ASTI may refuse to discuss plans to reform the Leaving Cert


The secondary teachers’ union ASTI may refuse to participate in further discussions on Education Secretary Norma Foley’s plans for Leaving Cert reform.

The other second-tier teachers’ unions are opposed to a change that would require their members to conduct in-school assessments for 40% of grades in each subject.

The Association of Secondary Teachers’ Ireland (ASTI) and Teachers’ Union of Ireland (TUI) oppose the idea of ​​members grading their own students for a state certificate.

The topic will be one of the dominant themes at next week’s annual teachers’ conferences.

A key motion at the ASTI conference calls for the union not to engage in any discussion of senior cycle reform until a “full, open and transparent study of the junior cycle has been conducted and its findings made public”.

The National Council for Curriculum and Assessment (NCCA) has commissioned the University of Limerick to undertake research into the implementation of the junior cycle changes. However, it is understood that the ASTI will aim for a further study.

While the details of the planned changes to the Leaving Cert have been announced, much more discussion and testing of the new concepts is required. This is where discussions between the Department of Education and teachers’ unions and other education partners will be crucial.

It is intended that an implementation plan will be developed through continuous collaboration and co-creation and consultation with the educational partners.

The department is also establishing a Senior Cycle Program Delivery Board, which will be responsible for overseeing the implementation of reforms.

The NCCA will also invite a selection of schools to become “network schools” to test changes – and schools with ASTI members would of course be included.

ASTI General Secretary Kieran Christie previously warned that the teacher evaluation plan could be a “sticking point” in the reforms.

Meanwhile, an organization representing English teachers, INOTE, has written to Ms Foley arguing another element of the reform package, the plan to postpone English work until the end of the fifth year, demonstrates a “fundamental misunderstanding of the English curriculum and why we learn English”.

According to INOTE, “this important last year of maturation – in which students are exposed to a variety of voices through the study of different texts for the second work … in which students improve their writing skills – has been impaired”. ASTI may refuse to discuss plans to reform the Leaving Cert

Fry Electronics Team

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