Seven deadlines and an AI dilemma: Is the new Leaving Cert fixing one problem by creating another?
The main difference under the redeveloped senior cycle is the introduction of new coursework components across each subject, worth at least 40% of a student’s overall grade, intended to ease pressure on the final exam.
By 2031, students have been promised a radically different Leaving Cert, one intended to move the focus away from pressurised exam halls by testing their skills in ways written exams cannot.
Over the next five years, every subject will be reviewed, redeveloped, and rolled out. The changes have not been without last-minute negotiations, u-turns and postponements. That being said, the first revamped subjects were introduced to fifth year students in September, without major disruption or delay.
But despite a common consensus around a need for change, many teachers remain concerned about key aspects of the planned reforms.
Next week, Ireland’s teachers’ unions will hold their annual conferences, at which second level teachers will call for significantly improved resources to address their concerns around senior cycle redevelopment.
Last year, an emergency motion passed by both the Association of Secondary Teachers Ireland (ASTI) and the Teachers Union of Ireland (TUI) saw the two second-level teachers' unions go on to enter talks with the Department of Education about their members concerns. Where are reforms now?
Cillian O'Neill teaches in North Dublin in “quite a large” 1,000 pupil school.
“We have plenty of students, plenty of teachers and its very, very busy.”
A teacher of computer science and physics, his current fifth-year students will be among the first assessed under the new Leaving Cert. Physics, biology, chemistry and business are the so-called ‘Tranche One’ subjects, first to be redeveloped.
Mr O'Neill is keen to stress the positives of the new physics course, such as the addition of more modern content and clear input from teachers.
“I’d have concerns, and I know colleagues have concerns as well, particularly around the new coursework element of it.”
The main difference under the redeveloped senior cycle is the introduction of new coursework components across each subject, intended to ease pressure on the final exam.
These components, called additional assessment components, are set to be worth at least 40% of a student’s overall grade in a subject. It is with these additional assessment components, particularly their weighting in the context of a student’s overall mark, and the potential for artificial intelligence misuse, the concerns of most teachers lie.
In the science subjects, the additional assessment components takes the form of a research project, issued to students in January.
“We’re finding our way through it,” Mr O’Neill said. “The brief is good, it's relatively open and students are interested.”
With a relatively open brief, students are tasked with devising their own plan, carrying out their own research, and conducting their own experiment. This is then to be summarised in a 1,500-word report, submitted by the student in December.
As a Teachers’ Union of Ireland (TUI) member, Mr O’Neill’s union voted last summer to accept negotiated implementation measures for senior cycle redevelopment.
“[Teachers are] not resistant to change,” he said, adding talks led to commitments and agreements from the Department of Education. “Some of them have been delivered, some of them haven’t. Some are a bit slow to get going.”
His main concern is around equity and resourcing. Science labs are often at a very different standard in different schools, he points out. Funding was provided last year to go some way towards this. “I think a lot of schools went through that amount very quickly.”
Some schools will have labs in good condition, while others will have had to spend that funding on “basics”, he added.
“For health and safety reasons, you have to make sure you buy the right equipment. Time is also a huge thing, particularly when you are teaching a new subject.”
He also worries about digital equity.
“Every subject is going to have a coursework project, and they are all going to require the use of digital technology,” he said. “They all have to be typed, a lot of them require research and will go on for multiple months. The access to digital resources in a school can be tight — between computer rooms, laptops and devices, the digital grant we get each year gets eaten up very quickly.”
Jacinta McKenna teaches biology and chemistry at a Deis school in Clare. Like Mr O’Neill, she is also worried about certain aspects of the reforms.
“I’m teaching for 26 years, and in our senior cycle subjects, we would never have had anything other than a final exam. We need change for the right reasons, and we need reform for the right reasons.”
She is also worried about fairness and equity. "It's not a level playing field. It's not fair on Deis schools. That is my huge concern.”
At a recent in-service day, she was told the process of the additional assessment components is more important than the final product — the written report. She disputes this.
"That report is worth 40%, it's not the process that’s worth 40%.”
She is also worried about the potential misuse of AI.
She is not alone in her concerns. Research published by her union, the ASTI, found 82% and 83% of teachers of biology and chemistry describe themselves as either dissatisfied or very dissatisfied with the allocated 40% of marks for additional assessment components.
John Conneely, assistant general secretary of the ASTI, described this week the proliferation of AI and teachers' inability to verify its use as a “serious problem”.
As part of the Irish orals, currently worth 40% of a student’s overall marks, students have a selection of sraith pictiúrs. On the day, one is picked for discussion with the examiner. Oral exams take place in person, as does current practical work. Project work for subjects like history and geography currently makes up 20% of a student's final grade.
Ms Kenna asked: “Why couldn’t the department and the State Examinations Commission agree that the best way to assess students' skills, critical thinking and problem-solving is to go down to the lab, see them performing an experiment, ask them a question and see if they have the skills?”
The redeveloped senior cycle aims to produce an “an enriched, engaged, and competent learner” empowered to analyse and solve problems, she added.
“AI will solve the problem for you, AI will write the report for you. You will be able to authenticate the student performing the experiment, and the work done in front of you. However, authenticating the report is another matter.”
She also worries about students' workload. In five years' times, the sixth class of 2026 will potentially face seven additional components at senior cycle, each worth a minimum of 40%.
“That’s seven project deadlines over their two years, with most of those deadlines realistically to come in sixth year.”
“They are facing a monumental shift in what their education looks like now. Up to the orals, students become stressed about that one thing. There will now be seven of those deadlines in 2031 if all goes to plan.
"Our students are not going to be able to keep all of that going and go to the football matches and have their outings from schools because it will all be deadlines, deadlines, deadlines.”
A spokeswoman for the Department of Education said it welcomes the fact that teachers are positive about the new courses.
"Students want different types of assessment rather than one high-stakes final exam, and additional assessment components help support fairness by giving students more than one way to show what they know."
Coursework has been part of the Leaving Certificate for over 20 years, and updated guidance on completing and checking coursework was published last November, including guidance on AI use, she added.
"Teachers have always handled coursework professionally, and we are committed to supporting them to ensure that their professional and dedicated approach will continue with the new subjects."
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