As the Deputy will be aware, Senior Cycle Redevelopment (SCR) is already underway in schools and includes the introduction of new and revised subject specifications over five annual tranches from 2025 to 2029 allowing for a phased implementation.
A robust package of measures and supports is being provided by my Department and our partner agencies to support the implementation of SCR and to ensure that teachers are fully equipped and supported to deliver on this ambitious programme.
My Department has made significant investment to support teacher professional learning through Oide, the dedicated professional learning support service for teachers. The National Council for Curriculum and Assessment (NCCA) is not the agency mandated to provide professional learning to teachers.
Comprehensive subject and programme specific professional learning has been delivered to support the implementation of the Tranche One and Tranche Two subjects, including Chemistry. In November 2024, the NCCA published three subject specific Assessment Guidelines to support the Science in Practice Investigations, in Biology, Chemistry and Physics, which include setting out the steps involved over time and providing clarity on the role of the teacher. Teachers have engaged with full day Professional Learning Experiences (PLE) and a suite of collaborative events for each science subject delivered by Oide.
A session specifically designed in collaboration with the State Examinations Commission (SEC) to support teacher engagement with the sample examination papers was provided immediately following the publication of the sample papers in April and May 2025. 3,338 teachers across the three science subjects attended.
In the 2025/26 school year, a full-day professional learning event was provided which focused explicitly on the Additional Assessment Component (AAC). This professional learning event involved detailed analysis of the AAC Guidelines, close examination of the learning outcomes assessed through the AAC, and practical exploration of how these learning outcomes can be embedded within classroom practice.
To support teachers in the delivery of SCR, Oide, the NCCA, the SEC and my Department have been working together and independently on an ongoing basis to ensure the early publication of new and revised subject specifications and supporting assessment materials.
Specifically, the SEC has provided double the number of sample examination papers and 18 months earlier than was the previous norm. In respect of the Tranche One subjects, the teaching of which commenced in September 2025 and which will be examined for the first time 2027; this is more than two full (calendar) years before a student will sit an examination in a revised subject – and several months before any student taking one of the new or revised subjects began 5th year. In each subject there are two sample papers at higher level and two at ordinary level as well as Irish versions of each paper. This sequence will continue as subsequent tranches are introduced.
The structure and format of the sample papers include the mark allocations for each question. In addition, the AAC briefs, both sample and live, set out how marks are allocated across the areas of content and provide clear guidance on how the AAC should be completed and presented. Specifically in regard to Chemistry, as referenced by the Deputy, sections 6 and 7 of the live AAC brief set out the report structure and mark allocation for completion of the AAC. This is intended to be of assistance to teachers in helping candidates in their preparation for the examinations.
The SEC has advised that, in line with established practice, they do not provide marking schemes for sample examinations papers as a marking scheme cannot be finalised in the absence of a review of actual candidate work produced under live examination conditions. They further advise that acting in the interests of absolute fairness to the candidates who will be undertaking these examinations under live conditions from 2027 onwards, it would be inappropriate to provide a marking scheme that might not actually reflect how marks would be awarded to work produced in a live examination.
More broadly, the SEC’s approach is guided by the need to ensure clarity, fairness and consistency for candidates, while also maintaining the integrity of the assessment process.
Collectively, these measures demonstrate a coherent and sustained programme of professional learning support, ensuring that teachers are fully prepared to implement and support the AAC within the new science specifications.
