Over 20 years on, I still have recurring nightmares about my Leaving Cert maths exam.
Sometimes, I even have one of those weird dreams where you know it’s a dream but you still have to go through the motions: ‘It’s ok, Louise, it’s just a dream. You’re 41 now and Leaving Cert maths actually went ok, albeit at ordinary level.’
Like most other secondary school teachers, I’m not opposed to the reform and reimagining of the Leaving Cert. What teachers are alarmed about is the speed at which these changes are due to be implemented.
These concerns were thrashed out recently at the annual congress of the main teacher unions, ASTI and TUI. Industrial action has even been mooted, which tends to create a sense of public animosity; ‘Are those teachers for real?! Do they not get enough time off without striking?!’ We’ve heard it all.
It’s important that parents know that our students are very much at the centre of our concerns. Schools and teachers are not ready for the changes but it’s ultimately the students who will pay the price; that’s what has us up in arms.
Over the next few years, and starting in September 2025, all Leaving Cert subjects will be revamped. There will be a project component, referred to as an AAC – additional assessment component – worth at least 40 per cent in every subject. While it might seem great to take the pressure off the traditional final exam, there’s a concern that the pressure will instead pile on early in 5th year and stay on for the full duration of senior cycle. No down time, just continual pressure.
The format of the final exam papers are also due to change. Yes, many of them need to be overhauled, but the sample papers that have been released to date would suggest that the new layouts will be more restrictive than at present – less choice and more compulsory questions.
The biggest kicker is that the coursework has not been lessened in line with the shorter exams, so students still need to study the same insane workload regardless.
Minister for Education, Helen McEntee, has been bumming that close to 30,000 teachers have already received training in relation to these reforms. Well, I can tell you that I am one of the teachers who attended training and I’m none the wiser about the changes that are coming down the line.
Any time we asked questions, the facilitator told us that clarification would be provided at a later date. A training day where so much is ‘to be confirmed’ hardly inspires confidence. Indeed, many teachers feel the Department of Education is losing its credibility with their insistence that this is a good idea and will go ahead in September, come hell or high water.
As well as the inadequate training to date, one of main concerns teachers have relates to inequity – more privileged students accessing extra help to ace their AACs.
There’s also the issue of inadequate resources in many schools. Some schools hardly have a Bunsen burner. By contrast, some private schools have contracted lab technicians who will help oversee students’ projects in state of the art laboratories. It’s not a level playing field.
There’s also the massive issue of authenticating students’ work in the age of artificial intelligence. How can teachers stand over work that is done outside of the classroom and sign off that it is definitely the students’ work? Inherent bias – both positive and negative – could creep in.
It’s a grey area to say the least and no reassurance has been offered from the Department of Education, just the insistence that this is rolling out in September.
As one of my fellow teacher friends put it, “This is too important to be rushed. The first cohort of students to face these reforms are being treated like guinea pigs.”
Louise Flanagan is an admin of Letterkenny Babies Facebook page and the author of the children’s book series, Dragonterra and Dream Beasts. www.dragonterra.ie
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