613. Deputy Colm Burke asked the Minister for Education and Youth to confirm the action she and her Department are taking with regards to the review of the Leaving Certificate mathematics curriculum following resignations from the Subject Development Group. [65613/26]

As the Deputy is aware, through the Senior Cycle Redevelopment programme, the specifications for all Leaving Certificate Established curricular subjects are scheduled to be redeveloped by 2029, in annual groupings referred to as Tranches.

The National Council for Curriculum and Assessment (NCCA) is the statutory body that advises me, as Minister, on matters relating to the curriculum and progresses the work of curriculum development. This advice is informed by research, engagement with students, practitioners, teachers, parents and school leaders, holding public consultation, and collaboration with members of its Council, Board for Senior Cycle and Subject Development Groups (SDG).

The NCCA’s structures and agreed curriculum development processes inform education debate within the organisation, within the agencies represented in its structures, and in the education community in general.

The redevelopment of Leaving Certificate Mathematics began two years ago in September 2024 and is following the established NCCA curriculum development process, which includes the opportunity for public consultation and submissions at key stages throughout the process.

Subject Development Groups provide a strong, representative, and responsive basis for curriculum development work and is comprised of nominees from relevant stakeholder organisations and co-opted members with specific expertise relevant to the subject development work. Co-option enables the NCCA to bring additional expertise to a group, where required. The SDG had 16 members prior to the recent resignation and has an independent Chair drawn from the higher education sector with three further members coming from a similar background; as well members drawn from the teaching profession. The management of the membership nomination and co-option processes are matters for the NCCA.

It is important to note that the NCCA has already met with Professor Mellon and intends to meet with Dr Aoibhinn Ní Shúilleabháin shortly. The NCCA has advised me that the Mathematics SDG has already met on 20 occasions, and it publishes short descriptions of the meetings on their website. A number of the concerns now being raised publicly were also raised and discussed during the Development Group's deliberations. It is, however, important to distinguish between a mathematical error and a professional difference of opinion regarding curriculum structure, sequencing, terminology or pedagogical approach.

A public consultation on the Mathematics background paper and brief took place from 6 January 2025 to 28 February 2025 and a report on the consultation was published in May 2025. The feedback from the consultation included 281 online survey responses and 4 submissions received over the course of the public consultation period.

At present, the draft specifications for Leaving Certificate Mathematics Higher, Ordinary Level and Foundation Level are available for public consultation until 18 November 2026. It is important to state that these drafts are not final specifications. As with all Leaving Certificate subjects being redeveloped by the NCCA, the drafts have been published so that their rationale, aims, structure, content and assessment arrangements can be considered by many more teachers, school leaders and students; by parents, those working in further and higher education, employers, in this case mathematicians and wider stakeholders. The consultation provides an opportunity for subject experts and the wider mathematics education community to identify and scrutinise these issues.

In the consultation, the NCCA is inviting wide public engagement with the draft specifications which will help to identify areas requiring further work or refinement. This is a normal step in the development process. The consultation feedback will play an important role in finalising the draft specifications. This will help to ensure that we have mathematically accurate, coherent, rigorous, inclusive and manageable mathematics specifications that prepare students appropriately for life, work, and further and higher education. Full details on making a submission or applying to attend the consultation event can be found on the NCCA website.

Following the consultation period, the SDG will reconvene to consider the feedback received. A finalised draft of the specification is then prepared and submitted for discussion by the NCCA’s Board for Senior Cycle. The Board has responsibility to ensure that curriculum and assessment development progresses in accordance with the terms of the agreed briefs and to discuss significant issues as they arise. The membership of the Board, Development Groups and the NCCA Council itself is drawn from a range of educational organisations who bring relevant expertise and experience to the process and curriculum under consideration.

The agreed final draft specification is subsequently submitted for approval by the NCCA Council and then submitted to me as Minister for final consideration and approval. It is only at this point that a specification becomes the formal curriculum.

I would encourage all stakeholders to actively engage with the public consultation options available to ensure that their views and insights can inform the redevelopment process.