syllabi have been introduced in leaving certificate biology, physics and chemistry and a revised syllabus was introduced on an optional basis in junior certificate science in the academic year 2003-04 for first examination in 2006. This provides for a more investigative approach to science education with some 30 experiments and investigations which must be carried out over the period of the programme. This hands-on approach is seen as critically important to enhance the attractiveness of the subject and encourage more students to choose the physical sciences at senior cycle.
All these developments are or have been supported by national in-service programmes for teachers. In addition, some €10.2 million has been issued to schools in 2004 to provide resource grants to support the implementation of the revised junior certificate science syllabus.