The Junior Cert Reform Glass is Half-Full!

The current Junior Certificate was introduced in 1989 with the first exams in 1992. It replaced the Intermediate Certificate and was heralded as being a much more modern qualification. In the interim it has become a content-heavy “Leaving Cert Lite” with parents, students and teachers alike extolling its virtues as being “good practise for the points race”. Reform is therefore welcome and overdue if we are to address issues of curriculum overload, rote-learning and outdated ways of assessment in our education system.

Many of the proposals in our submission to the NCCA review have found a place in the final plan and we are pleasantly surprised at some of the elements proposed. From a “gifted” perspective there is much to be applauded and welcomed. Children learn in so many different ways and this document recognises that all children should get the opportunity to show what they can do within the exam system and outside of it. Of particular interest are the short courses which give students welcome scope to follow their talents and strengths. Many children already take part in activities both in and outside school from sports to music to computers to theatre. Lots of them shine in this their chosen environment. It is a very positive thing that their commitment to participation in a wide range of activities can be recognised and rewarded.

The new system may have much to commend it, but it also raises many questions. How will teachers respond? Will they think it will merely increases their workload? How will they feel about assessing their own students, long a hot-button issue for the teachers unions? Will some subjects fade into obscurity if they are not examination subjects? What implication does the new Junior Cycle have for Transition Year? What will happen to the Leaving Cert if students are examined differently for Junior Cert? Will it have the desired effect on Literacy and Numeracy, and the infamous Pisa study? And the biggest one of all; is this merely a dumbing down, no child gets ahead, minimum achievement proposition?

The jury is out for now, it will probably take a few years to see the results, but I believe that good schools have nothing to fear from the changes. It will finally show parents what the “league tables” don’t. Schools have been telling us for years that a fairer way to judge the education provided by individual schools would be to consider all activities, sports, co-curricular, learning support measures and exemplary school leadership in addition to academics. This is an opportunity to show us exactly that. It will tell us which schools have strong effective leadership. It will separate good teachers from poor ones. It will show us how good school management produces real results. It will showcase innovative, inclusive and imaginative schools. It will identify those schools which genuinely support all types of learners, including those with difficulties and those who are boxed in by the current exam system.

There was a recent article in The Irish Times about a school in County Limerick which in the space of a few years turned itself around from being on the brink of closure to being one of the most desired schools in the locality. It did this through innovative leadership and a strong vision of what they wanted to achieve. This school should be the inspiration for all schools and teachers who look on this new Junior Cert as a negative development. Coláiste Chiaráin was at rock-bottom and used the same resources available to every other school to create a learning environment second to none. They didn’t see the glass as half-empty, they looked to fill it to the brim. I’m guessing they won’t see the new Junior Cert as anything other than an opportunity. I hope other schools can do likewise.

The responses so far have been mixed, but a central theme has been funding. Some teachers of my acquaintance want to know where the money for their training will come from. They say that without huge investment this will never work. I am starting to wonder if that's a prediction or a threat. We have had enough negativity in Ireland in the last few years. It is time to change the way we view the challenges ahead. Instead of feeling sorry for ourselves, looking for flaws in every new development with our typical Irish Peig Sayers-like keening why don’t we seek out the positives and make them work? The can-do approach which is the hallmark of the most admired entrepreneurs and innovators in Ireland and throughout the world should be to the forefront of our minds as we head into this new Junior Cycle. Enough complaining, let's get on with ensuring that our children have a first-class learning experience. My glass is half-full, how is yours looking?

Parenting the Gifted in the Land of Saints and Scholars!

It is an honour to be a part of the SENG National Parenting Gifted Children Week blogtour. Little did we think when we tentatively launched our blog last year, that we would be celebrating our first birthday in such prestigious company! We hope our contribution will offer a different perspective and give some food for thought among our international friends.

To celebrate NPGC week, SENG has published a free e-book The Joy and the Challenge: Parenting Gifted Children.

For a nation which makes national sports of both put-downs and self-deprecation, being the parent of gifted children in Ireland can be like negotiating a minefield. Unless you tread very carefully, something is bound to blow up on you! First port of call after the suggestion of exceptional ability is usually the internet where most of the references are to programmes and research far away from our shores. It can be difficult to relate to discussion of GATE programmes, GT school coordinators and specialist teachers, AP programmes, G&T registers, One-day schools, acceleration or cluster-grouping when we have no such options available to us. Provision for gifted learners in Irish schools is largely a function of what individual schools and teachers can do within the confines of their classroom, their time and the school budget. As there is almost no teacher-training in giftedness, there is little real understanding of the issues involved in providing for these children. In addition, our Education Act of 1998 ensures that schools cannot enrol on the basis of a child’s ability, which leads to an emphasis on mixed-ability in all classrooms. This was underpinned by research from our Economic and Social Research Institute which found that streamed classrooms “do not boost the performance of the top group”.* We would love to know if any parents of gifted learners were consulted for that little bit of research!

What is universal however, is the experience of parenting gifted children. There we find we have much in common with our friends throughout the globe as we stumble through our parenting years as best we can. If there is no roadmap handed out in the delivery suite to any parents, it seems as if someone has actually tampered with the sat-nav of parents of gifted offspring. We are sent off on side-roads, dead-ends, even to the edge of cliffs at times before we start to find our way. Granted, it is a fascinating journey, but it can also be draining and exhausting. That’s where sharing our experiences with others can be a huge help. The thing is, there is no destination here, no neat platform to tell you you’ve arrived. So sharing with other parents is a way of making sure that you really are moving forward even when it feels as though you’re standing still, or heaven forbid, hurtling backwards!

So what’s different about doing this job in Ireland? Well, we admit to being somewhat envious when we read of parents “looking for a good school fit” in their district. Here, we have no school provision of programmes for exceptionally able children, so school choice on that basis is non-existent. Early enrolment in kindergarten or university is impossible in Ireland as children must be four years old to enrol in school and sixteen to enter third level education. In fact many parents hold off sending their little ones to school until they are at least five, sometimes very close to six because there is such an emphasis on the perceived advantage of being among the oldest in the class. This has a similar effect at the other end of the system where it is very unusual for sixteen year olds to go to university.

While trying to cope with all the usual issues of parenting a gifted child, in Ireland we must do this against a background where the education system barely recognises that our children have needs somewhat different to those of other children. It can be a heavy burden to bear and we find engagement with our global gifted friends through social networking provides us with support, inspiration and motivation to keep going. We hope that by encouraging other Irish parents and educators to join this community, we will eventually bring about positive change for our children.

*One of the ESRI researchers answers questions on Mixed Ability vs Streaming: What the Research Says, How Can Schools Make a Difference (02.29)

Irish Gifted Parenting Support

In the marathon that is the school year, Frazzled and I hit the infamous “wall” at about the Easter holiday mark. We limped to the finish line this week with the end of the state exams and congratulated ourselves at having arrived at this stage. Now that we no longer have school runs to do, lunches to make, gear to wash and homework to check we have found renewed energy and purpose at last!

As summer kicks off we are hoping that other parents of gifted teens and children in Ireland will consider getting together for support in their local areas and come up with some common strategies for helping their children thrive in our education system next year. We have a great group within GAS who share experiences, ideas and resources at meetings and get-togethers. Notwithstanding the vast information available on the internet about gifted issues, the value of meeting each other face-to-face is immeasurable. For many parents a support group is the first time they have been able to speak to others openly about the issues which face their gifted child. They may have read widely online or ordered armfuls of books about the subject. They may have studied giftedness from all angles, but meeting others gives them something that no amount of research and thought can...a voice.

This voice is not just theirs, it is that of their children and teens too. To give voice to these learners is essential, and parents doing this together can be a powerful thing indeed. There is no one-size-fits-all when it comes to our children’s education and the gifted population is as diverse as any other. However, there are common themes in the stories parents bring to support groups and it is these which when articulated together can make a cohesive voice. Support groups allow parents to share their experiences free from the judgement of family, friends or fellow parents. It allows them to blow off steam about school issues, raise concerns about underachievement or share a proud moment in their child’s life. It affords them opportunity to ask others how they might approach a situation, all in an accepting environment and usually with a good cup of coffee thrown in!

With our new Minister and our unfortunate new austerity, we are on the verge of some big changes in Ireland. The NCCA has already had a public consultation on a new Junior Cycle and has published a report on that stage of the process. They will present their final recommendations to the Minister shortly. (Our GAS group submission to the consultation process can be found here) He will not let it gather dust and will move quickly to put his own stamp on it. He has already indicated that changes to the Junior Cycle will be brought into effect for incoming First Year students in 2012. That’s next year! The Leaving Certificate review is not far behind. Our children use this system for entry to third level so it is vital that we are aware of changes on the way. The NCCA invites all interested parties to contribute to the process, that includes parents as well as teachers and educators.

And this is where support groups such as GAS can play a vital role. Together, parents of gifted learners can pinpoint ways that our children may be considered when policy is being examined. A network of support groups all coming to the process from a similar angle would help put the needs of gifted learners into the picture for our legislators and policy makers. Minister Quinn is going to bring about change. The Junior Certificate as is was introduced in 1992, the Leaving Certificate even longer ago. Can we afford to wait twenty years for another chance? If changes are to come don’t we want our children’s very different learning needs to be considered? I hope that despite the dark shadow of the IMF looming over us, enough parents will see the potential for positive change that will benefit our children and consider getting a local support group together to share, talk and even voice their ideas for the new Ireland that is surely ahead of us all. Think about it over the summer, get in touch with us and let’s see if we can gather momentum together as our children head back to class in September!

Our 2011 Election Promise for Gifted Advocacy

Although minds have been concentrated nationally on renegotiation of the IMF/EU bailout, job creation and our failed health service, we have recently seen some more success in raising awareness of the educational needs of Exceptionally Able learners. Yes, we know it's a side-issue in terms of the big picture of Ireland's current woes, but we and other advocates throughout Ireland have been working hard to reach those who will be part of our new government. We have been in touch with the political parties to raise awareness of the needs of gifted students over the last few months.

Education policy will be under scrutiny in the next government, from the dual perspectives of resources and of standards. The PISA results are a national concern and have been mentioned by most of the political parties in the run-up to polling day. With literacy and numeracy issues on the agenda, as well as overhaul of the Junior Certificate and parts of the Leaving Certificate, we are well placed to make our voices heard on behalf of highly able students. This is a crucial crossroads for Ireland, in many different ways. The importance of education cannot be understated, and among the nation's children exists a group who have been at the margins of education provision for many years. Our highly able students, contrary to the beliefs of many parents, educators and policy makers, will not achieve academic success on their own. They need the support of teachers and parents to find and reach their true potential. This need not use valuable monetary resources, but it does need training and planning by those who educate these learners.

We were pleased to see that Fine Gael's manifesto addresses the issue of gifted learners and that in government they intend to examine the supports in place for this group of students. It is to be hoped that they will take the views of parents, advocates and those who have expertise in teaching gifted learners on board as policy is re-examined. We will be pleased to be part of the consultation process on this issue alongside our colleagues as we endeavour to work together to move gifted awareness forward.

We have at last a chance to speak on behalf of highly able children. We need to do so cohesively, cooperatively and with due recognition of each other's work over many years of advocacy. Some have been working behind the scenes for years, others are newly arrived, some have teaching expertise, others are experienced in twice-exceptional matters, but all are valuable. Ireland is too small a country to have advocates not working together. So let us too make an election promise, let us all pledge to keep the focus on our common goal; raising awareness of highly able learners within the Irish education system.

Gifted Children Recognised!

For years, the government has ignored what can only be described as the ‘plight’ of Exceptionally Able children in Irish classrooms. The NCCA did its bit by producing the Draft Guidelines. However, there was never a wholesale attempt to develop those aspects of teacher training and practice across the school sector that would see Exceptionally Able children recognised as deserving of specific intervention on, at least, some level.

In January as part of our campaign to raise awareness of the needs of Exceptionally Able children we decided to write to various political parties. We had some contacts with Fine Gael and Labour. We wrote expressing simply ‘what’ gifted children were, that they often go unrecognised in Irish schools and that whole school performance could be improved if such needs were addressed in teacher practice.

We are very pleased that Fine Gael has now included Gifted students in their manifesto. Under the section appropriated titled ‘Quality and Standards’, the Fine Gael Manifesto states:-

“Gifted Students: We will examine the supports in place for gifted students and create improved links with third level institutions on a regional basis, to provide gifted students with access to new programmes or educational resources.”

This is the first time that a political party in Ireland has recognised the needs of gifted students and made specific provision for them. We are extremely pleased with this success. We look forward to working with a new government to move the issues of gifted children out of the dark corner in which they have too long sat into the brand new light of day.

What Exceptionally Able Kids Say About Schools

Last night at #gtie, we discussed what exceptionally able students say about school. It might have been yet another session of adults discussing what they think kids want and how they think they feel. However, thanks to two very intelligent and articulate teenagers, we had the privilege of hearing what they really do think. They made some very worthwhile and constructive comments and the discussion would not have been the same without them. 

• We're not learning what we think we should be. I think the focus should be on the future not on what has already been done...We're shown what has already been proven without being shown how it can applied to the real world and our futures.
• I think in an attempt to standardise everything we've limited what people are allowed to do. Going against what education should be? 
• Take two or so subjects for LC, real in-depth work, understanding and learning of what fascinates you, my idea of school.
• The Extended Essay is the sort of thing that really appeals to me, imagine having that as part of exam in each subject!
• DCG (Design Communications Graphics) is great for LC! 40% is an independently researched and designed project, makes it one of my favourite subjects!

So, more independent, project based learning with more depth rather than breadth would be a good start. Less of the rote learning and more room for discussion and debate. Turns out we weren't far wrong in what we thought, but it was great to hear it from the horse's mouth and to be able to tease it out with them. 

I really enjoyed this particular chat because I felt that we had all the necessary stakeholders present for a proper discussion. If we are to bring about change for gifted learners, we need to include them in the process. It is they, afterall, who will have to live with the changes. As we clearly saw last night, these young people know what they want, are well able to speak for themselves and deserve a great deal of respect. I hope they too enjoyed the chat and that they will come back to contribute again. Nia and Gavin made me proud to be Irish and all the more determined to advocate on behalf of our thousands of  gifted students.

To read the full transcript, click here and scroll to 9pm for the start.

For our international friends, below is a glossary and description of the Irish Education system!!