For as long as many of us can remember, the Leaving Certificate has been assessed by end-of-year examinations. However, this assessment process is now undergoing a huge change, but what exactly are these changes and what does it mean for our students and teachers? In this blog, one of our Deele College (Raphoe) Science teachers and Year Head Annette Gildea tells us more about it.
The Irish post-primary education system has undergone major changes over the past decade. These include the Junior Cycle reform, introduction of Level 1 and Level 2 Learning Programmes, a new grading system at Leaving Certificate, to name a few. Currently, a significant transformation is moving beyond the traditional reliance on final written exams for the Leaving Certificate. The Senior Cycle reform aims to provide a more holistic approach to education by incorporating coursework across all senior cycle subjects in the coming years. There are 29 out of the 41 Leaving Certificate subjects that already include some form of skills and competencies assessment before the June written exam. The reform expands the inclusion of coursework to all subjects in the high-stakes Leaving Certificate.
Starting in September 2025, students in the initial ‘tranche 1’ subjects, which include Biology, Chemistry and Physics, will complete an additional assessment component (AAC) worth 40% of their overall grade. This shift is designed to create learning opportunities that empower learners, enrich their learning experiences, and reduce the stress associated with the current exam-focused system. New subject specifications for existing subjects and the introduction of new subjects such as Climate Action and Sustainable Development further modernise the curriculum of the Irish post-primary sector.
In 2019, a new specification was introduced for Agricultural Sciences, and the experience of teachers who have worked with it offers valuable insights. The coursework element is similar in the reformed Senior Cycle sciences, involving the release of a theme brief in Year 1, which the students work on until a designated submission date in Year 2. From my experience with Agricultural Science, spending time on the details contained in the brief pays dividends, especially when you utilise it as an opportunity to engage in professional conversations with peers in the subject. This may happen within your school or through subject networks.
Teachers will need to thoroughly understand the new specification to know what is in and what is out of the previous curriculum. A good starting point for teachers in the science subjects would be to select a topic that aligns with the scientific practices reflected in the AAC, without it being overly complex. For example, in Chemistry, looking at rates of reactions and building on the learning from the Junior Cycle. It is a topic that lends itself to using experimentation and offers the opportunity to manipulate variables, collecting and reporting on data. It may also be worth connecting with Biology teachers and creating a learning experience that applies to both disciplines.
As teachers, we can integrate new elements with existing pedagogical and content knowledge. Collaboration with peers both within and across schools can alleviate the workload and anxiety during the transition. As Hargreaves and Fullan (2012) suggest, ‘professional capital is about communities of teachers using best (existing practices) and next (innovative approaches) practices’. Forming communities of practice will facilitate ongoing professional learning and knowledge sharing. The senior cycle reform represents a significant cultural change. DuFour and Fullan (2013) note that cultural change is ‘absolutely doable, but it is also undeniably difficult’. While Oide* professional learning days offer information, they ultimately offer networking opportunities that can form a strong community of practice among subject specialists that can be mutually beneficial to active participants.
* a support service for teachers and school leaders, funded by the Department of Education and Youth
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References
- Dufour, R. and Fullan, M. (2012). Cultures built to last: systemic PLCs at work. United States: No Publisher.
- Hargreaves, A. and Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. New York: Teachers College Press.
- NCCA (2025). Senior Cycle Redevelopment. [online] NCCA. Available at: https://ncca.ie/en/senior-cycle/senior-cycle-redevelopment/.