Call for Applications from Schools to be in Phase One for Leaving Certificate (Ireland)

Schools that submit an application may be selected to be part of the first phase of schools in which the two new subjects are taught. Around 40 schools for each subject will be selected to be in Phase One schools introducing Climate Action and Sustainable Development and Drama Film and Theatre Studies in the 2025/26 school year.

Draft Leaving Certificate Drama, Film and Theatre Studies Specification

• Aims
  • Students will explore and experience the world of drama, film and theatre; how it can inform their own work and their creative and critical choices, helping them become more aware of their own place in a wider society.
  • Through engagement with drama, film and theatre, this subject aims to:
    • promote creativity and encourage creative risk-taking as a basis for learning through immersive experiences
    • cultivate informed thinking through learning supported by creative and critical processes
    • develop an appreciation of established practitioners, and their work, in a variety of contexts
    • promote understanding of, and a lifelong interest in, the arts and culture, including ways to engage in them through recreation, further study and/or employment
    • encourage students to engage in personal development and self-reflection through the arts
• Continuity and progression
  • Leaving Certificate Drama, Film and Theatre Studies builds on the knowledge, skills, values and dispositions and a broad range of transferable learning that stems from the student’s educational experience at early childhood, primary and post-primary levels.
  • Junior Cycle
    • At junior cycle, engagement with drama and film may be experienced by students in a number of ways. In the Junior Cycle English Curriculum, students explore dramatic texts and films to develop awareness of different genres and styles. All students study at least one film and two drama texts or one play and a series of extracts during their second and third year of junior cycle English, and the list of prescribed texts spans Irish and international playwrights, as well as Irish, foreign language and animated films.
    • Students may also experience drama, film or theatre studies through the short course in Artistic Performance which gives students the opportunity to engage in the arts through the planning of and participation in an artistic performance.
  • Beyond senior cycle
    • Some schools provide drama-specific education and numerous partnerships exist between schools and local drama and film practitioners, including a range of initiatives promoting the arts which are supported by the Arts Council, Department of Education and local authorities.
• Key Competencies
  • The key competencies can be developed in Leaving Certificate Drama, Film and Theatre Studies in a range of ways:
    • Being creative: Creativity is cultivated in Leaving Certificate Drama, Film and Theatre Studies through engagement in the creative process. This process guides students through their creative practice and informs the critical response process.
    • Cultivating wellbeing: Students will learn to act with integrity, taking responsibility for their own work and the work of the group. They will further develop values and dispositions which support wellbeing and the capacity to cope with and respond to challenges.
    • Thinking and Solving Problems; Managing learning and self: Through the creative and critical response processes, students will apply critical thinking in both familiar and new situations. They will integrate the knowledge, ideas and concepts from different practitioners, and experiment with them as they progress in their own work.
    • Working with others; Communicating; Participating in society: Leaving Certificate Drama, Film and Theatre Studies will require students to further develop their ability to communicate and collaborate.
• Strands of study and learning outcomes
  • This Leaving Certificate Drama, Film and Theatre Studies specification is designed for a minimum of 180 hours of class contact time.
  • The Leaving Certificate Drama, Film and Theatre Studies specification is set out in three interconnected strands:
    • Creative Process;
    • Critical Response Process;
    • Applied Creative Tasks (ACTs)

Draft Leaving Certificate Climate Action & Sustainable Development Specification

• Aims
  • The overarching aim of Leaving Certificate Climate Action & Sustainable Development is to develop students’ capacity for informed and meaningful action for a just and sustainable world as they engage with key sustainability challenges, including the climate crisis. More specifically, Leaving Certificate Climate Action & Sustainable Development empowers students to:
    • Build their understanding of a number of interconnected core concepts and principles related to climate action and sustainable development
    • Apply their learning in exploring, designing, and taking action on key sustainability challenges, including the climate crisis
    • Manage complexity using critical thinking, making informed decisions based on scientific evidence
    • Develop their competence in thinking systematically, considering different perspectives
    • Respond reflectively to environmental challenges and opportunities
    • Realise the many benefits of place-based and outdoor learning.
• Continuity and progression
  • Leaving Certificate Climate Action & Sustainable Development provides continuity and progression, building on the knowledge, skills, values and dispositions that stem from learners’ early childhood education through to the junior cycle curriculum, extends to wider experiences within the school and progresses beyond senior cycle.
  • Junior Cycle
    • Junior cycle adopts a cross-curricular approach to integrating aspects of climate action and sustainable development into subject specifications. This allows teachers and students to plan for teaching, learning and assessment related to sustainability both within and across individual specifications, whilst also recognising sustainability links between subjects. Specific learning outcomes related to climate change and sustainable development are outlined in subjects such as science, geography, business studies, home economics and wood technology.
  • Beyond Senior Cycle
    • Climate Action & Sustainable Development holds an immediate and significant relevance for the daily lives. Students develop an appreciation of the social and cultural perspectives informing the progress as a species and a planet, and the collective roles in striving towards a just and sustainable world. The issues and concepts students explore in this subject help develop their values and dispositions, informing how they, as responsible global citizens, will act in the world.
    • Climate Action & Sustainable Development builds a solid foundation for students to progress to diverse futures, including participation in society, the worlds of work, further education and training, and higher education. The learning experienced while studying Climate Action & Sustainable Development can lead to many exciting and rewarding careers and provides a foundation for a diverse range of opportunities in related fields, such as environmental studies, education, business, political, and social studies.
• Key Competencies
  • Participating in Society
  • Being Creative
  • Cultivating Wellbeing
  • Working with Others
  • Communicating
  • Literacies and numeracy
  • Thinking and Solving Problems
• Strands of study and learning outcomes
  • The Leaving Certificate Climate Action & Sustainable Development specification sets out the knowledge, skills, values and dispositions for students in four strands – Earth & Planet; People, Power & Place; Global Connections; and the Applied Learning Tasks strand.
  • The specification emphasises a non-linear, integrated approach to learning across the strands. The learning outcomes in the strands Earth & Planet; People, Power & Place; and Global Connections identify the core concepts, principles and theories through which students learn about and experience meaningful action.

Phase One Teacher Requirements

• In Phase One schools, up to two registered post primary teachers with experience can attend the professional learning events for Climate Action and Sustainable Development. At least one of the teachers must be available to teach Climate Action and Sustainable Development in their school from the beginning of the 2025/26 school year.
• Having up to two teachers undertake professional learning in the subject will assist the school in building capacity to help deliver the subject. However, it is recognised that some schools may only be in a position to identify one teacher and can still apply if this is the case.
• Initially all teachers will be out of field, prior to determination of subject criteria by the Teaching Council. When final specifications are available the Teaching Council will commence the identification of subject criteria.

Applications from Schools

When applying to become a Phase One School the following should be noted:

• The application form must be submitted by the principal of the school.
• Questions five to seven of the application form should be filled out by the teachers who are anticipated to deliver the subject.
• Once an application is received, a confirmation email will be sent to the email address provided on the application, and another email will follow providing a copy of the school’s completed application form.

Qualifying Criteria

• Schools will only be considered for selection, subject to the following qualifying criteria being met:
  • There is support from the Board of Management and senior leadership within the school, in consultation with the school community, for this initiative. School leaders are strongly encouraged to engage and consult with students, parents and teachers prior to submitting an application.
  • The school is willing to offer the new subject as a Leaving Certificate subject on the timetable for fifth year from the beginning of the 2025/26 school year and to offer it to subsequent fifth years.
  • The school must ensure it has existing infrastructure / space requirements in place to deliver the subject from the start of the 2025/26 school year.
  • The school considers it has a viable number of students interested in the new Leaving Certificate subject based on surveying current Junior Cycle students.
  • The school can identify registered post primary teachers (recommended 2 teachers), with experience, who are willing to teach the new subject and to participate in the required professional development. Typically teachers will have:
    • expressed a genuine interest in teaching the new subject, having familiarised themselves with the draft specification,
    • a willingness to undertake Teacher Professional Learning to prepare for the introduction of the specification and to develop/refresh skills,
    • have previously studied and/or have experience in the relevant disciplines as reflected in the draft specifications.

For more information, visit Department of Education.