Dáil Éireann Debate, Wednesday - 25 February 2026
131. Deputy Aisling Dempsey asked the Minister for Education and Youth if her Department is working on a set curriculum for transition year to complete a base level of topics and subjects, while leaving scope for flexibility for schools to undertake individual subjects and topics; and if she will make a statement on the matter. [15457/26]
Amharc ar fhreagraAs part of the Senior Cycle Redevelopment Programme, a new Transition Year (TY) Programme Statement was published in September 2024, which provides schools with a framework for developing their own Transition Year programmes.
Each school designs its own Transition Year programme, within the parameters of the Programme Statement, to suit the needs and interests of its students. In establishing its own distinctive programme content, schools are advised to take into consideration the needs of students alongside the views of parents, employers, and the wider interests of the local community.
The local autonomy of schools, working within the parameters of the TY Programme Statement, is fundamental to fostering school-led innovations and allows schools to adapt their TY curriculum so that students have opportunities to develop the key competencies to thrive and flourish in this rapidly changing world.
Over the 2024/25 school year, all schools had the opportunity to audit their current Transition Year offering and revise it where necessary in line with the updated Programme Statement. The new Programme Statement is now in full effect for all programmes across all schools going forward, inclusive of those that commenced in the current school year (2025/26).
The Programme Statement sets out four Student Dimensions as the core foundations upon which Transition Year programmes should be designed. The four Student Dimensions centre on Personal Growth; Being a Learner; Civic and Community Engagement, and Career Development respectively.
The Programme Statement outlines how components within each Student Dimension deliver continued learning in some subjects, subject sampling, and TY specific modules to provide a balanced and broad set of experiences. The Programme Statement specifies time allocations for continued learning in the subjects of English, Irish, Mathematics, P.E. and SPHE. However, the Programme Statement makes clear that Transition Year is a standalone year in Senior Cycle and should not be used as a way to explicitly spread Leaving Certificate subject specifications over three years.
The Programme Statement continues to offer schools a significant level of autonomy while placing more structure on the design of Transition Year programmes. The Programme Statement was developed following public consultation in which the level of autonomy for schools was welcomed while also providing parameters and guidance within which schools work to develop the TY Programme.
