Seán Sherlock
Ceist:134. Deputy Sean Sherlock asked the Minister for Education further to Parliamentary Question No. 141 of 19 May 2021, if matters raised in correspondence (details supplied) will be examined. [46977/21]
Amharc ar fhreagraWednesday, 29 September 2021
Ceisteanna (134)
Freagraí scríofa
As per my response to Question No. 141, an exemption from the study of Irish may only be granted by school management in the exceptional circumstances outlined in Section 2.2. of Circular 0052/2019 (Primary) and 0053/2019 (Post Primary). The Department of Education website has guidelines (including checklists) and FAQs on exemptions from the study of Irish which can be accessed here: www.education.ie/en/Parents/Information/Irish-Exemption
The Primary Language Curriculum (PLC), which encompasses Irish and English, is for children of all abilities in all school contexts. This is informed by the principles of inclusion and the benefits of bilingualism for all pupils that underpin curricular provision for Irish in the PLC, the Framework for Junior Cycle and in Senior Cycle. The PLC recognises and supports pupils’ engagement with Irish and English at different stages and rates along their language-learning journey. It builds on the language knowledge and experience that pupils bring to the school. The Progression Continua in the PLC provide a framework for teachers to identify the pupil’s stage of language development and to plan interventions that support the development of language skills and competences in Irish and in English in an integrated manner, emphasising the transferability of language skills across languages.
Any pupil who does not meet the criteria for an exemption from the study of Irish should be provided with a differentiated approach to language learning and any other supports in accordance with Guidelines for supporting pupils with Special Educational Needs in Mainstream Schools and with Special Educational Needs: A continuum of Support. Schools are required to address a wide diversity of needs by providing a differentiated learning experience for pupils/students in an inclusive school environment.
All pupils/students should be encouraged to study the language and achieve a level of personal proficiency that is appropriate to their ability.
As set out in Section 2.4 of the Circular, an appeal will “focus solely on the process the school engaged in reaching its decision. The Irish Exemptions Appeal Committee will consider how the school followed the process as prescribed in this Circular and the accompanying Guidelines for Primary Schools”.
The closure of schools in response to the risk to health caused by the COVID-19 pandemic has affected the education of the entire cohort of children attending school, it is a matter which schools should take into account in planning the education provision for students over the next few years. The Department has provided guidance in relation to pupils who enrolled from abroad for the first time into 5th and 6th class during 2019/20 and into 6th class during 2020 and who are applying for an exemption from the study of Irish under Section 2.2.a. of Circular 0053/2019.
In relation to stress and anxiety, schools can best promote the wellbeing of pupils through a multi-component, preventative, whole school approach. In line with best practice, The National Educational Psychological Service (NEPS) encourages schools to adopt a whole school, continuum of support approach to provide for children and young people’s wellbeing needs. This involves three levels: Support for All, Support for Some and Support for Few.
The area of wellbeing and the promotion of positive mental health is one to which the Department of Education affords particular priority. In this regard the department is committed to responding to the challenges our young people face today and their need for education in the area of wellbeing and stress. The department has published a Wellbeing Policy Statement and Framework for Practice (2018-2023) for all schools to promote student wellbeing using a holistic and integrated approach. It is important to point out that schools are already doing a lot to equip children with the knowledge, skills and competencies to enhance their wellbeing and deal with challenges. The Wellbeing Policy builds on this good work.
As set out in the Circulars, the Department is currently planning an initial review of the Circulars following two years of implementation.