Dáil Éireann Debate, Tuesday - 26 May 2026
576. Deputy Paul Lawless asked the Minister for Education and Youth if any element of the junior certificate cycle or leaving certificate curriculum requires students to have access to a personal laptop outside of school; if project work associated with the revised senior cycle programmes can be fully completed using existing school information technology facilities; and if she will clarify her Department's guidance to schools in this regard. [39516/26]
View answer581. Deputy Paul Lawless asked the Minister for Education and Youth her assessment of the impact of the revised senior cycle programme, particularly the increased emphasis on continuous project-based assessment across multiple subjects; the way she intends to address concerns that this has created an expectation that students must have access to a personal laptop; and if she will make a statement on the matter. [39522/26]
View answerI propose to take Questions Nos. 576 and 581 together.
I have this week written to all post-primary schools regarding the use of digital devices in schools. and I have highlighted two key points. Firstly, there is no requirement for students to have their own laptop or device for Junior or Senior Cycles. Secondly, I am concerned about financial pressure being placed upon parents and that where schools are considering introducing a student device policy that they need to engage with all parents including those who may not active members of the Parent's Association before deciding on an approach regarding devices.
The Digital Strategy for Schools to 2027 does not mandate or prescribe the use of any devices or technologies in teaching and learning, rather it advocates for the deeper embedding of digital technologies in teaching and learning to develop digital literacy and competence, critical thinking and collaborative practice. It is not merely focused on using digital devices as an alternative to physical textbooks or resources.
Where digital devices are used as part of teaching and learning, schools are expected to ensure that no child is disadvantaged due to lack of access to technology.
As I state above, schools are advised to consult with members of the school community, including parents, when planning for the introduction of digital technologies including devices with cost and other implications being fully considered by the Boards of Management before a decision is made.
I note the Deputy refers to continuous assessment and would draw the Deputy's attention to continuous assessment referring to ongoing assessment carried out by teachers throughout the learning process. This includes activities such as class tests, homework and informal checks for understanding. Continuous assessment is primarily used to support teaching and learning by providing feedback to students and informing instruction, and it is usually internally assessed.
Classroom-Based Assessments (CBAs) at Junior Cycle level emphasise the importance of formative assessment in supporting teaching and learning. CBAs provide students with opportunities to demonstrate their understanding and skills in a way which would not be possible in a formal examination. A particular purpose of the CBAs is to facilitate developmental feedback to students during their engagement with the task and at the end of the process.
The tasks cover a broad range of activities including oral presentations, written work of different types, practical or designing and making activities, artistic performances, scientific experiments, projects, or other suitable tasks. Work related to the CBA is best seen as an integral part of ongoing assessment and routine classroom practice. CBAs for Junior Cycle do not require each student to have their own computer, laptop, or other device.
CBAs take place during normal class time and provide students with opportunities to demonstrate their understanding and skills in a way which would not be possible in a formal examination. Teachers guide, support, and supervise students throughout these assessments. Students learn from the feedback and advice they receive during the process.
At Leaving Certificate level, Additional Assessment Components (AACs) and their current equivalents are formal, structured assessment tasks that form part of the state examinations and take a variety of forms including oral and practical tests as well as coursework. AACs under the Senior Cycle redevelopment programme and their current equivalents are designed to assess students’ skills and key competencies, in a way that a terminal written examination cannot. Instead of relying solely on a final examination, students will learn through exploring, analysing and investigation. This spreads the assessment load, helps develop critical thinking, and prepares them better for college and the workplace. Students have consistently told us this is how they prefer to learn.
I am committed to Senior Cycle Redevelopment and the implementation of the programme of work involved as well as ensuring the ambitions underpinning Junior Cycle are realised.
As of September 2025, the revised Leaving Certificate tranche one subject specifications are the established curriculum being followed by students in those subjects. These specifications do not require each student to have their own computer, laptop, or other device.
My Department is committed to ensuring that enactment of Senior Cycle Redevelopment contributes positively to student experience including through revised assessment arrangements that allow all students?demonstrate?their strengths and learning. There is no requirement currently under the new subject specifications for students to have their own laptops or devices; or devices of a particular type. Decisions on device use rest with school boards of management, who are?advised to prioritise?affordability and equity and to consult with parents.? It is acknowledged that in respect of some subjects' access to particular supports or facilities is necessary to allow students experience the subject learning outcomes as intended. In such instances, supports have been provided to schools and where necessary as the Senior Cycle Redevelopment programme is implemented further consideration will be given as to how best to support schools.
The Department is committed to an ongoing process of identifying the resources required to realise the vision for a redeveloped Senior Cycle that meets the needs of all our students. The commitment to resourcing can be evidenced by the December 2024 Science Implementation Support Grant that issued to all schools to the value of €12 million. In addition, in December 2025 my Department provided a once-off ICT grant and guidance note to support the schools offering the new Leaving Certificate subject Drama, Film and Theatre Studies (DFTS) in determining and meeting their individual school specific ICT needs in respect of realising the film editing requirements of that specification. Individual devices are not required to realise the Drama, Film and Theatre Studies learning outcomes. This grant was in addition to the direct provision of technical resources (film, lighting, audio equipment) and free access to online streaming platforms. Schools offering Drama, Film and Theatre Studies, or Climate Action and Sustainable Development (CASD) have also received other supports including a subject department establishment grant for CASD schools, new annual support grants and additional teacher allocations.
In May 2025, the []Senior Cycle Redevelopment Implementation Support Measures document was published which also contains a package of further measures designed to support the implementation of the Senior Cycle Redevelopment programme in schools.
I am keenly aware of the challenges faced by educators and parents in relation to costs of digital technology, including tablets, and my Department continues to work to help support schools and families meet these costs.
A number of measures are in place to support educators and parents, as part of my department’s ongoing commitment to reduce financial pressure on families and ensure every student is supported to succeed. This includes an instruction from my department to schools to consult with parents and their school community on the issue of ensuring costs are reasonable for parents, and how to avoid costs acting as a barrier - wherever possible, generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc.). Schools should also provide a full list of required items, with guidance on best-value options. Circular 32/2017 sets out the measures to be adopted by schools to reduce the cost of school uniforms and other costs.
My officials will continue to engage with all our education partners to ensure the redevelopment of senior cycle responds to the needs of our students to ensure they are prepared for their future lives in education and the workforce.
