For the past century generations of students have sweated their way through a gruelling set of pressure-cooker exams at the end of school.
Over this time the exams have built up a high degree of public trust, with anonymised assessments widely seen as “tough but fair”.
Yet generations have also criticised how the high-stakes nature of the exams generate high levels of stress, neglect vocational options and lead to a backwash effect of “teaching to the test in classrooms”.
This criticism is partly a driving factor behind the most ambitious reforms of the Leaving Cert in a century, due to roll out from next September.
They involve revising subjects to ensure there is less emphasis on written exams and more placed on project work or additional components of assessment worth a minimum of 40 per cent.
The changes have sparked criticism among teachers’ unions who argue that the changes pose a threat to education standards, fairness and quality. Minister for Education Norma Foley, however, has signalled that she is not for turning.
“The Leaving Certificate as we know it is 100 years old this year,” Foley said. “I absolutely accept that change is never comfortable. But ... 100 years on, I don’t think our students can wait any longer.”
So, what can parents, students and teachers expect?
[ CAO system should be changed to match Leaving Cert reforms, education experts sayOpens in new window ]
What’s the idea behind the reform?
The changes are informed by numerous reviews of the senior cycle as well as the experience of Leaving Cert students, a growing demand for change and international experience and perspectives.
The official line from the Department of Education is that they will “empower students to meet the challenges of the 21st century, enrich the student experience, embed wellbeing and reduce student stress levels”.
For most, however, the really big change is that all exams will rely on new “assessment components” – such as research projects, portfolios or performances – so a student’s grades will not come down to how they performed on the day in a single exam in June.
What is changing?
All subjects will include an assessment – such as a research project, an oral assessment, performance, portfolio, creation of an artefact or an experiment – separate to the traditional written exam in June.
This will be worth a minimum of 40 per cent.
The idea is that the new approach will provide a broader assessment of students’ skills and competencies in a way that a final written exam cannot.
It’s not an earth-shattering reform – it already takes place in many subjects such as music (a performance) and languages (oral and aural exams). However, this will be rolled out across all subjects.
In English, for example, there is likely to be just a single written exam – down from two at present – and a separate project.
These projects, or assessments, will take place between fifth and sixth year and will be externally assessed by the State Examinations Commission (SEC).
What is the timeline for the changes?
If you are going into fifth year in September 2025, there will be a revised curriculum for a total of seven subjects: business, biology, chemistry, physics, Arabic, Latin, and Ancient Greek. (There will also be two new subjects rolled out in a limited number of pilot schools: climate action and sustainable development; and drama, film and theatre studies).
A second set of revised subjects will be introduced for fifth years starting in September 2026: accounting, construction studies, engineering, English, geography, physical education.
A third set of subjects is due to roll out for fifth years starting in September 2027: agricultural science, computer science, design and communications graphics, history, home economics, maths and music.
A fourth group will be added in September 2028 (including art, economics, French, Irish, German, Italian, politics and society, Spanish, technology) and a final tranche of subjects in 2029 (including applied maths, classical studies, Mandarin Chinese, Polish and religious education).
These timelines, however, may change.
What work will be required of students for research projects?
In science subjects, for example, students will be expected to produce an “in-practice investigation” involving research and experimentation during fifth and sixth year. This will include an investigative log where students are expected to give an “authentic account” of how their work unfolded.
Take biology, for example. Students will receive a “broad thematic overview” early in fifth year for their investigation that will inform a more detailed “thematic brief” given early in the first term of sixth year.
The investigation is carried out in two phases, both of which are completed in up to 20 hours of class time.
In phase one, students carry out scientific research on an issue related to the brief. They develop a research question and gather, process and evaluate information from a range of courses to take an informed position on this question.
The knowledge gained from this phase of the investigation may help to inform the experimental work conducted in phase two. This involves students carrying out an experiment (lab or field based) related to a concept within the brief. They generate a hypothesis and plan, design and carry out their own experiment, gathering and analysing data and forming a conclusion.
Students, according to the guidance, should be empowered in realising that: research and experimentation is more about engaging with and learning from the process, rather than seeking a perfect answer.”
Will students simply use AI to complete their projects?
A student is free to use AI in the preparation of their project in the same way as using Google. However, students must quote or reference any use of AI tools or risk losing all marks for their projects.
“Plagiarism is a serious offence and occurs when work other than the student’s own is used without clear acknowledgment of the source of the work. This includes the use of material generated using artificial intelligence (AI) software or AI applications,” the latest guidance states.
Realistically, though, AI would only get a student so far.
In science subjects, for example, students will have to show evidence of their work over time and include an investigative log where they give an “authentic account” of how their work unfolded. In addition, it is expected that – as with any other research project – teachers will need to sign off these projects as students’ own work when handing them to the State Examinations Commission.
What can I expect as a teacher?
Teachers’ unions are critical of the “accelerated” changes, while some have equity and quality concerns about the changes.
Nonetheless, the reforms are progressing and Oide – a support service for schools – is rolling out professional learning for teachers around the revised subjects.
It has been the subject of criticism among some teachers so far due to the lack of sample papers available to use in these sessions. These, however, are due to be made available by April, according to informed sources.
The delay has sparked anxiety among teachers who feel in the dark about what the revised exams and assessments will look like in practice.
Are there other changes?
Yes, the rigidities between the Leaving Cert and the Leaving Cert Applied are being removed. Until recently, a student was in one or the other. Now, however, LCA students can sit the Leaving Cert maths exam or study for a foreign language if they wish.
As part of the broader redevelopment of the senior cycle, there is also a focus on special needs. So-called Level 1 and Level 2 learning programmes have been developed at junior cycle and they are due to be introduced at senior cycle for the first time.
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