Information for schools

Student voice is central to the senior cycle review. In order to facilitate the inclusion of student voice, the following guide to the student voice process and student voice questions have been developed to support schools involved in the review.

Guide to facilitating the student voice process

School-based review student voice questions

In cycle one of the review, the focus of the questions is on the purpose of senior cycle education and futures thinking.

The following document outlines the questions for cycle one for schools and also includes prompts and links to research reports that may prove useful in initiating discussion. The powerpoint presentation may be useful in presenting the questions to staff.

• Senior cycle review: Cycle one questions for schools
• Supporting school-wide discussion cycle one powerpoint

As key stakeholders in the school community, parents are asked to have a role in the review of senior cycle. The following materials may assist schools and parents in getting involved in the review.

• Senior cycle review parent questions
• Senior cycle review parents' facilitation guide
• Senior cycle review parent presentation
• Senior cycle review letter for parents

Research to support cycle one 

The following research reports and articles may be useful in discussions on some of the issues raised in cycle one.

Challenges for senior cycle 

• Banks and Smyth

Much of the research carried out regarding senior cycle focuses on the challenges facing students at this level. Stress and anxiety have been highlighted as key difficulties facing students as they reach the end of second level. Some research points to the high-stakes nature of the assessment as one of the key factors influencing stress levels of students, but the same research also points to student-teacher interactions, peer relations, programme choice and subject options as key indicators of stress. 

• Predictability in the Irish Leaving Certificate  

This study (Baird, Hofenbeck, Elwood, Caro & Ahmed, 2014) outlines the differing experiences of the Leaving Certificate for teachers and students. Whereas teachers’ experiences were bound by their subject area, students experience an extensive range of demands across their subjects. It is concluded that this tension within subjects and across subjects causes the narrowing of the curriculum and allows teaching to the test to flourish. 

• Entry to Higher Education in Ireland in the 21^st century

This study outlines some of the backwash effects of the CAO points on the teaching and learning at secondary level. The narrowing of the curriculum and the conflation of the experience of senior cycle with the results, and points, received in the examination has also resulted in a student cohort who are unprepared for higher education. The system is also accused of failing to foster problem solving and independent learning.

Looking to other jurisdictions 

• International research

Research into the provision of upper secondary education across a range of jurisdictions reveals certain similarities in terms of the aims and purposes of this stage of education. In France, through the three pathways available (general, technological and professional) upper secondary education aims to respond to students’ individual talents and so enable them to fulfil their potential. 

In Finland, the aim of this stage of education is to provide students with the knowledge and skills necessary for further study and working life, but also aims to enable students to benefit from lifelong learning and take a democratic, responsible and active role as part of a local, national, European and global community.  

Looking toward the future 

• OECD 

Across a range of jurisdictions there are a number of key skills that curricula aim to embed at this stage of education. The OECD identifies three main challenges for society (economic, social and environmental). In order to address these challenges students will require a broader set of skills, attitudes and competences including: cognitive and meta-cognitive skills; social and emotional skills; practical and physical skills. 

•  World Economic Forum: Towards a reskilling revolution
• World Economic Forum: Eight futures of work 

The World Economic Forum has examined trends in the evolution of the workforce and, given the changing nature of the workforce, has indicated that the ability to effectively retrain and upskill for a varied and changing work life will be one of the key contributors to successful employment.