Students in post-compulsory senior cycle education follow one of three types of two-year Leaving Certificate programmes: the established Leaving Certificate, the Leaving Certificate Vocational Programme (LCVP), and the Leaving Certificate Applied (LCA) (see section 6.4 in addition). This will influence the subjects they study during this phase.27
In addition, the option of a three-year senior cycle was introduced in 1994. Students who take this option study a Transition Year programme followed by one of the three two-year Leaving Certificate programmes detailed above. In general, this restructuring of the senior cycle was aimed at encouraging a greater number of students to continue in full-time education after reaching compulsory school-leaving age (15). To this end, it was seen as necessary to provide a range of programmes suited to a broader range of student abilities, intelligences and interests than the traditional, 'academic' established two-year Leaving Certificate.34
Furthermore, this revision was also regarded as a means of encouraging students in senior cycle education to follow a broadly based curriculum, with a significant vocational focus rich in skills and attributes such as those of motivation to learn throughout life, a good standard of literacy, numeracy and communication, critical thinking, teamwork and career development.34
Transition Year programme
The Transition Year is interdisciplinary and is based around the needs of individual students, promoting their development, maturity and independence as learners. It is designed to offer a broad educational experience to students whilst encouraging them to continue with further education or employment training. Schools design their own Transition Year programme, within a framework of national guidelines, developing curricula, modules and short courses which are tailored to the specific needs of their students, and a wide variety of active learning methods is used to increase students' motivation.11,34 The guidelines specify that each Transition Year programme should offer students a broad variety of learning experiences inside and outside the classroom and should encourage activity-based, self-directed learning and provide students with an input into the assessment procedure.39
The Transition Year programme (usually followed by students aged 15-16, before embarking on a two-year Leaving Certificate course) is interdisciplinary and student-centred. The programme aims to 'free students to take responsibility for their own learning and to teach them to learn skills and to evaluate life in ways and in situations which arise outside the boundaries of the certificate programmes'.27
Within the framework of the Transition Year programme, teachers have greater flexibility and professional opportunities to design curricula, modules and short courses which are specially tailored to the specific needs of their students. Parents, the community and local enterprise can bring to the Transition Year a sense of the world and so contribute to an education which faces the demands and pleasures of life, work, sport and leisure.27
The Transition Year aims to offer a special opportunity to enjoyably underpin, in a non-examination environment, the importance of Gaeilge (the Irish language) and culture, the prospects of Ireland's European and world environment, the wealth of creative and performing arts activity and heritage and the equality of women and men in society.27
Around 40 per cent of schools offer a Transition Year comprising a wide range of subjects and work experience, and giving students an opportunity to mature sufficiently to start the senior cycle.9
The National Council for Curriculum and Assessment (NCCA) is about to undertake a review of the Transition Year.
Leaving Certificate - general
The Leaving Certificate programmes offered during senior cycle education (see 6.4.1 in addition) have a particular emphasis on:
the preparation of students for the requirements of further education or training, for employment and for their role as participative, enterprising citizens.6
All Leaving Certificate programmes aim to provide continuity with and progression from the Junior Certificate programme, and all emphasise the importance of:
Leaving Certificate (established)
A process of reviewing the subject syllabuses of the Leaving Certificate began in the early 1990s. Some revised subjects have already been introduced to schools; some such as physics and chemistry are awaiting implementation; and others such as the technology subjects, including engineering, are in the final stages of preparation. The brief established for course committees embarking on the revision of subjects provides an indication of the common features of course revision across all subjects. These include:
The Leaving Certificate Vocational Programme (LCVP)
The LCVP can be described as an educational intervention in the established Leaving Certificate which results in an enhancement of that programme. The enhancement is of a vocational nature, preparing students for further and continuing education, for the world of work and for the business of making a living. The focus of the programme is on students taking greater responsibility for their own learning, becoming more innovative and enterprising, communicating well, working in teams, and accessing and using technology.34
In the school year 1999-2000, the LCVP programme was offered in approximately 500 of the 770 post-primary schools in Ireland. This involves over 30,000 students in the programme.34
The Leaving Certificate Applied (LCA)
The Leaving Certificate Applied (LCA), introduced in 1995, is a discrete, alternative programme to the Leaving Certificate (established). It is pre-vocational by nature, aimed at those students who do not wish to proceed directly to third-level education and for those whose aptitudes, needs and intelligence are not fully catered for by the established Leaving Certificate. The Leaving Certificate Applied student is predominantly engaged in work and study with an active, practical, task-based orientation.34
In the school year 1999-2000, the LCA programme was offered in almost 230 post-primary schools and other educational/training centres to over 9,000 participants.34
Responsible agencies
There are different levels of responsibility for the development and implementation of the curriculum. At national level, the curriculum is formulated by the Minister for Education and Science, on the advice of the National Council for Curriculum and Assessment (NCCA), and the Department of Education and Science (DES) oversees its implementation through its Inspectorate. At school level, the particular character of the school makes a vital contribution. Adaptation of the curriculum to suit the individual school is achieved through the preparation and continuous updating of a "plean scoile" (school plan).27
National Council for Curriculum and Assessment (NCCA)
The NCCA was established in November 1987. Its brief is to advise the Minister for Education and Science on matters related to curriculum and assessment for early childhood, primary and post-primary education. The tasks given to the NCCA under the terms of the Education Act 19982 include:
In this context, NCCA is involved in:
The Minister for Education and Science appoints the Members of the Council for a three-year term of office. Currently, there are 22 members in all, coming from the various bodies that represent teachers, school managers, parents, employers and trade unions. Other members include DES representatives and nominees of the Minister. In addition, the NCCA has a small, full-time executive, professional and administrative staff, and is assisted by a number of part-time Education Officers. The latter are mainly subject specialists, usually appointed on a secondment basis to the NCCA. The NCCA works in close cooperation with officials of the DES.5
The work of the NCCA is carried out by a number of specialist committees with the guidance of the Executive. The committees comprise teachers, inspectors, representatives of teacher unions and school managerial bodies, parent and subject associations and higher education interests including universities and other colleges. These committees draw up the syllabus or course for each subject, curriculum area or programme.5
Students in post-compulsory senior cycle education follow one of three types of two-year Leaving Certificate programmes: the established Leaving Certificate, the Leaving Certificate Vocational Programme (LCVP), and the Leaving Certificate Applied (LCA) (see 6.4.1). This will influence the subjects they study during this phase.27
In addition, the option of a three-year senior cycle was introduced in 1994. This involves some students following a one-year Transition Year programme (before the two-year Leaving Certificate course).
Transition Year programme
The Transition Year is interdisciplinary and is based around the needs of individual students, promoting their development, maturity and independence as learners. It is designed to offer a broad educational experience to students whilst encouraging them to continue with further education or employment training. Schools design their own Transition Year programme, within a framework of national guidelines, developing curricula, modules and short courses which are tailored to the specific needs of their students, and a wide variety of active learning methods is used to increase students' motivation. The programme may include elements such as:
Work experience is also often offered as part of the Transition Year programme, and is monitored by personnel in the work placement as well as from the school.10
See 5.4.1 in addition.
Leaving Certificate (established)
The established Leaving Certificate offers students a broad, balanced education while incorporating some potential for specialisation towards a particular career orientation. The arrangements for students taking subjects in the established Leaving Certificate are clearly outlined in the Department of Education and Science's (DES's) "Rules and Programme for Secondary Schools".28
The approved course for the Leaving Certificate programme states that students must take at least five subjects, of which one must be Gaeilge (Irish).27,34
There are 31 specified subjects for the established Leaving Certificate listed in the "Rules and Programme for Secondary Schools"28 ; these are assigned to five subject groupings as follows:
It is recommended that each student should take at least three subjects from the group of subjects for which he is best fitted and at least two subjects from outside that group.34
In reality, this grouping of subjects seems to have little relevance to the decisions schools and students make in providing and taking subjects respectively. It is arguable that most Leaving Certificate students see themselves not as undertaking a 'programme' of education incorporating a 'grouping' of subjects but as undertaking a selection of relatively independent subjects. A further difficulty related to the current list and grouping of subjects is its predominantly academic nature. It reflects a bias in favour of particular forms of knowledge and understanding namely the linguistic and logical-mathematical. Much curriculum development currently taking place on the established Leaving Certificate is aimed at introducing a more balanced schedule of subjects in the future.34
All subjects are offered at 'ordinary' and 'higher' levels. In addition, mathematics and Gaeilge (Irish) are also offered at 'foundation' level.6
Leaving Certificate Vocational Programme (LCVP)
The LCVP (first introduced in 1989) is the normal Leaving Certificate programme with a concentration on technical subjects and some additions. Since 1994, the programme has included three 'link modules' on enterprise education, preparation for work, and work experience. Consequently, students taking the LCVP now study:
Leaving Certificate Applied (LCA)
The Leaving Certificate Applied (LCA) involves a cross-curricular approach rather than a subject-based structure. It has, as its primary objective, the preparation of participants for adult and working life through relevant learning experiences which develop the following areas of human endeavour: spiritual, intellectual, social, emotional, aesthetic and physical.27
There are three elements to the Leaving Certificate Applied - general education, vocational education and vocational preparation. These are interrelated and interdependent.6
Within these elements, courses comprising a number of modules are taken; a module is of 30 hours duration. Each year of the two-year programme is divided into two sessions, September to January and February to June, to facilitate the modular structure of the courses. A module within a given course is usually completed within the session. Over the two-year duration of the programme, participants will complete 44 modules. See the table below for further information.6
Participants are required to take courses in each of the following areas:
| Vocational preparation | Number of modules |
| Vocational preparation and guidance | 8 |
| English and communication | 4 |
| Vocational education | Number of modules |
| Vocational specialisms (two full courses) (see list below) | 8 (4 x 2) |
| Mathematical applications | 4 |
| Introduction to information and communication technology | 2 |
| General education | Number of modules |
| Social education | 6 |
| Languages: Gaeilge (Irish) Modern European language Or Sign language for participants from the deaf community |
2 2 (4) |
| Arts education (dance, drama, music, visual arts) | 2 |
| Leisure and recreation (including physical education) | 2 |
| Elective modules | Number of modules |
| Participants must complete four elective modules | 4 |
| Total | 44 |
Source: DEPARTMENT OF EDUCATION AND SCIENCE (DES) and NATIONAL COUNCIL FOR CURRICULUM AND ASSESSMENT (NCCA) (2000).
With regard to the vocational specialisms, the list of options is as follows:
In addition, students may select the vocational specialisms of:
once the introductory courses ('introduction to information and communications technology' and 'leisure and recreation') in the main table above have been completed.6
With reference to the elective modules (see the main table above), schools must provide four such modules for which credit will be given. Schools may choose from the suite of modules and courses available, including courses/modules in science and religious education. Schools may offer all four modules from one course, such as science, or may offer a combination of modules selected from different courses. Schools may not choose modules from the vocational specialisms already chosen. In special circumstances, schools may wish to develop a new course/module to suit local needs or interests. Such courses/modules should be submitted to the National Council for Curriculum and Assessment (NCCA) to undergo a process of validation. Implementation is subject to final approval by the Department of Education and Science (DES).6
The table which follows specifies the elective options available from existing courses:
| Course name | Number of modules available | Number of modules that must be taken | Number of possible elective modules |
| Vocational preparation and guidance | 11 | 8 | 3 |
| English and communication | 4 | 4 | 0 |
| Mathematical applications | 4 | 4 | 0 |
| Vocational specialism | 4 + 4 | Participants may take up to 4 elective modules in any of the vocational specialisms they are not being examined in | |
| Introduction to information and communication technology | 2 | 2 | 0 |
| Arts education | 9 | 2 | 7 |
| Social education | 6 | 6 | 0 |
| Modern language | 2 | 2 | Participants may take elective modules in other languages |
| Gaeilge (Irish) | 2 | 2 | 0 |
| Sign language | 4 | All 4 modules may be taken by deaf students instead of modern languages and Gaeilge (Irish). Modules 1 and 2 may be taken as electives by all participants. | |
| Leisure and recreation | 3 | 2 | 1 |
| Religious education | 4 | 0 | 4 |
| Science | 4 | 0 | 4 |
Source: DEPARTMENT OF EDUCATION AND SCIENCE (DES) and NATIONAL COUNCIL FOR CURRICULUM AND ASSESSMENT (NCCA) (2000).
In addition, each participant is also required to complete seven student tasks over the two years, as follows:
The student task is a practical activity and/or process of reflection through which the student is expected to integrate and apply learning experiences gained from undertaking the Leaving Certificate Applied programme to some or all of the following:
The recommended time for completing a student task is ten hours, some of which will be in class time. The personal reflection task requires more time, as this is an ongoing task designed to allow the student to reflect on a regular basis on his/her learning experiences. The schedule for completion of the seven student tasks is as follows:
| Year 1 | Year 2 | ||
| Session 1 (September-January) |
Session 2 (February to June) |
Session 3 (Sept-January) |
Session 4 (February-June) |
| General education task |
Vocational preparation task Vocational education task (Reflective statement 1, contributes to 'personal reflection task') |
Contemporary issue task Vocational education task Practical achievement task
|
Personal reflection task (Reflective statement 2, contributes to personal reflection task) |
Source: DEPARTMENT OF EDUCATION AND SCIENCE (DES) and NATIONAL COUNCIL FOR CURRICULUM AND ASSESSMENT (NCCA) (2000).
Each student task is identified, designed and planned at school level. It is an essential requirement of the programme that each student is actively involved in the identification, design and planning of each of the student tasks they undertake. At all times the main responsibility for the student task rests with the student; the teacher's role is essentially one of advice and guidance. With the exception of the practical achievement task and the personal reflection task, a student task may be undertaken on a group basis.6
Full details of the student tasks required for successful completion of the Leaving Certificate Applied programme are available in: DEPARTMENT OF EDUCATION AND SCIENCE (DES) and NATIONAL COUNCIL FOR CURRICULUM AND ASSESSMENT (NCCA) (2000). Leaving Certificate Applied: Programme Statement and Outline of Student Tasks. Dublin: The Stationery Office.
See section 6.4.4 in addition.
Time allocation
Most Leaving Certificate subject syllabuses are designed to be taught in 180 hours of instruction time over two years.34
The minimum requirement for the Leaving Certificate Applied (LCA) is that 44 modules must be studied over two years, each module lasting 30 hours.34
See section 5.4.2.
There are syllabus documents and programme outlines/statements for all senior cycle programmes. The programme outline for the Transition Year is the responsibility of the individual school (see 5.4.1). The curriculum as outlined in the Leaving Certificate subject syllabuses is generally presented in terms of aims, learning objectives/outcomes (including knowledge and understanding, concepts, skills and attitudes), content, and assessment arrangements. Leaving Certificate Applied (LCA) modules are presented in terms of purpose of module, prerequisites, aims, learning outcomes and units of study.34
See sections 5.4.1 and 5.4.2 in addition.
There is a strong emphasis within educational programmes at senior cycle level on key skills. However, the key skills valued are integrated within programmes, and assessed accordingly, rather than being specified through attainment targets or being assessed through specific testing.34
The key skills emphasised within subject syllabuses and educational and training programmes are similar to those with which most education systems are increasingly concerned, for example:
In almost all cases, commercial publishers produce school textbooks. Occasionally, resource materials/guidelines may be produced by the Department of Education and Science (DES) (or agencies contracted to the DES) and these are made available to schools on a non-commercial basis. This happens particularly in the case of minority subjects or programmes, and is part of the support provided by the DES for their introduction and continued uptake.34
There is no vetting or approval process applied by the State to the production of textbooks. However, there is close liaison between publishers' associations, the DES and the National Council for Curriculum and Assessment (NCCA) for the mutual exchange of information, views and plans.34
Schools and teachers choose the textbooks for use within specific programmes and subjects.34
Parents buy the textbooks or contribute to book sharing schemes organised by schools.34
Textbooks may also be rented from some schools. Grant aid is available, under certain criteria, to assist with the purchase of textbooks. Schools operating rental schemes can also avail of State grants to establish the scheme.35
In March 2002, a new statutory body was established to promote Irish-medium education and the teaching and learning of the Irish language in general. The Council for Gaeltacht and Gaelscoil Education will have an advisory and supporting role in Irish language education; in the planning and coordination of textbooks and learning aids; and in the development of policies to facilitate education through Irish in primary and secondary schools. The body aims generally to contribute towards the renewal of the Irish language as a living language and a medium of learning. 31