IssueNo156 November2015 ISSN1393-4813(Print) ISSN2009-6887(Online)
Year after year the numbers get fewer
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Keeping InTouch 9 Interactive dialogue with members, and key news items 0
Crisis mounts as moratorium depletes in-school management toll on goodwill and morale. Another aspect of this is that valuable opportunities for teachers to get leadership experience are being lost with potential consequences for the quality of school leadership. e DES must, as a priority, enter into negotiations with the INTO to restore an effective in-school management structure to support leadership in primary schools. Such a structure must be based on the creation of inschool management teams comprising the principal, deputy principal and post holders based on the number of full time equivalent teaching posts in the school. As a priority, posts must be restored in schools which currently have less than 40% of teachers promoted. Continuing to ignore the impact of the moratorium is no longer an option. e success of the Stand up for primary education campaign shows what union members can achieve when we act together. Let’s bring the same determination to achieving proper levels of in-school management.
e on-going ban on filling in-school management positions at assistant principal and special duties level in primary schools has compromised the capacity of many schools to function effectively. e INTO has made this abundantly clear to the DES. Despite this, new initiatives requiring management continue to be rolled out in primary schools. Many are laudable, valuable and necessary as are the various initiatives implemented by individual schools to help children and families negatively affected by the recession. Yet at the very time these initiatives are rolled out in schools, the capacity of schools to manage them is being continually eroded by the moratorium, a fact that DES reports continually fail to highlight. In growing numbers of schools work that was done well as part of a full strength management team is now being done piece-meal if at all. Large volumes of work and responsibility are being left to the remaining post holders, increasingly only the principal and deputy principal. is is resulting in mounting stress levels and is taking a significant
InTouchGeneralEditor: Sheila Nunan Editor: Peter Mullan AssistantEditor: Lori Kealy EditorialAssistants:Yvonne Kenny, Niamh Corduff, Roisin O’Flaherty Advertising:Mary Bird Smyth Design:David Cooke Photography:Moya Nolan, Shutterstock
Correspondenceto: The Editor, InTouch, INTO Head Office, Vere Foster House, 35 Parnell Square, Dublin 1 . DO1 ET35. Telephone: 01 804 7700 Fax: 01 872 2462 LoCall: 1850 708 708 Email:editor@into.ie Website: www.into.ie/m.into.ie
InTouch is published by the Irish National Teachers’ Organisation and distributed to members and educational institutions. InTouch is the most widely circulated education magazine in Ireland. Articles published in InTouch are also available on our website www.into.ie The views expressed in this journal are
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those of the individual authors and are not necessarily endorsed by the INTO. While every care has been taken to ensure that the information contained in this publication is up to date and correct, no responsibility will be taken by the Irish National Teachers’ Organisation for any error which might occur.
NOVEMBER 2015
Except where the Irish National Teachers’ Organisation has formally negotiated agreements as part of its services to members, inclusion of an advertisement does not imply any form of recommendation. While every effort is made to ensure the reliability of advertisers, the INTO cannot accept liability for the quality of goods and services offered.
CONTENTS 29 INTO Learning: winter programme 2015 INTO Solidarity Fund INTO conference on educational disadvantage INTO retirement gifts Elections to the Teaching Council INTO ADVICE INTO advice for members on issues of importance
31 Product/toy safety 32 Homeless and in school 34 Advice for newly qualified teachers Parent/teacher meetings
NEWSDESK
32 KEEPING INTOUCH Interactive dialogue with members, and key news items
3 Editorial In-school management crisis
7 Letters 10 things you should know
News from the world of education and trade unionism, at home and abroad
35 Young teachers help Children’s Ark school
22 Retirements Photographs from retirement functions held around the country
23 Global solidarity INTO president’s dinner
INTO NEWS
38 Buster and the Belt-Ups INTO backs national campaign to promote bus safety
p24 Report from Principals’ and Deputy Principals’ Conference 27 Stand up for primary education
The Irish National Teachers’ Organisation… who’s who, what’s new, and what’s happening
37 Cumann na mBunscol
NCCA: Religions, beliefs and ethics 39 PAX – good behaviour game Update on Garda vetting
INTO national lobby
28 Discrimination award of €54,000 for INTO member upheld
18
9 New entrant pay – an INTO priority 10 Benefits 13 Job share/teacher exchange 15 Sick leave 16 Digital strategy for schools INTO education conference 17 World’s Largest Lesson Earlier benefit from pension levy changes Retirement planning seminar
Budget 2016
18 Budget 2016 21 In the media
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November 2015
41 ESRI Review of the School Completion Programme
FINISHING TOUCHES 61 Noticeboard
42 Budgeting for the future: NERI sounds a note of caution Tunisian unions celebrate Nobel Peace Prize
40 Irish woman elected ETUC Confederal Secretary Summer Works Scheme Assaults and discounting of sick leave
Upcoming events
62 Scoilnet Panel 63 Comhar Linn draw and crossword
Competiti Win a winter on family break – Galway Bay a nd Hod Bay Hotels son
Coverpic:current in-school management team,StPatrick’s NS,Skerries. Emptychairs showposts lostdueto moratorium.
See page 12 fo r more details
23
Photographer: MoyaNolan
TEACHING MATTERS 44 Pictures in my head Using story drama to enhance narrative comprehension and production
56 Partnership with parents: a literacy initiative 58 Irish resources
47 Teaching children in primary school about different sexualities? Opinion by Gerard Farrelly
Tips from COGG
59 Book reviews Illness, activity book and reading aloud
48 CRAFTed Puppets, procedures, poetry, presentations and performances
TEACHING MATTERS 43 PDST ICT in teaching, learning, and assessment
51 Drama to increase levels of concentration in children with ADHD 53 Good morning Vietnam!
54
Maeve McCafferty on her trip to Vietnam
54 Television viewing and children’s education
53 INTOUCH
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NOVEMBER 2015
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Keepingintouch
Letters
A challenge to policy makers and power brokers Warning flag Dear Editor, The decision that the defence forces will present each school with a national flag and a copy of the Proclamation this year is broadly to be welcomed. Such ceremonies rightly allow school communities to celebrate and reflect on past events and indeed on priorities for the future. However, those organising such ceremonies in schools need to be fully aware that some pupils may have had very negative experiences of military forces in other countries. We must not overlook that for these children the visit of a member of the defence forces to school might be far from a cause for celebration. In addition to places of education, Irish schools have been welcoming places and safe havens for many newcomer children. For some of these pupils some additional preparation may be required to ensure the flag ceremony can build on this tradition. John Kearns, Principal, Scoil Bhride BNS, Blanchardstown, Dublin 15.
Dear Editor A conspiracy of silence is keeping poor children in poor schools. No one is admitting any responsibility for the economic segregation of primary school age children. The policy makers and power brokers in Irish society seem to have no challengers, no whistleblowers. The state funds school salaries. Overheads and ancillary costs are funded through capitation based grants, not necessarily fair or logical as a capitation based grant takes no account of the age or condition of the building, the economic context of the school and/ or the complexity of the administration. These grants are minimal and have to be supplemented by parents’ resources. As a result of this dependency, schools look very different – old and large school buildings in disadvantaged areas look poor, scruffy and uninviting, whereas new school buildings in middle class and developing areas attract more pupils. That’s the economics. The politics are more difficult. The state pays but private patrons manage; for the most part the Catholic church, centralised in the local diocese and deployed to nominees of that patron along with parents, teachers and community representatives. Again, in
disadvantaged areas community representatives can be hard to come by, have excessive demands or are underresourced. The patron’s nominees tend to have many other worries! Boards are voluntary and, in poorer areas, have the unenviable task of listening to abysmal financial reports every month or six weeks along with myriad difficulties associated with running schools for young children in areas where there are significant social and economic challenges. The ‘other’ politics is the lack of diversity within patronage of schools. Parents’ choice is limited to those schools in their area. Therefore choice tends to be determined along social class and ethnicity rather than ethos. Schools with similar ethos in close proximity (under 8k from another school) compete for pupils. Why is the Catholic church continuing to manage so many schools that are either too small or insufficiently funded? Why does the DES continue to allow schools to limp along in Dickensian conditions? Parents in disadvantaged areas simply don’t know. They don’t know there could be an alternative. They don’t know there should be. Anne McCluskey, Principal, Our Lady of the Wayside NS, Bluebell, Dublin 12.
things you should know
1 2
Update on new entrant pay. Page 9
Teachers wishing to participate in an exchange must complete the online form by 11 December. Page 13.
3
How did Budget 2016 affect you? Page 18–19
4 5 6 7
INTO Learning winter programme. Page 29. Update on assaults and discounting of sick leave. Page 40. Are there homeless children in your school? Page 32–33.
INTO to endorse candidates for Teaching Council elections? Page 29.
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NOVEMBER 2015
8 9 10
Revised sick leave circular. Page 15. Earlier benefit from PRD changes. Page 17.
Members wishing to be included in the Jobshare register must complete online form by 11 December. Page 13.
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INTO News 5 e Irish National Teachers’ Organisation … who’s who, what’s new, and what’s happening 6
New entrant pay – an INTO priority INTO’s record and commitment INTO continues to work on issues of pay equality regarding new entrant pay. A number of inaccurate messages are circulating about this. In light of the substantial time and effort invested in tackling pay inequalities, members should be aware that: l Pay cuts for 2011 entrants and removal of allowances for entrants from 2012 were never discussed or agreed with INTO. In fact, INTO strongly opposed these unilateral actions. l The INTO executive organised a demonstration in cooperation with student unions to protest in 2012, proposed a motion to Annual Congress 2012 giving priority to this issue and advised and assisted in a challenge at the Equality Tribunal. l The INTO negotiated revised payments for new entrants at a time when pay cuts were put in place for teachers generally. l Work on this issue is far from over. The CEC has recently decided to establish a project team to examine and make recommendations, more of which will feature in InTouch. A decision on the
New entrant pay scales Examples of changes negotiated to date Scale point 3 12 21 Top
l
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2011 entrants original €29,737 €42,160 €50,170 €53,423
2011 entrants current €30,904 €43,612 €52,472 €59,359
Equality Tribunal case is awaited and new entrant pay is listed for INTO’s preelection meetings with all political parties. Starting in September 2016, the teachers’ scale generally will be improved to recognise supervision and substitution duties – for some teachers this is a restoration, more recent graduates have never had supervision and substitution recognised previously. The new entrant scale improvements – accompanied by achievement of full equalisation of allowances for 2011 entrants – negotiated in the HRA (see box) will require renewed focus at the next round of salary negotiations. INTO
l
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2012 scale original €33,168 €44,996 €50,170 €53,423
2012 scale current €33,950 €44,996 €53,423 €59,940
is committed to leading on this. The 2015 LRA talks were based on unwinding FEMPI, and the FEMPI legislation had no effect on new entrant pay. Added to the above, INTO’s work on retaining and building employment in teaching through sustained class size campaigning, the achievement of earlier permanency through the Ward Report and local engagement with newer members each show the Organisation’s commitment to new entrants. INTO’s strength and commitment in policy and practice, is the best resource in the struggle to improve new entrant pay.
For the record: INTO president – teacher unions will fight reduced scales Anne Fay, president of the INTO, told a rally of thousands of teachers in Dublin that government could not defend separate salary scales for teachers doing the same work. “The government decided to introduce discriminatory and inequitable pay scales for new teachers,” she said. “The teacher unions oppose that decision and will overturn it no matter how long it takes.” AnneFayspeakingattheEqualPay protestin2012
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Idteagmháil
Annual Congress 2012 on NQT pay INTO Congress 2012 discussed in detail union policy on new entrant pay. A resolution of Congress, moved by the Central Executive Committee (CEC) and Borrisokane/ Cloughjordan branch, condemned pay reductions for NQTs, instructed the CEC to campaign to have reductions rescinded, endorsed the INTO claim to the Equality Tribunal that the changes amounted to discrimination on the age ground and committed INTO to seek a preferential increase for teachers on reduced scales at the first and every subsequent opportunity where salaries are being increased, until such time as scales are equalised.
Teachersandstudentteachersunitedagainstgovernmentpaycuts
Make great savings on Christmas shopping with your Membership Plus card Whoever you are shopping for this Christmas (or even if you are looking to treat yourself), you can make great savings across the country with your INTO Membership Plus card with over 1,500 offers and discounts of up to 50%.
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“I LOVE it! I have used it loads of times and I’m regularly singing its praises in the staff room! I find the app excellent!” INTO member. If you are a new INTO member, ensure you activate your card as soon as you receive it to view the full range of offers, be kept up to date with new offers throughout the year, enter fantastic competitions and much more. To activate your card go to www.membershipplus.ie/teachers
Countrywide and online Purchase online, then spend countrywide Born Clothing 10% discount Countrywide Carraig Donn 10% discount Countrywide Carrolls Irish Gifts 10% discount Dublin and Cork Chapters Bookstore 10% discount Dublin 1 Currys 6% off gift cards Purchase online, then spend countrywide Debenhams 8% off gift cards Purchase online, then spend countrywide Kennys Bookshop Up to 10% Galway and online Kilkenny Shop 10% discount Countrywide Mad Flowers 20% discount Online Menarys 15% discount Tullamore, Carrick-onShannon, Letterkenny Moores Jewellers 10% discount Five branches in Co Cork Open Fairways Save €70 Courses countrywide Opening Minds Up to 20% discount Countrywide and online
For details on these offers and many more, as well as checking out the new weekly offers visit the Membership Plus website: www.membershipplus.ie/teachers INTOUCH
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NOVEMBER 2015
10% discount 4% off gift cards
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INTOnews
Free services for members TeAcher exchAnge regisTer
Job shAring regisTer
interested in a teacher exchange?
Want to job share? Members can avail of a FREE live register provided online by INTO Head Office in the Members’ Area of the INTO website.
Each teacher wishing to participate in an exchange must find a partner to exchange with. The full terms of the scheme are outlined in DES Circular 12/97.
If you wish to be included in the job sharing register log into the Members’ Area and complete the online form available at www.into.ie/ROI/MembersArea/JobShareAdvertisements/ by 5 p.m. on Friday, 11 December 2015. Details posted on the online register may be viewed by INTO members who access the Members’ Area. Job sharing notices will not be accepted by phone or email.
In order to facilitate teachers making contact with a partner for the purpose of an exchange, a list of teachers will be compiled in Head Office. If you wish to be included in this register please complete the online form available in the Members’ Area at www.into.ie/ROI/MembersArea/TeacherExchangeRegister by 5 p.m. on Friday, 11 December 2015. Teacher exchange notices will not be accepted by phone or email. Details posted on the online register may be viewed by INTO members who access the Members’ Area.
The completed list of potential candidates for job sharing will be posted online on Monday, 14 December 2015.
Please note: you will need to register to enter the Members’ Area if you are accessing for the first time.
The completed list will be posted online in the Members’ Area of the INTO website on Monday, 14 December 2015.
The InTO has no role in matching teachers or approving job shares or exchanges. The purpose of the InTO list is simply to facilitate teachers making contact with potential partners.
INTO website Members’ Area In the Members’ Area of the INTO website you will find information and resources as well as access to your own membership record. The following information may be helpful to members accessing the Members’ Area for the first time. 1. Go to www.into.ie/ROI 2. Select the ‘new user’ link on the top right corner of the ROI homepage. This will bring you to the registration page. 3. Enter your date of birth, payroll number, roll number and surname. Please note that you must enter your surname as it appears on your INTO membership card. 4. Membership number field: your username is your INTO membership number which you will find on your INTO membership card. Please note that the first character is the letter ‘I’ followed by two zeros. These three characters automatically appear for first time and repeat logins. You only need to enter the last five digits that appear on your membership card. (Northern Ireland members please note that the first three characters are a capital ‘N’ followed by two zeros). 5. Create password field: when choosing a
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password you should choose something cryptic to make it difficult to guess, e.g. include alphanumeric characters and symbols. You should not choose something obvious like the name of your partner, children or school. Most importantly choose one that you will remember. Your password must be a minimum of six characters and a maximum of 12. 6. Enter personal email address if desired. 7. Read the ‘Terms and Conditions’ and click ‘Yes’ to accept them. DIFFICULTy LOGGInG In? If you experience difficulty logging in, things to look out for are: l Check that you have entered your roll number, teacher number etc correctly. l Check that your surname is the same as the surname listed on your membership card. INTOUCH
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Make sure you have entered your membership number correctly. It may be the case that we don’t have your date of birth on record. If this is the case you will be unable to register for the Members’ Area until we have this information. Please call 01 8047780 to speak to our Membership Section. They will be able to update your details.
SUBSeqUenT LOGInS l Enter the last five digits of your membership number in the username field. l Enter your password. l Select ‘Log in’. l Once you have accessed the Members’ Area, click on the ‘My Details’ button on the right of the screen to view your personal details. l We strongly advise members to check their membership details to ensure that we have your latest contact details. l If you have forgotten your password, you can re-register to get a new password or click on the ‘Forgotten password’ link. l If you experience problems registering or need any assistance, please email support@into.ie or phone 01 804 7780.
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Learning, Society & Religious Education; Language, Literacy and Mathematics Education; Reflective Pedagogy and Early Childhood Studies; Arts Education and Physical Education; Special Education.
â&#x20AC;¢ M.A. in Education & the Arts (META) â&#x20AC;¢ Graduate Diploma / M.Ed. in Special Education Needs
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NOVEMBER 2015
INTOnews
Revised sick leave scheme Circular 53/2015 published From 1 September 2014 a new sick leave arrangement for teachers came into effect. This was initiated by government and the final terms were encapsulated in Statutory Instrument No 124 of 2014. Before its introduction, the INTO scheduled a series of meetings around the country, attended by hundreds of members, to highlight the revised scheme. A podcast and full details on the revised scheme are on the INTO website. The INTO, along with other teacher unions, sought adjustments through the Teacher Conciliation Council (TCC). The outcome of this process resulted in the most recent DES Circular 53/2015 dated 1 October 2015 and Statutory Instrument 384, public service management (sick leave) amendment regulations 2015. Key alterations include: a. Transitional arrangements for the awarding of extended sick pay in exceptional circumstances (section 4). b. Transitional arrangements prior to September 2014 under the terms of Circular 60/2010 (section 8). c. An amendment to the maternity related illness provisions (also known as pregnancy related illness or sick leave) now contained in section 16, and d. Section 18 – statutory annual leave/ public holiday entitlement. Recent amendments Section 4 deals with the situation recently agreed where extended sick pay (i.e. ‘critical illness’ terms) may be granted in respect of a new sick absence where a teacher had a serious illness falling within the four years prior to 1 September 2014. There is no requirement that the new absence, commencing on or after 1 September 2014, must relate to the previous serious illness, but, it cannot be outside the normal four year rolling period. Section 8 relates to teachers who had fallen ill prior to September 2014 and continued on under the terms of the previous scheme. Section 16 outlines two important amendments to the maternity (pregnancy) related illness provisions. l A transitional arrangement now applies which discounts all pregnancy related sick leave, taken prior to 1 September 2014, for the purpose of acquiring paid sick leave under the current scheme. l The ongoing arrangement, whereby
pregnancy related sick leave which had been taken in the previous four years, will now be credited back at half pay, subject to the overall ‘non-pregnancy related’ sick leave limits. Section 18 states that a teacher’s statutory annual leave entitlement continues to accrue during a period of certified sick leave for 15 months. However, a number of criteria apply which are detailed in this section of the circular. Finally and for clarity, members should consult along with Circular 53/2015 – The Occupational Health Service for Teachers
The duration of paid sick leave absence will now be determined by whether the absence is regarded as ‘ordinary illness’ or a ‘critical illness’. and SNAs Standard Operating Procedures Manual dated June 2015 and the SI No 124 of 2014 and SI (Amendment) No 384 of 2015. Overview of the sick leave scheme The 2014 sick leave scheme does not reduce the amount of time a teacher can be absent owing to illness. But, depending on the duration/frequency of sick leave absence(s), it could reduce the amount of pay a teacher will receive while absent. Paid sick leave may not always be at full pay, as had been the case prior to September 2014. The revised scheme provides for a move from ‘full pay’ to ‘half pay’ to ‘temporary rehabilitation remuneration’, depending on the duration/ frequency of sick leave absence(s). The duration of paid sick leave absence will now be determined by whether the absence is regarded as ‘ordinary illness’ or a ‘critical illness’. Absence in respect of ‘ordinary illness’ in a rolling four year period will be a maximum of 183 days paid sick leave, while the threshold for a ‘critical illness’ will be 365 days paid leave. Medmark will advise (following an online request) as to whether, in their opinion, an illness falls into the ‘critical illness’ category. The final arbiter, however, on the allocation of ‘critical illness’ will be the board of management. This is an INTOUCH
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important point, as the employer is obliged to take into account all circumstances in a given case and although an employee may not meet the medical criteria, an employer may still make a decision to award the ‘critical illness’ provision in circumstances they believe to be warranted. The maximum payments in a 12 month period is 92 days on full pay and 91 days half pay for ‘ordinary illness’, while it will be 183 days on full pay and 182 days half pay for ‘critical illness’ subject to the sick leave absence limits noted above. A teacher who has exhausted paid sick leave (i.e. full pay and half pay), will receive Temporary Rehabilitation Remuneration (TRR). Previously a teacher would have been on unpaid leave when paid leave was exhausted. The amount of TRR is linked to a teacher’s salary and service, akin to a temporary ill health pension. Dual countback To determine the rate of pay for the duration of an absence, a new method of counting sick leave absences will apply known as a ‘dual countback’. The dual countback (which is more favourable than a single countback) is explained in the podcast on the INTO website. The initial or ‘single’ countback looks at the previous four years and will show the amount of sick leave available i.e. if on ‘ordinary illness’, 183 days are available. If agreed on ‘critical illness’, 365 days paid leave will be available. The dual countback then looks at the previous 12 months of absence. Simply put, if the teacher has not exceeded the limits of the paid leave allowable and has not been absent in the previous 12 months, the new absence will begin with full pay. Contacting the INTO Members are welcome to contact the INTO Queryline for clarification on the arrangements as to how they might affect them, but, we would ask that members would in the first instance, view the podcast to get a broad understanding of the sick leave provisions. In addition, it would be very helpful if members could determine how much sick leave they have used over the past four years in advance of ringing the INTO Queryline. This information can be sourced at school level from the OLCS.
NuachtCMÉ
Digital strategy fails to address key concerns of primary schools Last month the DES launched a digital strategy for schools. The plan proposes an investment of €210m over six years (2015–2020). Reacting to the announcement the INTO said the strategy failed to address key concerns of primary schools and described the plan as vague, non-specific and incomplete. The most pressing ICT need for schools is access to reliable high speed broadband. INTO general secretary, Sheila Nunan, said the plan contains only a vague commitment to the provision of improved connectivity to primary schools. “This non-specific commitment for primary schools falls far short of the 100mb high speed broadband provided to post primary schools in recent years,” she said. “It gives schools no idea of what might be provided and when.” The INTO said the announcement provided little detail in relation to funding for upgrading of equipment. It commits to the provision of frameworks and advice for the purchase of equipment such as printers, desktop PCs and notebooks. “There is no detail of the funding that will be provided for the purchase of such equipment,” said Ms Nunan. “Schools want to know the when and how much so that they can plan properly.”
Ms Nunan said the strategy failed to provide any commitment of technical support to schools. The strategy recognises that schools face challenges in acquiring appropriate technical support. It goes on to state that the Department will evaluate a number of technical support options with a view to providing guidance on the best technical support solution for schools. “Schools have heard this commitment many times before,” said Ms Nunan, “yet they remain without any system of technical support.” The INTO said schools are being asked to plan for ICT without any commitment from the Department to plan for broadband, technical support or specific funding. Ms Nunan said without substantial detail and specific commitment the strategy was not fit for purpose. She also said the strategy could not gloss over the fact that primary schools have overcrowded classes and inadequate funding while promotional opportunities for teachers have been slashed. Ms Nunan called for a post of responsibility for ICT to be established in every school for ICT before attempting to introduce aspects of the strategy. Digital Strategy for Schools 2015–2020 is available to download from www.education.ie
SOME KEY POINTS OF THE DIGITAL STRATEGY FOR SCHOOLS HIGHLIGHTED BY THE DES * Multi-annual funding for schools to invest in technology. * investment in high-speed wifi networks in every school. * integration of digital skills in the curriculum and in assessment. * Promotion of the use of e-portfolios at primary and post-primary level. * Provision of digital content to schools. * embed icT skills as part of initial teacher education and ongoing training for teachers. * Work with stakeholders to promote safe/responsible internet and social media use. * Provide new resources to schools to better prevent cyberbullying.
INTO Consultative Conference on Education 2015 The 2015 Consultative Conference on Education will take place in the Hodson Bay Hotel on Friday, 13 and Saturday, 14 November. The theme of the conference will focus on ‘curriculum’. The conference will commence at 3 p.m. on Friday and conclude on Saturday by 1.45 p.m. The INTO Education Committee is
currently undertaking research on the primary school curriculum. The aim is to ensure that teachers’ views and opinions contribute to the forthcoming review of the primary school curriculum. The results of this survey will be presented at the Education Conference in November. The INTO Education Committee INTOUCH
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would like to thank all the members who completed questionnaires, both hard copy and online, on the subject of the primary school curriculum. The inclusion of the voice of the teacher is invaluable for this research. The INTO relies on the participation of members to inform education policy positions.
INTOnews
INTO president drops in to the world’s largest lesson Last month, children in every corner of the planet received a lesson that will last them a lifetime: a lesson on the new Global Goals for Sustainable Development. l Lesson materials were shared in 160 different countries across the world. l Over 4 million people were reached on social media. l 104 ministries of education, 10 ministers of education and one prime minister helped to launch the World’s Largest Lesson in their country by attending a lesson themselves. INTO President, Emma Dineen, dropped into third class in St Patrick’s De La Salle NS, Kilkenny, to take part in the World’s Largest Lesson. The lesson explored the new global goals and was taught by Niamh Price (a third year student teacher in St Patrick’s College, Drumcondra) and Marie Manning (class teacher).
Earlier benefit from pension levy (PRD) changes The Lansdowne Road Agreement accepted by INTO members in July and ratified by ICTU in September includes a cut in Pension Related Deduction (PRD) liability, to apply from 2016. PRD is payable on salaries above a certain threshold. Raising the threshold to reduce PRD and thus increase income, was a key provision of the LRA. Because PRD is administered on an annual, cumulative basis it is not possible, as originally thought, to adjust the threshold twice in 2016. Instead, there will be a single change from 1 January 2016. This one adjustment will result in the same benefit, €732 in 2016 and €1,000 in a full year thereafter, as agreed in the LRA. On page two of Eolas issued by the INTO on 8 June 2015 (available in the
publications section of the INTO website), three examples of the PRD change in 2016 were given. In the case of each of the teachers (earning €30,000, €50,000 and €60,000 respectively), annual PRD was to reduce in January 2016 by €600 and in September by a further €400. The earlier implementation means that annual PRD will reduce from January by €732 (or a little over €28 per fortnight) and this will continue for the full calendar year. The €1,000 annual PRD reduction will apply fully from January 2017 as agreed. In January 2016 the annual PRD exemption threshold will increase to €26,083.33 from its current €15,000. From January 2017 the threshold will be €28,750, reducing PRD by €1,000 as agreed in the LRA. INTOUCH
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Retirement planning seminar A retirement planning seminar for INTO members will take place on 20 and 21 November in e Crowne Plaza Hotel, Santry, Dublin 9. An application form can be downloaded from the INTO website. Details of further seminars will be confirmed at a later date. is year for the first time a retirement planning seminar will be held in e Clayton Silver Springs Hotel, Cork, on 8 and 9 April 2016. Applications for the Cork seminar are not being accepted at present but will open in due course. Details will be posted on the INTO website.
NuachtCMÉ
Budget 2016
Stand up campaign delivers new primary school teaching posts Last month’s budget will see 300 additional teachers appointed to reduce class sizes in the most overcrowded schools. The INTO described the cut to class size as an important first step towards bringing class sizes down to international levels. Along with the 300 extra primary teachers to reduce class sizes, there will be 445 additional teachers for children with special needs and 440 new appointments to provide for increases in enrolment. This will mean almost 1,200 additional posts at primary level in addition to those required for the replacement of retiring teachers. Reducing class sizes in primary schools was a key priority of the INTO’s prebudget campaign Stand up for primary education. The union called for an immediate reduction in class sizes in Budget 2016 followed by further reductions to bring Irish classes to EU
levels within five years. Sheila Nunan, general secretary, welcomed the reduction in class sizes describing it as a “first step” towards bringing Irish class sizes into line with other countries. “This is the first move to tackle overcrowding in nearly a decade,” she said. “Irish primary schools will see this as progress towards a fairer deal for children.”
Currently Irish classes are among the largest in the EU, second only to the UK. Irish classes have an average of 25 pupils compared to an EU average of 21 per class. More than 100,000 pupils in Ireland are in supersized classes of 30 or more. The following table gives an indication of increased staffing levels as a result of Budget 2016:
Projected number of posts for end 2015 estimated additional posts in 2016 from improvements in schedule and supports for school leadership estimated additional posts in 2016 to cater for increased demographics estimated additional resource teacher posts in 2016 Projected total number of teaching posts at end 2016
34,740 + 300 + 440 + 445 35,925
Other measures announced in Budget 2016 include Childcare
Health Care
Local Property Tax
Children will be eligible for free childcare from three years of age until they are five and a half or until they start primary school.
Free GP care is extended to the under-12s.
The revaluation date for the Local Property Tax is postponed from 2016 to 2019.
Child Benefit Child benefit increased from €135 to €140.
Capital Acquisitions Tax Paternity leave
The Group A tax-free threshold, which broadly applies to transfers between parents and their children, is being increased from €225,000 to €280,000.
INTOUCH
Statutory paternity leave of two weeks to be introduced from next September.
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NOVEMBER 2015
Home Renovation Incentive Extended to 31 December 2016.
Family Income Supplement An increase in the threshold by €5 per week for families with one child and by €10 per week for families with two or more children.
INTOnews
Universal Social Charge The Universal Social Charge (USC) is a tax that replaced both the income levy and the health levy (also known as the health contribution) from January 2011. USC is paid if gross income is more than €12,012 per year. Once income exceeds
SALARy
this limit, USC is paid at the relevant rate on all income. The following changes to the USC were announced in Budget 2016. 1.5% rate was cut to 1%. (applies on the first €12,012 of income); 3.5% rate was cut to 3%. (applies
on income in excess of €12,012 up to €18,668. 7% rate was cut to 5.5%. (applies on income in excess of €18,668 up to €70,044). The following table shows the impact of the changes at various income levels:
€32,000
€42,000
€52,000
€62,000
€72,000
€82,000
€92,000
UnIveRSAL SOCIAL CHARGe 2015 First
€12,012 1.5%
€180.18
€180.18
€180.18
€180.18
€180.18
€180.18
€180.18
next
€5,564
€194.74
€194.74
€194.74
€194.74
€194.74
€194.74
€194.74
next
€52,468 7.0%
€1,009.68
€1,009.68
€2,409.68
€3,109.68
€3,672.76
€3,672.76
€3,672.76
€156.48
€956.48
€1,756.48
Balance
3.5% 8.0%
€1,384.60
€2,084.60
€2,784.60
€3,484.60
€4,204.16
€5,004.16
€5,804.16
2016 First
€12,012 1.0%
€120.12
€120.12
€120.12
€120.12
€120.12
€120.12
€120.12
next
€6,656
3.0%
€199.68
€199.68
€199.68
€199.68
€199.68
€199.68
€199.68
next
€51,376 5.5%
€733.26
€1,283.26
€1,833.26
€2,383.26
€2,825.68
€2,825.68
€2,825.68
€156.48
€956.48
€1,756.48
€1,053.06
€1,603.06
€2,153.06
€2,703.06
€3,301.96
€4,101.96
€4,901.96
Reduction USC per annum
€331.54
€481.54
€631.54
€781.54
€902.20
€902.20
€902.20
Reduction USC per fortnight
€12.75
€18.52
€24.29
€30.06
€34.70
€34.70
€34.70
People with higher incomes will not receive any benefit on their income above €70,000 but benefit on the portion of their income below this level.
Release days for teaching principals
School funding Budget 2016 made no provision to increase capitation funding to primary schools which has been cut by 15 per cent over recent years. However, the Minor Works Grant is to be paid to all schools this month and a two year Summer Works scheme was announced (see page 40).
The number of principals release days for teaching principals is to be increased from next September. This was sought by the INTO in the Stand up for primary education campaign. The measure will impact on 1,744 schools and is the first increase in principals release days since 2002.
School Size 2015 2016 P+1– 2Teachers 14days15days P+3– 4Teachers 18days20days P+5– 6Teachers 22days25days
INTOUCH
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NOVEMBER 2015
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INTOnews
In the media Extra €144m cuts primary class sizes and allows more time for guidance The Irish National Teachers’ Organisation (INTO) described the cut to class sizes as an important first step towards bringing classes down to international levels. INTO General Secretary, Sheila Nunan, said Irish classes were among the largest in the EU, second only to the UK.
of a tablet computer per classroom, while Michael Noonan is talking about having one iPad per child. There’s a loose commitment to develop a system for procuring technical support, that’s the Father Ted school of provision, we’ve heard these promises so many times before,” he said.
Irish Examiner, 8 October 2015 Irish Independent, 14 October €210m digital plan for schools covers wi-fi but no coding The new digital strategy also mentions bringing high-speed wi-fi to every school in the country. The Irish National Teachers’ Organisation regularly highlights inadequate broadband access in schools.
Irish Daily Mail, 8 October 2015 €210m digital plan for broadband in schools ‘too vague’ The investment is the first of its kind in years, but the INTO General Secretary, Sheila Nunan, said the plan is “vague” and failed to address key concerns. “This plan appears to presume that poor connectivity is a rural problem. Poor broadband in primary schools is an urban and a rural problem,” Ms Nunan said. “There is no detail of the funding that will be provided. Schools want to know the ‘when’ and ‘how much’, so that they can plan properly”.
The Herald, 8 October 2015 Schools in dark over €210m ICT plan The Irish National Teachers’ Organisation said schools have been given none of the detail they will want to know about when, how much, and what they can buy so that they can begin planning. “Those percentages will be far higher by the time any money arrives in schools,” a spokesman for the primary teachers’ union said. He estimated that the €30m investment promised, which Ms O’Sullivan has committed to implementing the strategy next year, works out at around €750 for every primary and second level class in the country. “That’s little more than the cost
Focus on Féilte: Can teachers and parents get along? Sheila Nunan, General Secretary of the Irish National Teachers’ Organisation, says partnership between parents and teachers is essential to the education and wellbeing of children. “Partnership can be built through formal channels, such as parent-teacher meetings, meetings by request and involvement in sporting or artistic activities; and informal channels such as irregular, non-routine but nonetheless important communications on matters of concern to either parents or teachers,” Nunan says.
The Irish Times, 28 September 2015 Heated row over same-sex marriage poster sent to primary schools Education Minister Jan O’Sullivan supports the poster and said it would be invaluable to teachers in creating inclusive classrooms. INTO General Secretary, Sheila Nunan, said it sent an affirming and welcoming message to LGBT children and LGBT-headed families. She added, “Furthermore, children hearing their teacher describe LGBT people and families in a positive way will empower all children to respect and celebrate difference and will be a huge step towards preventing homophobic and transphobic bullying in our schools.”
Irish Independent, 24 September 2015 Back to future as pupils urged to engage with 1916 centenary An extensive nationwide programme of activities, research projects, competitions and awards is being rolled out in primary and postprimary schools from this month as INTOUCH
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part of the youth and imagination strand of the Ireland 2016 Centenary Programme. The Schools’ Collection 2016, provides an opportunity for pupils in primary schools to collect local history and record it digitally. A collaboration between the Irish Independent, UCD Decade of Centenaries, the Department of Education’s schools’ technology service and the INTO, it takes its inspiration from a folklore project in the 1930s, when more than 50,000 children from 5,000 primary schools collected stories and wrote them into their copybooks.
Irish Independent, 23 September 2015 A new educational drive has been named after a Macklemore song A new teacher’s campaign aims to celebrate the diverse family structures that exist in modern Ireland. The campaign will appear in classrooms around the country with a poster entitled ‘Different Families, Same Love’. This will be the first poster of its kind in attempting to promote values of tolerance, understanding and diversity among schoolchildren. As part of this teachers will be encouraged to discuss the different family forms that exist in Ireland, including LGBT couples, one-parent families and multi-ethnic groups. The move is the culmination of work by the Irish National Teachers’ Organisation LGBT Teachers’ Group.
The Journal, 22 September 2015
Regional papers The ‘Stand up for prima ry education’ campaign wa s covered in papers throughout the country including: Tipperary Star, Roscomm on Herald, Wicklow Voice, Westmeat h Examiner, Northside/Southside Peo ple, Kildare Nationalist, Roscommon People, The Kerryman, Meath Chron icle, Clonmel Nationalist, Roscommon Herald, Clare People, Offaly Independe nt, Clare Champion and Kilkenny People.
NuachtCMÉ
Retirements
Pictures from branch and district functions to honour retiring members
Fermoy Backrow,LtoR: NeiliusDeRóiste, Branch Chairperson;Mags Sheehy,Branch Secretary. Frontrow,LtoR: AnneFay,INTO President2012/13; EmmaDineen,INTO PresidentandDave Curtin.
Dungarvan Backrow,LtoR:MáireWalsh,MaryHarney,AnneDennis,MichaelHennessy,Pádraigín Ní Chadhla,Chairperson;TonyRyan,AngelaBuckley,PatCurran,OliveCroke,BranchSecreta ry; GeraldineCasey,ColetteO’Mahony,BrendanHoran,CECRep.Frontrow,LtoR:Veronica Curran,NualaFahy,BredaCleary,SeanMcMahon,INTOPresident2014/15;SadieBreathn ach, MoyraFlanaganandMairéadPower.Photographer:SeanByrnePhotography
Dun Dealgan Backrow,LtoR:RonanWard,RosenaJordan,INTOVice President;NualaKerr,SeanMcMahon,INTOPresident2014/15 andMarySheeran.Frontrow,LtoR:JoanMcGuinness,Niall Sloane,JohnMcCarthyandJoanCampbell.
Rathmore
rmerCECRep; LtoR:GerLucey,BranchChairperson;GeneO’Connor,MargaretBernard,fo Carmel or,Mary .O’Conn DeniseO’Connor,SheilaO’Connor,BrendanO’Connor,MikeC or. O’ConnorLanders,DennyO’ConnorandRitaO’Conn
Clonmel Backrow,LtoR:MeabhCullinane,FrancesHarrington,CatherineCondon,DickMcSharry, TreasaNicDiarmada,JohnBoland,PatriciaTreacy,OwenRyan,CeliaMcSharry,KayKelly, MargaretLooram,TomasOSlatara,ChristyCarrollandBrendanHoran,CECRep. Frontrow,LtoR:SeanMcMahon,INTOPresident2014/15;GeraldinePurcell,Branch Chairperson;MartinLonergan,MayorofClonmel;AidanGaughran,INTOEducation CommitteeandEileenKearney. INTOUCH
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Stranorlar Backrow,LtoR:SharonMurray,BranchSecretary;Brendan O’Sullivan,INTOPresident2013/14andPaulineDowds,Branch Chairperson.Frontrow,LtoR:SusanDoherty,MichaelDoherty andClareMcElwee.
NOVEMBER 2015
INTOnews
National launch: INTO Global Citizenship School Global Citizenship School is INTO’s contribution to European Year for Development 2015. Global Citizenship School is about encouraging and supporting schools in learning about and acting upon global
issues. Humanity is interdependent. Schools can make an immeasurable commitment to promote a more just, equitable and sustainable world for all. Last month, Global Citizenship School was launched at an event attended by
UNICEF, Trocaire, Amnesty International, Irish Aid Global Schools (St Patrick’s College), DICE, IDEA, WorldWise Global Schools and INTO members. INTO showcased what is available from the Global Citizenship School pages on the INTO website, how schools could become involved and demonstrated how useful the lesson plans and other resources are for the delivery of Curaclam na Bunscoile. The colourful plaque that schools can display on completion of year one of the programme was also unveiled. NOW WE NEED YOU! Global Citizenship Schools needs volunteers to promote the programme in your area. To join our network please contact INTO Head Office by emailing jobrien@into.ie Left:IntheforegroundDorothyMcGinley,withUna NíRían,MauriceHurley,NoraHamillandguests
INTO PRESIDENT ’S DINNER
Over 300 INTO members and guests attended a function in Clonakilty last month to honour current INTO President, Emma Dineen. Speaking at the function the president said the INTO had been part of her life since she became chairperson of Coachford Branch in the eighties. “Professionally and personally, as a trade unionist and as an educator, the INTO has contributed immensely to my life,”
she said. “I hope I have contributed to the organisation in some small way.” She thanked family and colleagues for support and advice and singled out her colleagues on the CEC for particular thanks. “eir engagement, attention to detail and sheer hard work is inspiring,” said the president. “Past and present representatives have made this organisation a strong force in the trade union world.”
Left:EmmawithherpartnerConandabovefromlefttoright:theorganisingcommitteeandCairbreLáir Branch INTOUCH
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NuachtCMÉ
Report from Principals’ and Deputy
SheilaNunan,GeneralSecretary, addressestheconference
e biennial INTO Principals’ and Deputy Principals’ Conference was held in the Newpark Hotel, Kilkenny, on 2 and 3 October. It was attended by delegates, nominated by INTO principals’ and deputy principals’ fora throughout the country, as well as representatives of INTO national committees and invited guests from the education sector. e main theme for consultation at the conference was a new model of in-school management, based on the discussion document which was highlighted in last month’s InTouch.
Opening session e conference was opened by INTO President, Emma Dineen, who spoke about the challenges facing school leaders, and in particular, the difficulties which the moratorium on appointment to posts of responsibility had caused. She called on delegates to discuss and agree on clear proposals which would enable schools to more effectively carry
out their responsibilities for teaching and learning. Deirdre O’Connor, Assistant General Secretary, set out the context in which the Principals’ and Deputy Principals’ Committee (PDC) had undertaken its work in relation to in-school management. She noted the change in language about school leadership in Ireland over the 10 years since the PDC was established. She noted that 10 years ago the DES had established a group to look at the administrative burden on primary teachers, rather than looking at leadership for teaching and learning. Work done by the PDC at the time on in-school management had focused on time and tasks, rather than on responsibilities and a shared leadership role. She reflected that current thinking on in-school management focused not on the principal as a heroic leader, but on distributed leadership, meaningful work, and a proper career structure for teachers. Declan Kyne, chairperson and Carmel
Above:Delegatestakingpartindiscussiongroups. Right:Socialeventaftertheconferencework INTOUCH
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Hume, vice-chairperson then presented the theme paper prepared by the PDC for the conference. ey outlined the consultation with fora and the focus groups which had informed the recommendations made by the PDC in the theme paper. is was followed by presentations from the Northern Ireland representatives on the PDC who outlined the system of in-school management which operates in their primary schools. Delegates heard about the delegated budgets in schools in NI, and the manner in which principals could influence how many posts and at what level in their individual school. e final speaker on Friday was Anne Fitzpatrick, principal of St Anne’s PS, Navan. Anne outlined the challenges and opportunities which building and maintaining an in-school management team had entailed. She quoted John West-Burnham in distinguishing between administration, management and leadership and how this had influenced the direction in which in-
INTOnews
Principals’ Conference school management had taken in her school. She outlined how professional conversations had developed a sense of a shared leadership, particularly when choices had to be made as a result of the moratorium on appointment to posts. She shared the highs and lows of the journey of her in-school management team, and the feedback of how the team saw themselves leading the learning, the people, the organisation and themselves.
Discussion groups e delegates took part in discussion groups, which considered the recommendations included in the conference document. Discussion in the groups, which were facilitated by members of the PDC, was robust and covered a range of issues as well as the recommendations. Feedback on the discussion groups was delivered to the full conference on Saturday morning by the rapporteurs in the group. e feedback reflected the lively discussions in the groups, including salary, workload, the role of the principal and the practical issues for principals and inschool management teams. e feedback from all the groups is currently being collated and will be carefully considered by the PDC before they make their final report and recommendations on in-school management to the CEC.
Address by the general secretary Sheila Nunan, General Secretary, addressed the delegates in the last session on Friday. She focused on the Stand up for primary education campaign and encouraged delegates to
step up their lobbying efforts for the final week of the campaign. She spoke of how the importance of school leadership in achieving better outcomes was now widely recognised. She referred to the key role of the principal in leading, teaching and learning in schools and highlighted the challenges which needed to be overcome so that principals could spend their time on this key work.
Workshops Delegates chose to attend one of five workshops which ran concurrently on Saturday morning. A workshop on data protection issues was presented by Anne Lyne and Breda O’Malley from Hayes Solicitors. ey looked at the practical application of data protection legislation in school, including a number of common scenarios which principals might have to deal with. Mary Lally, Senior Official, presented a workshop which looked at conditions of employment issues arising from the completion of the teacher appointment form, including contracts, teacher registration, vetting and payroll issues. Kathleen Byrne, a principal teacher in Glencullen, facilitated a Principalmeet, based on the Teachmeet model of professional development. is workshop saw 10 participants make micro-presentations on diverse issues. Anne McElduff, Assistant General Secretary and David O’Sullivan, Senior Official, facilitated a workshop on positive staff relations in schools, looking particularly at issues arising for principals, including allegations of bullying. In her workshop, Deirbhile Nic Craith, Director of Education and Research, outlined the proposed new
model of delivery of special education services to schools, and discussed the concerns arising. e feedback on the workshops was extremely positive and discussions were lively and engaging. Almost 90% of participants rated their workshops as excellent or very good.
Keynote speaker e final session of the conference was a keynote address by Neil O’Brien, a leading speaker on mental fitness. Delegates enjoyed his humorous approach, which underpinned a serious message, that encouraged them to manage their stress levels and build resilience. He sent them home with predictions for their future happiness and with practical exercises to carry out. is session was very positively received by delegates and it brought a positive end the conference.
Next steps Delegates received an email link to an evaluation form after the conference. e feedback was overwhelming positive, with delegates highlighting the workshops, discussion groups and the keynote address as being particularly beneficial. Delegates also enjoyed the trade stands and the social and networking aspects of the conference. Special thanks are due to the main conference sponsor Prim-Ed, Cornmarket who sponsored the keynote speaker and Comhar Linn, INTO Credit Union who sponsored the drinks reception. e PDC will meet in November and will consider the outcomes of the conference and will send a report to the CEC as soon as possible afterwards.
LefttorightareDeclanKyne,chairofPrincipals’and DeputyPrincipals’Committee;ClareGeoghegan, MarketingExecutive;EmmaDineen,INTOPresident andTonyHolland,Prim-EdSalesManager. INTOwouldliketothankPrim-EdPublishingfor theirkindsponsorshipoftheConference.TheINTO andPrim-EdPublishinghaveenjoyedalongand successfulhistoryandwelookforwardtoworking togetherformanymoreyears.
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INTOnews
Stand up for primary education INTO national lobby Last month INTO representatives from all over the country met with 105 members of the Oireachtas and a number of declared candidates in the next
election. INTO representatives briefed public representatives on the key points of the union’s Stand up for primary education campaign and ensured that
INTO priorities were explained clearly in advance of the budget. Further details of this event are on the INTO website.
NATIONAL LOBBY TURN OUT
Party Fine Gael: Labour Party: Independent: Fianna Fáil: WUAG: Socialist Party: Sinn Féin: Social Democrats: Renua Ireland: Others: PatCrowe,CECandCatherineMurphy,TD.
TDs 32 16 11 9 1 1 8 3 1 3
Senators 5 2 6 6 1
SenatorTrevorÓClochartaighandDeirdreCullen.
NoreenFlynn,formerINTOPresidentandSenatorIvanaBacik.
EmmaDineen,INTOPresident;GerryButtimer,TDandMaryMagner,CEC.
EmmaDineen,INTOPresident;RoisinShorthall,TDandUnaNíRiain.
JohnDriscoll,CEC;EmmaDineen,INTOPresidentandMichaelMcGrath,TD.
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NuachtCMÉ
Discrimination award of €54,000 for inTo member upheld School failed to rebut charge of discrimination Qualifications and experience
e Labour Court recently upheld a finding of discrimination in a case taken by an INTO member against her school. e Equality Tribunal (Case EDA 1515) had originally awarded the teacher €54,000 because she had been discriminated against by the school in the appointment process for the post of principal teacher. e school appealed the decision. e Labour Court upheld findings of discrimination on the age and religion grounds. Religion ground
e Labour Court and the parties accepted that the candidates were asked by a member of the selection board, Sr C, for their opinions on the INTO’s submission to the Forum on Pluralism and Patronage in schools. e teacher said in her evidence that she was “floored” when asked the question and that she did not know how to answer it. e Court held that “it seems reasonable to infer from that evidence” that the teacher “may not have answered the question in a way that Sr C, or her colleagues on the selection panel considered satisfactory”. It was submitted on behalf of the teacher that this constituted canvassing of her
general religious beliefs, including religious outlook. e Labour Court found that it was. In response, the school maintained that if matters relating to religious belief were taken into account, that Section 37.1 of the Employment Equality Acts allowed them to do so. However, the Labour Court held that the school did not produce any evidence to show that canvassing of the private views of candidates for the post on the question of religious patronage and pluralism was reasonable or necessary in order to maintain the religious ethos of the school. e Court also found that there was no evidence to suggest that whatever views the teacher had on that topic would impact on her capacity to act in good faith and with loyalty to the school’s ethos. Sexual orientation
e Labour Court did not uphold a claim of discrimination on the grounds of sexual orientation, on the grounds that the teacher’s evidence that she was asked “what about the homos?” was uncorroborated. It also stated that if such a question was asked, it could not imply discrimination on the grounds of sexual orientation, taking into account that the complainant is not homosexual.
e teacher submitted that her experience and qualifications for the post were superior to those of the successful candidate. She held a masters degree and had 12 years’ experience in teaching, compared to four years for the successful candidate. In addition, the complainant had been deputy principal in the school for eight years. e Court held that it was “extraordinary and somewhat incredulous that Sr C could dismiss the relevance of the complainant’s academic attainment solely on the basis that it was obtained in the USA”. e Court also found it “puzzling that the members of the selection panel should dismiss her role and experience as deputy principal as being of no significance”. e Court was satisfied that a less qualified candidate was preferred for appointment and that the school had failed to rebut the inference of discrimination raised. e Labour Court was critical of the selection board for destroying notes of hearing and observed that the reasons for their decision “were couched in vague and general terms” which the Court found unconvincing. In particular, the Court heard that “no cogent explanation was provided as to why the successful candidate was preferred over the complainant, who in overall terms was clearly better qualified both in terms of her experience and her academic achievement” e Court held that the complainant is entitled to succeed on the age and religion grounds and awarded compensation in the amount of €54,000 (upholding the monetary award made by the Equality Tribunal) for the effects of discrimination. e case is very useful in terms of clarifying the extent to which Section 37.1 can and cannot be used by schools. It is clear that the Labour Court sees the exception as being quite narrow and that it excludes general religious outlook and belief. e case sets a valuable precedent for teachers in religious run schools.
The full case can be viewed at www.workplacerelations.ie/en/Cases/2015/October/eDA1515.html INTOUCH
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INTOnews
inTo Learning winter programme 2015 INTO Learning has two online courses commencing on Monday, 9 November 2015.
Key skills for good school leadership The course is divided into five course modules: 1. Leadership: concept and practice. 2. e ‘WHAT’ of school leadership. 3. Distributing school leadership across the school. 4. Leading mindfully. 5. Managing and minding. is course aims to support all teachers in a leadership role in their schools, in particular school principals, deputy
inTo solidarity Fund
principals and aspiring principals. It explores both the concept and practice of good school leadership with a particular focus on distributive leadership and the skills required for same. It is presented using a variety of media including some INTO Learning produced videos of four school principals who have contributed to the writing of the course content.
Introductory course for learning support/resource teachers is course is aimed at teachers who have just taken up the role of learning support/resource teaching. It is designed to lead the teacher through the initial
stages of setting up a learning support/ resource system in their school, testing and grouping children receiving such support as well as pedagogical support for children experiencing literacy, numeracy and behaviour difficulties. Administrative and record keeping duties of the LSRT are also explored. Registration for the two courses outlined will commence the week beginning 2 November 2015. Are you interested in designing or facilitating professional development courses for INTO Learning? If so watch out for details in the December issue of InTouch regarding the completion of an expression of interest form.
conference on educational disadvantage Poverty and social inclusion in education
Apply for funding You can apply for funding to the INTO Solidarity Fund by downloading the application form from the INTO website or by contacting Georgina Glackin at 01 8047745. A sub-committee of the Central Executive Committee (CEC) assesses each application at monthly meetings and is responsible for decisions on grants from the fund. There are controls and safeguards in place to ensure the money is used to meet the objectives of the fund.
The INTO, in conjunction with the Educational Disadvantage Centre, St Patrick’s College, Drumcondra, is organising a one day conference on educational disadvantage on Saturday, 5 December. The conference will run from 9.30 a.m., finishing with lunch at 2 p.m. The theme of the conference is ‘Poverty and social inclusion in education’. Delegates Branch and district committees are invited to nominate delegates to the conference. Branches of up to 69 members may
nominate one delegate, branches of 70–139 members may nominate two delegates, branches of 140–449 members are entitled to three delegates while branches of 450 members or over are entitled to four delegates. Each district committee may nominate two delegates. The closing date for receipt of nominations is 11 November 2015. Branches wishing to send additional delegates should email cgarvey@into.ie who will operate a waiting list. Additional delegates will be considered after the closing date 11 November 2015.
INTO honorary membership and retirement gifts INTO gifts and certificates InTO branded gifts are available to purchase from Head Office, these include an engraved Jerpoint glass vase (€70), engraved Cross Pen (€40), silver brooch (€31) and silver tie pin (€24). To order your gift, please contact elaine Daly (edaly@into.ie). Retirement certificates are free of charge and can be ordered from Carmel Cunningham (ccunningham@into.ie).
honorary members after retirement with the right to attend and speak the branch subsequently. The current rate charged to branches for honorary membership is €48 per member per year. There are honorary membership certificates and engraved vases available from Head Office, the vase engraved ‘InTO Honorary Member’ costs €70 (price includes delivery).
Honorary membership Honorary membership of the InTO may be conferred by branches under Rule 76D which provides that teachers who have been members of a branch may be elected as INTOUCH
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ELECTIONS TO THE TEACHING COUNCIL
INTO endorsement process The CeC has decided to continue to endorse a number of candidates in each of the electoral constituencies for election to the Teaching Council. Members seeking InTO endorsement should email the general secretary, Sheila nunan, on tcelection2016@into.ie before Friday, 20 november 2015. Further details on the Teaching Council elections will be in next month’s issue of InTouch.
This is the time of year when people begin to consider the prospect of changing the car; it may be a second hand or a new car. Whatever the choice, the major decision that must be made is how to finance the change. You may be lucky enough to have sufficient savings to pay for the car, but if not you will require finance. This is where Comhar Linn INTO Credit Union can help you with its very competitive car loan rate. The dealer will most likely offer you the option of hire purchase (HP) or a Personal Contract Plan (PCP), which may appear attractive, but there are drawbacks which you should consider very carefully before you make your decision.
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value of the car provides a deposit for the next PCP deal. The (GMFV) With a Comhar Linn INTO Credit has a number of conditions which Union car loan you will own the car can reduce that GMFV significantly, immediately but with a HP/PCP deal the most common being an upper you will not own the car until you mileage limit, which if exceeded make the final payment, which results in significant penalties. usually includes a very significant balloon payment. What will happen at the
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If your circumstances change during the term of your car loan or HP/PCP agreement and for some reason you need to terminate the agreement, such as taking a career break, with a Comhar Linn INTO Credit Union Loan, as you own the car you can sell it and repay the loan without penalty. With a HP/PCP agreement, you will not own the car, all monies outstanding, including a significant breakage fee will have to be paid first before you can sell the car.
The Comhar Linn INTO car loan will have been cleared which means you can keep the car, sell it or trade it in against another car. With a HP/PCP agreement you will have to, pay the balloon payment, hand back the car or enter a new HP/PCP agreement. If you decide to enter into another PCP agreement the guaranteed minimum future value (GMFV) may be reduced because of excess mileage or damage caused to the car. As a result the deposit required may be greater than you expected. If for some reason you cannot pay the balloon payment or you are unable to get another PCP deal you will have no car.
Set up/documentation fees Typical set up/arrangement fees of €50 - €150 must be paid to set up a HP/PCP agreement, there are no such fees with a Comhar Linn INTO Credit Union car loan.
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Phone 1850 277 377 for terms and conditions and for more information on how to apply for a Comhar Linn PCP agreements typically include a INTO Credit Union car loan. Comhar Linn INTO Credit Union guaranteed minimum future value (GMFV) at the end of the agreement Limited is regulated by the Central which, when deducted from the sale Bank of Ireland.
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INTOadvice
INTO Advice 7 INTO advice for members on issues of importance 8
Top 10 toy safety tips to have a safe Christmas Choosing a toy for a child at Christmas can be difficult, especially when there are so many options out there. There is also the added responsibility of purchasing a toy that is age appropriate, safe and fun. Since 2013, the Competition and Consumer Protection Commission has been responsible for the destruction of approximately 11,500 unsafe toys including a variety of dolls, soft toys and battery operated toys. Toys can be unsafe for many reasons. They may present a choking hazard due to small parts, injury hazard due to sharp edges or may not have a CE mark or any other identification label. To help you when shopping this Christmas check out the Commission’s top 10 toy safety tips: l Only buy toys with a CE mark – all toys for sale in Ireland must have the CE mark, demonstrating the toy complies with European safety standards. You should be able to find this mark on the toy, instructions or packaging. If you don’t find it, don’t buy it. l Look out for warnings – check the age suitability label on the toy. For example, ‘Not suitable for children under three years’. This is a warning, not a guide. If you are buying a toy for an older child make sure you teach them how important it is to keep toys away from their younger brothers or sisters. l Never throw out instructions – always make sure you read instructions carefully as they warn of any possible dangers when using the toy, especially one with electrical parts. l Buy from reputable businesses – do your research and only buy from reputable traders so you can return them if there is a problem. Beware of unsafe toys being sold on market stalls, especially during the Christmas period.
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Examine toys before you buy – take time to check if there are any removable or detachable small parts. Check that the toy has no sharp edges, parts that stick out, fastenings, long cords or cables. Avoid rough edges, dangerous or foldaway parts or small holes that could trap little fingers. Some toys that omit loud noises may cause hearing damage to a child. Listen to the toy before you buy it to make sure it’s not too loud for a child. Remove and discard all packaging – if the toy is packaged in anything that may cause harm get rid of it. Plastic bags, plastic wrap, foam, staples and ties could suffocate or choke a child. Buying toys with magnets – if you are buying a toy with a magnet make sure that they are kept away from very small children. Magnets can fall out of toys and may look like a sweet to a child. Toys with magnets should have a warning displayed at the point of sale, on the packaging or attached to the toy. Buying toys with batteries – always make sure the child cannot open the part of the toy where the batteries are stored. Avoid mixing old and new batteries or different strength batteries as this can make the old or weaker INTOUCH
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batteries very hot. Also, keep watch or ‘button’ batteries away from small children as these can be dangerous if swallowed. l Buying riding/play equipment – when buying a bike, skateboard or any other riding equipment make sure to purchase a helmet and any other required accessories to go with it. If it’s an activity toy for the garden like a swing, trampoline or climbing frame, make sure they are situated away from hazards like overhead power lines or obstacles like trees and hedges. l If a toy is faulty return it – if you have bought a product that is faulty, you have rights to protect you. To learn more about your consumer rights visit the Competition and Consumer Protection Commission’s consumer website www.consumerhelp.ie. Keep an eye out for product recall alerts on www.consumerhelp.ie. Here you will find a list of all the product recalls which have taken place in Ireland. These include toys that were recalled due to safety concerns. If you are concerned about a toy phone the consumer helpline on 1890 432 432.
INTOadvice
Homeless and in Just a few years ago it would have been unheard of for a child in your class to be homeless but, with rapidly rising family homelessness, an estimated 700 primary school pupils in Dublin are currently homeless. If one or more of the children going through this trauma is in your class, what can you do to help and what help is available to you? Mary, a home school liaison co-ordinator in a Dublin primary school, talked about her experience:
hotels. These hotels are often located miles from where the family were living and attending school when they became
“For one family in particular, there was no consistency in attendance. Mum had a baby and their lives were so chaotic that the children often missed school. When they were there they were distracted. They weren’t getting enough sleep and there were no cooking facilities where they were staying. In another family the stress which the parents were under was transferred to the children. They were very irritable and quick to anger.”
In many cases school is the only source of stability in a child’s life and parents go to enormous lengths to keep their children in the same school
Ireland has witnessed a huge increase in family homelessness in recent years. In 2012, eight new families were presenting as homeless each month in Dublin. By 2014, this had risen to 32 families per month. In August 2015, 78 new families presented as homeless in Dublin, pushing the total number of families living in emergency accommodation over 7001. There were over 1,400 children in these families. Focus Ireland has been appointed by the four local authorities in Dublin to be the Homeless Action Team for families and estimates that around half of these children are attending primary schools. Given the high rents and the shortage of social housing, families and their children are spending months and even years living in hotels and B&Bs. While most of the homeless families are in Dublin, it is a growing problem in many other towns and cities. About half of these 700 families are living in single rooms in commercial
homeless. Many of the families find themselves moved from hotel to hotel when there are other commercial bookings. In many cases school is the only source of stability in a child’s life2 and parents go to enormous lengths to keep their children in the same school they attended before they lost their homes. This means that transport costs take a large chunk of the parents’ income and families have to leave their accommodation very early each morning. As Mary recognised, this often means that they miss breakfast and have to purchase less than healthy food en route. This, in turn, affects energy levels and concentration. Entire families may be living in a single hotel room, which makes getting a full and uninterrupted night’s sleep near impossible. The chaotic nature of living in emergency accommodation means that sometimes children arrive at school late, or don’t arrive at all. INTOUCH
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It is not surprising that living in emergency accommodation can have a particularly profound effect on educational outcomes for children. There is no clear pattern in the location of the schools which these children are attending. Family homelessness now affects almost every area of Dublin. So what can teachers do to help children experiencing homelessness? Small changes to the school environment can make a real difference and this starts with increasing our understanding of homelessness. Teachers should be aware that parents and children are often reluctant to report their living arrangements for fear of stigma and bullying. Where teachers and principals are aware of a family being homeless, they can use this knowledge to inform how they teach, support and discipline children. Guidelines from other jurisdictions, in particular Australia and the United States, contain simple recommendations to help children experiencing homelessness. These include keeping a stash of nutritious snacks in the classroom in case the child missed breakfast, recognising that children may not have a quiet space to complete homework, understanding that asking children to bring in treats or money may create difficulties and not punishing children by excluding them from playtime as this may be the only real exercise they get in a day. Virtually all of the families who are currently homeless have never experienced anything like it before. They never thought this would happen to them. Families from every walk of life are finding themselves homeless. While being
INTOadvice
school homeless is causing them profound problems, they are not ‘problem families’. While the children in these families are facing huge difficulties, it is important that they don’t get labelled as ‘homeless children’ with the long-term damage that this may cause them. Mary told us about how her school handled their challenges: “The school was very open. There was support within the school and the teachers were very understanding. For example, when the weather was bad one mum was able to stay in the staffroom to dry
out with her younger child.” Different schools will have done other things which have helped, it might be a good idea to share these experiences with colleagues and learn from each other. Focus Ireland knows that classroom teachers are already under enormous pressure and have limited resources to respond to all the problems which society generates. But we also know that primary school teachers play an even greater than normal role in the lives of these children. That is why we are working with the INTO to draw up
some resource materials which will help teachers who have homeless children in their classes. If teachers have particular concerns about a pupil, it might be useful to contact Focus Ireland directly at schoolsupport@focusireland.ie For further information visit www.focusireland.ie 1
Statistics on family homelessness can be found at www.environ.ie/en/Development Housing/Housing/SpecialNeeds/HomelessP eople/#Recent Publications 2 Keogh, Halpenny, Gilligan: Educational Issues for Children and Young People in Families Living in Emergency Accommodation, 2006.
... transport costs take a large chunk of the parents income and families have to leave their accommodation very early each morning … this often means that they miss breakfast and have to purchase less than healthy food en route
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INTOadvice
From college to classroom
Preparing for parent-teacher meetings l Make sure that if you have important issues about behaviour or pupil progress to discuss with parent/s about their child that this is not the first time they are hearing it from you as the class teacher. l Prepare thoroughly – have corrections/ records up-to-date and readily accessible. l Gather evidence of each child’s achievements e.g. copies, work samples, projects, etc. l Prepare brief notes on each pupil outlining progress, achievements, concerns, suggestions for
improvement. If you are highlighting areas which need to be worked on, then it is important that you have some suggested strategies/activities for discussion with parents. l Talk with the resource/learning support teacher if necessary and have all information to hand. l Know the name of the person/s coming to meet with you and their relationship to the child.
l Have times allocated which allow for an over-run but try as best you can to adhere to time allocation. Vary your allocated times, depending on the amount of time you need to allocate for discussion with different parents. If you feel extra time is needed then ask the parent to make a further appointment, in the interest of other parents who may be waiting for quite a while.
For information on teacher induction please visit www.teacherinduction.ie
During the meeting l Consider the tone of your voice and your body language throughout the meeting. l Remember this meeting is not about you but about an opportunity for parents to come and discuss their child’s progress. l Beware of using educational jargon, explain everything thoroughly to the parent and always check with the parent for understanding and invite feedback. l Listen – this is an ideal opportunity for you to find out information to supplement the developing profile of the child. valuable insights can be gained on homework, different subject preferences and also the view of the child on what it is like to be a pupil in your class. l Always start with the positive, continue with the areas that need work and support and conclude with the negative. l Ask for the parent’s advice – if you both agree targets then it is important to arrange a time when you will review progress. l Be empathic and attentive – this may be the only time, in this particular year, that you will have an opportunity to meet with the child’s parents. l Stay focused on the purpose of the meeting. l It is important to highlight that by working together as parent and teacher progress can be made. Be honest
and truthful – try not to dilute facts just to keep a parent happy. Parents should be given accurate information but comments should be phrased in a way which is not critical of the parent or their parenting skills.
l Do not get drawn into conversations about other children or other staff members – be professional at all times. l Make notes on actions agreed – have a grid made out with children’s names and a box beside the name to record your notes. l Always thank the parent for their attendance at the meeting. l Make sure to follow up on actions agreed.
Prepare thoroughly – have corrections/ records up-to-date and readily accessible
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NOVEMBER 2015
Newsdesk { News from the world of education and trade unionism, at home and abroad }
Young teachers help Children’s Ark School The Children’s Ark School at University Hospital, Limerick, is a Department of education and Skills school, catering for the on-going education of children, from the ages of four to 19. It is a multidenominational school, based in a purpose built school in the Children’s Ark Unit. The school caters for children who are patients in the hospital, either long term or short term. Recently, a group of young teachers, all members of Limerick City Branch, decided to get together to see if they could raise some funds for the Children’s Ark. These young teachers are all newly qualified teachers (nqT) or non-permanent teachers (nPT). They felt that they would like to do something to help a thoroughly deserving cause, although they do not have permanent employment themselves. They organised a Bingo table quiz in
Flannery’s Bar. “It was a most enjoyable occasion and was a successful fundraiser too”, says Catherine Walsh, a member of Limerick City
Branch and a teacher in the Salesian Infant School, Fernbank, on the city’s north Circular Road. Newlyqualifiedandnon permanentteachersfrom Limerickpresentachequefor €375totheChildren’sArk School,UniversityHospital, Limerick. PicturedLtoR:Niamh Hennessy,NQT;Christabel Lenihan,NPT;RachelGriffin, NQT;MargaretMcCarthy, Principal;MaryCarr,Deputy PrincipalandOliveDillon, teacher,withstudentsofthe Children’sArkSchool.
Fingal county council gets children fit for a marathon Fingal County Council has launched a brand new initiative to tackle childhood obesity and encourage fitness and activity level increase in the early teenage population. Over six hundred sixth class pupils from 22 Fingal schools took part in an eight week programme, having trained four times a week in their school. They worked up 25.2 miles before completing the last mile at the Dublin marathon on 26 October. Fingal County Council, in conjunction with Dublin Marathon, developed a workbook for each pupil taking part which highlights the benefits of sport and is used as both a training guide and learning tool for use in the classroom. New Zealand Olympian, Rod Dixon, developed the KiDSMARATHON athletic programme to encourage children to embrace healthy and active lifestyles. Dixon has successfully implemented the programme in his native New Zealand and in the United States. A chance meeting between Dixon and Neil Kennedy (Dublin Marathon) paved the way for the programme to come to Ireland. Speaking about the programme, Clodagh Kelly, of Burrow NS, Sutton said,
“The KiDSMARATHON programme has shown to be a truly beneficial and enjoyable activity for both myself and my class. It can be integrated across the curriculum in many subjects including
Participating schools include • Castleknock NS, Dublin 15 • St Benedict’s NS, Dublin 15 • Scoil Ghrainne, Dublin 15 • Scoil Mhuire Mount Sackville, Dublin 15 INTOUCH
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• St Francis Xavier, Dublin 15 • Balbriggan ETNS • Ballyboughal NS • Balrothery NS • Bayside NS • Bracken ETNS, Balbriggan NOVEMBER 2015
maths, SESE, PE and SPHE. I can see the children becoming more and more involved each day as every lesson offers new and interesting learning opportunities in a different and fun way.”
• Burrow NS, Sutton • Gaelscoil Bhaile Brigin • Holy Family NS, Swords • Holywell ETNS, Swords • Loughshinny NS • Rush/Lusk ETNS
• St Catherine’s NS, Rush • St Colmcille’s BNS, Swords • St Mologa’s NS, Balbriggan • St Patrick’s SNS, Skerries • St Teresa’s NS, Balbriggan • Swords ETNS
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Newsdesk
Cumann na mBunscol INTO/GAA 2016 is just around the corner! Some county units have already set the ball rolling. In East Limerick, the boys and girls football competitions were run in October. “We found that the last term of the school year is such a busy time, with school tours, Confirmation, graduations and many other activities. We have decided to run the Mini Sevens in the autumn this year and the response has been positive,” said James Dormer, Rúnaí of Allianz Cumann na mBunscol in East Limerick. The majority of county units run blitzes to choose the lucky players who will ‘live the dream’ and line out in Croke Park next summer. Some organise skill-based competitions. Some are run after school, some during school hours. In some counties, blitzes or skills-based activities take place at weekends. All of these are reminders of the commitment of thousands of teachers throughout the country who give so generously of their time to promote Gaelic games.
Teachers are reflective practitioners, constantly reviewing, evaluating and assessing. It is what we do. Cumann na mBunscol is no different. Coistí in every county and province review and assess at the end of each season. The 2015 INTO Cumann na mBunscol GAA Respect Go Games were enjoyed by 240 children from every county in Ireland and beyond. But, there is always room for improvement. The September general meeting of Allianz Cumann na mBunscol was held in Citywest, Saggart, on 19 September, the eve of the All-Ireland football final. Much discussion took place on the format of the games for 2016. Mairead Ní Cheallacháin, Rúnaí, Coiste Náisiúnta, was co-ordinator in 2015 of the Mini Sevens as they were formerly known. Mairead explained the tweaking which had been done and a lively discussion took place as details were teased out.
Kerrydelegate MaryJoCurran and Cathaoirleach Bernadette Ryanatthe generalmeeting
Wicklow delegates SineadNiChrean Loinsighand DaveBarryat theCumannna mBunscol generalmeeting inCitywest
Respect Exhibition Go Games Each county will be allocated six places with Cork receiving 12 and Dublin 24. Britain will receive four places. The 20 remaining places will be distributed to the four provinces under the direction and management of the provincial committees. Full details are on www.into.ie Some organisational rules 1. Every county must organise a competition. 2. Each county can use its own criteria. 3. This can be either a team or a skills based competition. 4. Counties that organise a ‘skills based’ competition, please note that there is only one age limit – under 12 on or after 1 January of the year they are participating in Croke Park, ie. born on or after 1 January 2004 for 2016. 5. Counties organising a games competition are required to follow the
age limits in Table 1 (below). 6. All children selected must have reasonable skill/ability. 7. Entries must have the prior approval of the board of management. Full details of the organisational rules are on www.into.ie
Table 1 Total enrolment 3rd – 6th classes incl. Boys 200+ 170–199 140–169 110–139 80–109 50–79 30–49 29 or less
To be born on or after this date
Girls 200+ 170–199 140–169 110–139 80–109 50–79 30–49 29 or less
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1 Jan 2004 1 Dec 2003 1 Nov 2003 1 Oct 2003 1 Sept 2003 1 Aug 2003 1 July 2003 1 June 2003
NOVEMBER 2015
Some playing rules The normal rules of hurling and football with the following adaptations shall apply: 1. All kick outs/puck outs shall be taken from the goal-line. 2. Unlimited substitutions shall be made from the half-way line. 3. Hand pass scores shall not be allowed in hurling, camogie or football. A punched point in football is permissible. 4. All kick outs, frees, side-lines and 45s shall be taken from the hand. 5. Players shall be limited to one toe tap and one hop in any solo movement. 6. As in ladies football rules, girls shall be permitted to pick the ball directly from the ground. Full details on the playing rules are on www.into.ie
Ócáidínuachta
Children told to ‘belt up’ INTO backs national campaign to promote bus safety Bus Éireann has launched a campaign to reinforce the importance of safety while traveling on school buses. A campaign cartoon video featuring ‘Buster and the Belt-ups’ emphasises the importance of wearing seat belts on buses. It offers children a checklist of safety advice to follow when travelling to school. As part of the campaign, packs containing teacher resources will be sent to schools to help build awareness and to engage schoolchildren with road safety, especially on buses. Included in the packs are a USB stick with the safety video, a Belt Up poster, photocopier friendly activity sheets, Belt Up Safely stickers and a Seat Belt Safety Certificate to reward pupils at the end of the week who wear their seatbelts every day. Teachers can visit www.buseireann.ie/schoolsafety to download safety tips, class activity sheets and watch the video. Schoolchildren are transported on a network using over 3,700 vehicles on 6,000 routes serving 3,000 schools across the country. This includes almost over 9,000 students with special educational needs, who are generally provided with services on a door-to-door basis. Further information on the new campaign is available at www.buseireann.ie/schoolsafety
JanO’Sullivan,MinisterforEducation;DamienEnglish,MinisterforSkills, ResearchandInnovation;ChristineHegarty,SeniorRoadSafetyPromotion Officer;MartinNolan,BusÈireannChiefExecutive;DeirbhileNicCraith,Director ofEducationandResearch,INTOandthepupilsfromScoilNaomhPadraig, Ballyroan,Dublin16andOurLadyofMercy,Booterstown,CoDublin.
HAVE YOUR SAY! Contribute to the development of the curriculum for education about religions and beliefs (ERB) and ethics A curriculum for Education about Religions and Beliefs (ERB) and Ethics is currently being developed by the National Council for Curriculum and Assessment (NCCA) and your views on how this curriculum can meet the needs of teachers and children are required.
What is a curriculum in Education about Religions and Beliefs (ERB) and Ethics? An important part of a child’s education involves learning about and understanding the lives, values and traditions of friends, classmates and members of the wider community. Much of this learning already takes place in Irish classrooms where a child’s sense of their own identity and belonging is nurtured and valued in inclusive school environments. To ensure that every child has the opportunity for such learning and to ensure the good practices that already take place in schools are recognised, we are now developing a curriculum in Education about Religions and Beliefs (ERB) and Ethics. The curriculum will help children to understand the cultural
heritage of the major forms of religion, belief traditions and worldviews which have been embraced by people, while also enabling children to develop a personal commitment to the dignity and freedom of all human beings.
Who will participate in the consultation process? The views of teachers, parents, children, interest groups and other members of the general public are needed to inform the development of a curriculum in ERB and Ethics. As the people who implement curriculum, we want teachers to play a key role in the consultation process to ensure their expertise is supported by the curriculum.
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How can teachers participate in the consultation process? You can view the full suite of consultation materials at www.ncca.ie/consultation/erbe. Here you will find research papers and information material relating to the development of a curriculum in ERB and Ethics. To have your say, fill out our short online survey or submit a written submission. We are also holding consultation events in the coming months which will be publicised on our website. You can keep up to date with all developments at primary level by visiting www.ncca.ie/consultation/erbe. Primary education is changing, be a part of it.
Newsdesk
PAX Good Behaviour Game Classrooms have become calmer e first ever pilot of the PAX Good Behaviour Game in Irish classrooms took place from January to May 2015. It was brought to Ireland by Preparing for Life, Northside Partnership and the Midlands Area Partnership (HSE Midlands Area, Athlone, Portlaoise and Carrick-onShannon Education Centres) under the guidance of programme designer Dr Dennis Embry from the PAXIS Institute, Arizona. e initiative is funded by e Atlantic Philanthropies and e Department of Children and Youth Affairs under the Area Based Childhood Programme (ABC). An evaluation of the project by Professor Mark Morgan and Dr Margaret O’Donnell from St Patrick’s College, Drumcondra, has produced some interesting results including: A 43% reduction in off-task behaviours across the 21 participating classrooms. Highly significant reductions in the incidence of hyperactivity and emotional symptoms for children and a highly significant increase in pro-social behaviours. Almost one third of children reported
Update on Garda vetting It is expected that amendments to the Vetting Act will be brought forward during the current Dáil session. It is not expected that the Vetting Act will be commenced before the end of 2015. erefore, Circular 0063/2010 will continue to apply at least up to the end of the current school term, i.e. 22 December 2015. Schools and teachers therefore have until the end of the current school term (22 December 2015) to take the advance preparations set out in Circular 0025/2015. Registered teachers should note that the Teaching Council has, for now, ceased taking new applications for the forthcoming statutory vetting disclosures under these advance preparations until a more definitive date for the commencement of the Vetting Act is known.
DeniseCarter,teacheratOurLadyImmaculateJNS,Darndale,withpupilstakingpartintheGoodBehaviour Gamewhichhasbeenfoundtoreduceoff-taskbehaviourintheclassroomby43%. Photography:ConorHealyPhotography
as displaying challenging behaviours at the start of the study were reported as showing behaviours within the normal range after 12 weeks. Qualitative feedback from teachers also demonstrated the positivity generated by PAX GBG in their
classrooms. Classrooms have become calmer, children are taking positive control of their behaviour and teacher/pupil relationships have been positively impacted. Visit www.paxireland.ie for further information.
service for new school year
INTOPresident,EmmaDineen,picturedwithteacher,KimAndersonandstudentsfromBurrowNS, Sutton,attheDublinandGlendaloughdiocesanserviceforprimaryschoolsandjuniorschools inChristchurchCathedralon15October.
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Ócáidínuachta
Irish woman elected eTUC Confederal Secretary Esther Lynch was recently elected as Confederal Secretary of the European Trade Union Confederation (ETUC). The ETUC was set up in 1973 and now comprises 90 national trade union confederations in 39 countries, plus 10 European trade union federations. Ester has extensive experience of the trade union movement both in Ireland and at European and international level. Before joining the ETUC, she was the legislation and social affairs officer of the Irish Congress of Trade Unions (ICTU). She
represented the ICTU on the board of the Health and Safety Authority of Ireland, the European Commission’s advisory committee on the free movement of workers as well as on ETUC committees and working groups. She is a member of the International Centre for Trade Union Rights. Esther started her trade union career in the 1980s when she was elected as a shop steward. She was political adviser to Joan Burton before moving to the ICTU in 1993. She holds a
degree in management and law from Dublin Institute of Technology and lectures in law at the National University of Ireland, Maynooth. The ETUC aims to ensure that the EU is not just a single market for goods and services, but is also a social Europe, where improving the wellbeing of workers and their families is an equally important priority. The European social model until the onset of the crisis, helped Europe to become a prosperous, competitive region with high living standards. The ETUC defends fundamental social values such as solidarity, equality, democracy, social justice and cohesion.
SUMMER WORkS SCHEME Closing date 27 November 2015 Under previous summer works schemes, applications for projects to facilitate inclusion and access for pupils or staff members with special needs were accepted. As applications under this heading are now dealt with on an ongoing priority basis by the Department under the heading of the Emergency Works Scheme (EWS), applications for special needs works should not be made under this or future summer works schemes. Other works not covered by the SWS include asbestos, dust extraction or radon remediation projects as the DES has separate schemes for these issues. Projects containing new build elements (with the exception of toilet facilities) or the provision of temporary accommodation are not included. Neither is routine maintenance such as painting or replacement of floor coverings. Full details of the SWS are available in Circular 55/2015.
e DES has announced details of a Summer Works Scheme (SWS) that will be applied on a multi-annual basis for the years 2016 and 2017. A sum of €40 million has been provided to fund summer works in schools in 2016. e scheme is open to all primary schools with permanent recognition and in non-rented accommodation. Schools should apply on line via Esinet as soon as possible but before 27 November 2015. e scheme covers necessary small-scale works to improve the integrity of buildings and their external environment that ideally, can be delivered during the summer months. Work eligible for funding under SWS 2016 and 2017 includes gas works, electrical works, mechanical works, toilet facilities, roof works, windows, curricular requirement projects, other structural improvements and external environment projects.
Assaults and discounting of sick leave notifications of assaults and applications for sick leave to be discounted should be submitted by the school to the Des. Last month, the DES published a note for school management concerning discounting of sick leave which occurs as a result of an assault in the workplace. This confirms the position as in DES Circular 40/97, provides for a review of the current scheme this school year and advises that notifications of assaults which have resulted in sick leave should be submitted to the DES. This notice follows a number of meetings between the DES and the INTO on the matter of assaults in schools.
The INTO has requested the introduction of a separate assault leave scheme. Pending discussions on this it is important that all cases where assaults have resulted in the taking of leave should be submitted by the school to the Terms and Conditions Unit of the DES as per the note for school management. Full reporting of all incidences will clarify the need for a separate scheme and will quantify the amount of sick leave which needs to be discounted where it occurs as a result of assault. Full details of the note to school management is available on the INTO website and on the DES website. INTOUCH
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Newsdesk
ESRI Review of the School Completion Programme Funding for school completion slashed A new study by the ESRI has found that expenditure cuts have curtailed School Completion Programme (SCP) provision at a time of growing need at school level. e report states this is at odds with international evidence that early intervention is likely to have greater impact and be more cost effective than remedial intervention after disengagement and drop out from school. According to the report, principals and stakeholders say that in the absence of SCP, schools will not be in a position to provide designated supports to foster the socio-emotional wellbeing of at-risk students. e report warns there is little scope for further cuts in expenditure without seriously compromising the viability of SCP. Government funding for the school completion programme has been cut from €32.9 million in 2008 to €24.7 million for 2015. e SCP is a school based programme which provides in-school and out of school supports for children and young people at risk of disengagement and early school leaving. SCP is organised in terms of 124 ‘clusters’ (also called ‘projects’) consisting of a group of primary and second level schools within a local area. While the schools involved in SCP clusters are mainly DEIS schools, some non-DEIS schools are part of SCP clusters, reflecting patterns of transfer between local schools. e programme supports approximately 36,000 children and young people within the school system and around 800 young people who are out of school. Interventions include attendance monitoring, in-school and afterschool support, socio-emotional wellbeing support and learning support through in-school interventions and study support. Many clusters provide some activities, such as afterschool clubs for a larger number of students while providing more intensive one-to-one supports for a small number.
Funding cuts Cuts in SCP expenditure have meant reduced provision in the context of growing needs among children and families and curtailed service supports within and outside school as a result of the recession. Reduced provision has
SCP is a central component of DEIS provision, with coordinators working closely with home school community liaison coordinators in providing supports for at-risk young people and their families particularly affected afterschool and holiday provision, which are seen as key in engaging children with school. Of particular concern to school principals are cuts to one-to-one counselling and INTOUCH
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therapeutic interventions for children in crisis situations. e report argues that there is a case for rebalancing, and even increasing, funding for schools with high levels of disadvantage and complex student needs, that is, urban band 1 DEIS primary schools and very disadvantaged second level schools. e authors state that SCP is a central component of DEIS provision, with coordinators working closely with home school community liaison coordinators in providing supports for at-risk young people and their families. ey conclude it is therefore crucial that any changes in SCP structures and provision be seen in the context of the on-going review of the broader DEIS programme. Since the inception of SCP, there has been an improvement in primary attendance levels and in the proportion of young people staying in school until the Leaving Certificate. While these trends cannot be attributed to SCP alone, SCP, along with other strands of DEIS provision, has played an important role. School principals are generally very positive about the impact of the programme on at-risk children and young people in their school. ere is a consensus that the value of SCP rests in its emphasis on addressing the needs of at-risk children at an early stage and in its flexibility to respond to local needs at school and community level. School principals also highlight the benefits of SCP in providing immediate and effective supports (such as counselling) for children in crisis. Report author, Professor Emer Smyth, said: “Schools have the capacity to identify at-risk children and young people before they come to the attention of other services. is report highlights the value of providing comprehensive school based supports for disadvantaged children and young people and the need to put such supports on a sustainable footing”. See www.esri.ie/pubs/RS44.pdf for more information.
Cúrsaíteagaisc
Budgeting for the future NERI sounds a note of caution Tom Healy, the director of the Nevin Economic Institute, has sounded a note of caution about the government’s budgetary policy ere is much public focus on ‘money in the pocket’ – how much will John, Mary and Aoife receive in their pockets by way of changes to taxation, social welfare and grants. ere is particular focus on income tax and, for some reason that continues to baffle, the Universal Social Charge. e progress made in terms of economic recovery, growth in employment and reduction in interest rates since about 2012 is very welcome and has proceeded at a pace that not even the most upbeat of forecasters or pundits might have predicted. It took longer, but when it kicked in, the scale of recovery has taken everyone by surprise just as the scale of collapse in 2008–2009 took everyone by surprise (the most apocalyptic commentator of the time predicted a hole of €25 billion in the bust banks, a view that was dismissed as ridiculous at the time). Over and beyond the short-term impact of budgets, including this coming year’s budget, there is the question about what direction is fiscal, social and
economic policy heading. e baseline assumption and consensus is that: l
l
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Taxes will be reduced further as the size of the State relative to GDP is gradually reduced to the early 30s or late 20s as a percentage of GDP – the only residual political issue to debate is how to make such reductions ‘fair’ or ‘fairer’. Growth will continue in and around 3% per annum on average for the foreseeable future. Somehow or other we will manage to fund long-term health care, pensions, early childhood care, education from that most wonderful of sources of fiscal grace known as ‘Tax Buoyancy’. Tax Buoyancy is the fruit of sound proenterprise and low-tax public policy, we are assured.
e notion that low taxes and vibrant entrepreneurial effort go together does not stand up against the economic research evidence. ere are at least four problems with the current debate and consensus.
l
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at a position where more and more households are removed from the income tax net (including payments of PRSI and much maligned USC) is financially and socially sustainable in the coming years is highly questionable. at taxes can be cut (whether at the margin or on average) without implications for key public services. at there is an endless stream of potential savings and economies from driving public services more efficiently so that taxes do not need to be raised to pay for natural growth in population (never mind better services). at big recessions and fiscal-banking crises are a thing of the past since we have a battery of new fiscal rules and we have all learned the lessons of the past.
is is no time to be a party spoiler. Roll on the good times. It feels like the noughties again although many who are still under-employed, over-indebted and at risk of being homeless don’t see it.
Tunisian unions celebrate Nobel Peace Prize e 2015 Nobel Peace Prize, honouring the Tunisian National Dialogue Quartet for its role in helping build democracy following the country’s revolution, includes five affiliates of Education International (EI). EI is the world’s largest federation of unions representing 30 million teachers and education employees across the globe. Last month, the Norwegian Nobel Committee decided to award the 2015 Nobel Peace Prize to the Tunisian National Dialogue Quartet for its “decisive contribution to the building of a pluralistic democracy in Tunisia in the wake of the Jasmine Revolution of 2011”. e Quartet includes the Tunisian General Labour Union (UGTT). Education International’s five Tunisian affiliates, Fédération générale de l'enseignement supérieur et de la
recherche scientifique (FGESRS), Syndicat général de l'enseignement de base (SGEB), Syndicat Général de l'Enseignement Secondaire (SGES), Syndicat Général des Inspecteurs de l'Enseignement Primaire (SGIEP), and the Syndicat National des Médecins, INTOUCH
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Dentistes et Pharmaciens Hospitalo Universitaires (SNMDPHU) are all members of the UGTT. “is award is the culmination of the UGTT’s historical path since its founding in 1946 where it participated in the national movement for independence,” said Taher Dhaker, EI’s Arab Countries Cross Regional Structure (ACCRS) Committee chair. He said UGTT had elaborated an economic and social program that helped to build a modern country. is, he said, led to the development of social and human rights, restored social relationships, played a key role in the revolution of 2011 and contributed to protecting Tunisia from the civil war. INTO general secretary Sheila Nunan congratulated sister unions in Tunisa on the award.
Teaching matters 3 Articles and opinions on primary teaching, with tips and ideas for the classroom 4
‘Catching ourselves being good’ Formative assessment using ICT Assessment is the process of generating, gathering, recording, interpreting, using and reporting evidence of learning in individuals, groups or systems. Educational assessment provides information about progress in learning, and achievement in developing skills, knowledge, behaviours and attitudes. NCCA, 2015. As part of our daily routine, we observe and listen as tasks are carried out in our classes. We ask clarifying questions and consider responses. We also consider the questions our pupils ask us as they look to us for guidance and assistance. We give affirmation when we ‘catch them being good’. Assessment is formative when … used to adapt teaching to meet student needs. The process permits teachers and students to collect information about student progress, and to suggest adjustments to the teacher’s approach to instruction and the student’s approach to learning. Assessment for learning covers all aspects of formative assessment but has a particular focus on the students having an active role in his/her learning. NCCA, 2015. If we are to empower pupils to have an active role in their learning, how might ICT support both the teacher and pupil? Do children have opportunities to use technology wherever they need to record evidence of learning? This learning can take place in any location. Proliferation in the use of variants of more mobile devices like digital cameras, multimedia games devices, smartphones, tablet devices as well as PC’s/Laptops open up possibilities for children to ‘record themselves being good’ to make learning more visible and audible. Digital images (still) It is possible to capture still images using a multitude of devices. A child with a digital folder containing images of something they found interesting they captured every day would have a rich timeline of evidence
of learning. Annotating these images with comments would provide even more evidence of learning. This can be done with apps like Skitch as in illustration above.
what is happening on a screen with audio narration to make a video file. There are a variety of applications that allow you arrange still images, screenshots, videos and add a voiceover (Explain Everything, iMovie, Windows Movie Maker and a variety of presentation applications can all do this to varying degrees). Annotations, animations and diagrams can also be included to further express the learning process. A screencast/
Taking screenshots Children can spend time using technology as part of their learning, but not all applications have a ‘save’ function, especially at stages other than the final product/result. A screenshot will capture a still image of whatever is happening on screen. To take a screenshot: ● iOS (Home + Sleep) ● Mac (Command + Shift + 3) ● Chromebook (Control + Window Switcher) ● Android (Volume Down + Power for 2 seconds) ● Windows (PrntScren and then Ctrl + V (paste). Video images Capturing video images provides visual context and sound to evidence of learning with pupil feedback like “I chose to video this problem as I could not work it out and these were the attempts I made.” There is now evidence of the work the child was doing as well as a basis for the teacher to give constructive feedback. Even with the still, screenshot and example video mentioned it is easier to see how formative assessment can take place and ongoing feedback can be sought and responded to. Screencasting and presentations Screencasting is the process of recording INTOUCH
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“Iwasabletocompletethisonlinequizusingmy24 hourchartandthenwithoutusingit.” presentation need only be a minute long. A collection of ten of these per pupil or class group over the course of a year will give a rich picture. Creating an environment to make this happen With time, students assume responsibility for capturing images/screenshots/videos of their learning. The teacher cannot do everything. There can be a move away from giving feedback about ‘the final product’ as valuable feedback can be given and responded to well in advance of this. Managing files at individual and class level is very important as there is potential for a lot of material to be created. The availability of devices makes this process easier but potentially can be achieved using a single device managed well. Written by Seán GALLAGHeR, PDST Technology in education, PDST
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Pictures in my head Children experience narrative first hand in the stories of their daily lives: the story of their home, their parents, their friends and everything that gives them their identity. Most children enter school with a basic sense of narrative but oral narratives are often dispensed with as children progress through school and focus is transferred to reading and writing (Dawkins and O’Neill 2011). However, children continue to have a desire for and to benefit from storytelling in the senior cycle and using some very simple drama strategies based on these stories can extend their pedagogical value. The following is one such story which can be used with a senior class to develop their comprehension of narrative, to aid them to recall the story, to boost their vocabulary and to develop empathy towards the characters and issues involved. STORy SynOPSIS Based on a true story and set in three different time periods, The Long March tells the story of the dispossession of the Choctaw tribe by the white man from their lands on the Mississippi and their 500 mile walk to Oklahoma where they were allotted new territory. Interwoven with this story is the struggle of Choona, a young man who was born after this event and is now 16 years old. When his father and uncle arrive back from Sullyville with news that the Irish need the help of the Choctaw because of a famine, Choona cannot find it in his heart to help those whose race (the Nahullo or Europeans) were responsible for the destruction of his family and tribe.
The story is narrated by Tom who is Choona as an old man looking back over this period of his life and family history. Some activities can be used prior to the reading of the story in order to develop engagement with the subject and empathy for the characters. I’ve used a strategy/game called the line of assent to do this. LIne OF ASSenT The teacher tells the children that this game will involve making difficult choices about various things. All stand in the middle of the room and the two sides of the room represent the two choices presented each time as teacher gestures. Children move each time to the side representing their choice and come back to the centre for the next one. l Score a winning goal or be presented with student of the year? l A new item of clothing or a sleepover in a friend’s house? l A flooded bedroom or a move to a new town? l Stay in your own territory and risk your life or move to the safety of new lands?
This activity concludes by placing them in the exact dilemma of the Choctaw tribe and also of many others who have left, and continue to leave their homes in order to find safety and a new life for themselves and their families. Children can be questioned as to the reasons they made one choice or another and this often leads to a very interesting sharing of ideas and attitudes. (They will be aware of the refugee crisis in Europe at the moment and this may be a suitable
platform to raise awareness of the issues involved). Tell the class they will now hear a story about people long ago who had just such difficult choices to make. ReAD STORy IMPROvISATIOn: yOU MUST GeT OFF THIS LAnD – 10 MInUTeS
Circa 1831 Teacher and class can sit cross-legged in a circle as members of the Choctaw tribe. I often use a signifier to show that I’m now in role and if necessary give something to the children as well. Simple coloured headbands or wristbands can be used to show allegiance to a side or to signify a role. Teacher can be in role as an elder of the tribe but I would recommend giving the role of the white man to a child or SNA, simply because you don’t want to be the person of highest authority in the drama. SNA or child as white soldier arrives into the circle and tells them that they have to pack up and leave to go on a journey to new territory. Teacher in role builds tension and belief by talking about how long they have lived here before the white man, where their relatives are buried, reference to pacts made previously committing to leaving this land to the Choctaw CHOICeS: TO STAy AnD FIGHT OR LeAve AnD SURvIve – 10 MInUTeS Soldier leaves and tribe try to figure out what to do. Division in the camp. Teacher in role starts a debate. I know some of you think it’s weak to leave without a fight but I don’t think we have a choice. They have promised us food and shelter along the way if we can believe that! WRITInG In ROLe Following the above debate would be a good time for ‘seize the moment’ writing. Paper can be distributed as they remain seated on the floor. Ask them to write what they are feeling right now. I have found that children with literacy difficulties really respond to this kind of motivation as they write unselfconsciously in role. PAPeR SCULPTURe – 20 MInUTeS Teacher comes out of role and says that moving day has arrived. Invites all to
Choctaw village by Francois Bernard, Wikimedia Commons
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Teachingmatters
Using story drama to enhance narrative comprehension and production
CLOSInG exeRCISe: THAnK yOU – 5 MInUTeS
make something precious that they cannot leave behind or a weapon to fight with, using the materials provided (paper, masking tape, markers, string). After everyone has completed making their object, each person in turn in role tells the group what they have made, e.g. this is my bow and arrow. My grandfather told me never to part with it. (This may not seem like a drama strategy at first, but I’ve seen children become very invested in their role and in the drama as they create an object that has personal significance for them.)
Children close their eyes and imagine that Choona is standing in front of them as a 16 year old Choctaw boy in 1847. As decendants of someone who benefitted from the Choctaw gift and was saved from starvation we all say a silent thank you. This is one of many stories suitable for use with senior classes. The content can be spread over two or three sessions. My overall research in this area showed a major improvement in the recall and comprehension of stories among sixth class children with dyslexia when drama strategies such as the above were used. One student with a co-morbid specific language impairment told me that the drama gave him pictures in his head which helped him to recall the story. The motivation it provides for children to engage in a fun way in their literacy education makes it doubly worthwhile. More important than either of those is the empathy it develops in the children as they gain an understanding of the difficult choices people face in their lives.
MOvInG DAy (WORKInG In MULTIPLe PAIRS) – 10 MInUTeS SNA or child as soldier returns and tells them that it will soon be time to leave. Children in role walk around the room, stop and greet someone and share what you plan to do; stay and fight or go. Move on and share with someone else.
Tribal meeting in the new lands (16 years later) – 10 minutes After a break the class are brought together again and the teacher in role tells them that this meeting is called because the tribe are being asked to help a small Irish nation who are dying of hunger. New time and setting must be established by the teacher in role as tribal leader, e.g. the Choctaw people are prosperous now after many years in Oklahoma but we will not forget our roots in Mississippi. We have been asked to help a nation of the white man’s race who are suffering a terrible famine (incorporates date into the narration).
PATTI ROCHe B ed, M ed is a primary teacher in Catherine McAuley nS and has taught drama in Marino Institute of education. She delivered a CPD course on using drama to support literacy in Marino Institute last July.
WORKInG In PAIRS – 10 MInUTeS Children in pairs improvise a conversation between two tribal members, one who feels strongly that the famine victims in Ireland should be helped (character a) and the other who feels bitter and wants to remember those who suffered at the hand of the white man (character b). Tension is injected by teacher secretly telling those playing character a that he has had a very strange dream that in future generations his descendants will once again be in trouble and that the Irish will be the first to come to help. He is not allowed share this information. Teacher tells those playing character b that he promised his dying grandfather that he would never forget what happened to the tribe. This secret briefing of opposing characters really helps build meaningful focused and tension filled dialogue. HOT-SeATInG OF CHOOnA AS OLD MAn – 10 MInUTeS
Circa 1916 Choona or Tom (his mission name) as a very old man is awarded a cultural prize after writing the history of the Choctaw tribe. International journalists gather to interview him about his life. References
Dawkins, Suzanne and O’Neill, Marnie (2011) – Teaching Literate Language in a Storytelling Intervention. Australian Journal Of Language And Literacy, Vol 34, No 3, p294–307. The Long March (TLM) Fitzpatrick, M.L. (1998) The Long March. Dublin: Wolfhound Press.
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Are you looking for suitable texts and activities to practise and apply comprehension strategies?
Teaching Comprehension Strategies has everything you need. This seven-set photocopiable series focuses on the essential skills and strategies needed for effective comprehension. Each book presents the twelve strategies in the same sequence, allowing for development and practice of each strategy in a progressive and spiral manner across the whole school. This facilitates schools that wish to ensure that key comprehension strategies are systematically and progressively taught each year. Each book also includes a digital version on CD, this allows the teacher to display any page from the book on an interactive whiteboard for whole-class teaching and discussion. This is invaluable when the teacher is introducing and modelling a strategy. This series provides teachers with a wide variety of text types, including reports, recounts, narratives, procedures and explanations. One of the activity sheets provides the teacher an opportunity to model the use of the strategy and, through selected questions, the pupil can see how the teacher uses the strategy. Practice pages are then provided for the pupil. The activities are written to stimulate and challenge the pupil to think about what has been read. The emphases placed on discussion, modelling, guided reading and independent practice assist the pupil in internalising the strategy and applying it successfully.
7 S"£ Æ À p££ ª ĺ Àĺª¯Ôĝĝĝ 1 p¼ªNƯ¼©ĺ#¼ £pª ìîĘëëëĺÀÆÊ ªÆÀĺÀ¹ ªÆ îĺ© ££ ¯ªĺ© ªÊÆ À £ p¼ª ª ĺ©pÆ Àĺ ªĺíëìð
Accompanying the photocopiable books are the Teaching Comprehension Strategies posters. Each strategy is presented on an A2 laminated poster and displays the key features of the strategy in clear language, so pupils have a step-by-step method of using the strategy to best effect. By glancing at these clear and colourful posters, pupils have a visual reminder of the steps involved, allowing them to use the strategy at any time and in any activity. The posters are ideal for display in the classroom, acting as both a teaching tool and a pupil-reference resource.
¼ ĺ ££Į#¼ £pª ©pÆ Àĺ| p££ ª ĺÊÀ ª ĺ / pªĺ |p ©Ú ĎāħőĹǝħĭŝǝÊŇǝğëÊļħŀŇĭļĦǁĎë ǝ ċÊğğëħāëǝĭĹëħŀǝZÊħǝƆƇ
For more information visit www.prim-ed.com. INTOUCH
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Teachingmatters
OPINIO NS on matters of professional interest
is there an argument for teaching children in primary school about different sexualities? e September issue of InTouch reported research findings covering nearly 9% of school leaders, which investigated the frequency with which school leaders had dealt with homophobic bullying during the academic year 2012–2013. In addition, school leaders were also questioned about their schools Relationships and Sexuality Education (RSE) policy and whether it included teaching children about sexual orientation. is article explores those findings in particular. Despite the fact that over 96% of respondents stated they had an RSE policy, more than 90% of them made no reference to teaching about different sexualities within those policies, a figure that perhaps was to be anticipated, especially considering the SPHE curriculum documents make no specific reference to teaching about any aspect of homosexuality. e SPHE curriculum documents refer to the fact that children should be enabled to discuss birth and new life as part of the growing and changing strand unit. is includes sexual intercourse and conception. Reference is made to different kinds of friends and different kinds of love in the curriculum documents for fifth and sixth class but no explicit reference is made to homosexuality or diversity of sexualities. Some respondents highlighted other reasons for not teaching about different sexualities such as children being too young or that they wouldn’t understand
the language about sexuality, parents and other stakeholders would be against it and that it was not in keeping with the ethos of different religious patronages within schools. In contrast however, other respondents stated that they specifically taught children about different sexualities. TeACHInG ABOUT SexUALITy
Some theorists proffer valid reasoning for teaching children at a young age about different sexualities which provide food for thought. Shai (2011) suggests that through the practice of educators avoiding addressing homosexuality and other sexualities with children at a young age, there is a danger they avoid and possibly ignore homophobic behaviour. Emma Renold (2002) in her UK research, found that older primary school children use heterosexist and homophobic language with a clear understanding of meaning. In an Irish context, Neary (2012) interviewed teachers at both primary and second level who identified as LGBT and how they reported from their own experience within their schools that rarely reference was made to issues relating to different sexualities. Also on ‘coming out’, they experienced a ‘new silence’ within their schools in relation to their sexuality. Interestingly, more than a third (36%) of respondents in my study did not feel comfortable talking to pupils about sexual orientation, with only 45% INTOUCH
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comfortable talking about their own sexual orientation with others and 33% did not feel comfortable talking to individual staff members about their own sexual orientation. COnCLUSIOn
It may be reasoned that such conversations are difficult considering how sexuality and different sexualities have been cloaked historically and as Wallis and VanEvery (2000) argue, “homosexuality is assumed to be fundamentally associated with sexual activity in a way that heterosexuality is not.” As primary school teachers of RSE, maybe we need to distinguish between sexual identity, sexual preference and sexual activity as Shai (2011) argues and understand the differences between each. Perhaps, if children get to hear that it is okay to be gay and that being in a relationship with someone of the same sex is normal and equal and as valid as someone in a heterosexual relationship, then children will adopt language that is simply respectful of everyone rather than being perceived to be using language that is homophobic. For as research indicates, young people who experience homophobic bullying at an early age and later identify as being LGBT, can be deeply traumatised; even suicidal (Rivers, 2001). GeRARD FARReLLy is a primary school principal in Goresbridge, Kilkenny.
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Puppets, procedures, poetry, presentations and performances “An inanimate object brought to life with movement and sound”. When Carmel Balfe, our assigned CRAFTed craftsperson gave us this definition of a puppet in February 2015, I immediately recorded it on our whiteboard. ere it remained for the six week duration of our project. Initially these were just meaningless words to my 19 assembled third to sixth class pupils, waiting expectantly for this fun project. With consummate ease and thorough professionalism, Carmel led them on a fascinating, creative, skilful journey from the pyramids at Giza, where puppets resided with the Pharaohs, to realising our mutual aim of creating puppets from scratch. By the time we presented our puppets to the assembled audience at the CRAFTed showcase in Mayo Education Centre, Carmel’s succinct definition was embodied in the living, animated and articulate puppets and their creators from Bofield NS. What is CRAFTed?
“e Design and Crafts Council of Ireland’s CRAFTed: Learning Skills for Life Primary Schools Programme, offers teachers support with the visual arts curriculum and opens a world of creative possibilities to primary school children. It aims to develop good collaborative practice between craftspeople and teachers and focuses on how craft and design skills support integrated learning methodologies within the classroom”. As aspirational as this quote from the CRAFTed Evaluation 2014 may seem, it absolutely reflects the essence and the outcomes of our CRAFTed experience this year. The planning process
CRAFTed is rolled out in schools by the Design and Crafts Council of Ireland (DCCoI) in conjunction with the education centre network (ATECI) and it was through my dealings with Mayo Education Centre that I became aware of this initiative.
In January 2015, Mayo Education Centre hosted a CRAFTed collaborative planning evening and selected school class teachers met with our assigned craftspeople for the first time. e meeting was facilitated by a member of the CRAFTed team and enabled participants to get to know each other and to plan the first two in-school sessions. Putting a concrete plan in place and having the opportunity to meet with Carmel was a vital step in the overall successful outcome of the initiative. It provided us with the opportunity to tease out our definitive aims and objectives for the project, both individually and collaboratively. My class was also participating in the Creative Schools Award, with a project entitled ‘Looking at history with eyes wide open’ which focused on World War I. is became integrated for both initiatives. CRAFTed is a process-led initiative and the children’s ideas and creativity are central to the initiative. e children were intrinsically involved in the decision making processes at all stages of the project, from creating the initial story boxes, writing their scripts, creating their characters, making their puppets and performing their dramas. Once the groups were formed, the children were INTOUCH
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fully involved in the decision making, naming their characters, deciding roles, choosing materials, designing and researching uniforms. Carmel and I were facilitating this process – guiding, supporting, encouraging, organising, planning and overseeing. An integrated approach
On a purely arts level, we worked on the strands of fabric and fibre, construction, paint and colour, looking and responding, while also learning the technical skills of making puppets. e CRAFTed methodology also aims to integrate the strands of English, SESE, SPHE, arts, music and drama in a planned manner, working to develop creative thinking, active learning, guided discovery, pair work, self-assessment, assessment of and for learning and decision making. CRAFTed provided me with an artsbased platform and a skilled trained collaborator in Carmel, whose professional skills ensured the successful realisation of our project. Literacy and numeracy
is project also enabled me as a teacher to make the natural cross-curricular connections between our puppet making process and the wider curriculum, incorporating the definition
The Bof ield NS CRAFTe d Exper ie nce 2015
of literacy from Literacy and Numeracy for Learning and Life (DES, 2011). e children wrote procedures, using the writing process and giving step by step instructions for making a puppet. ey then published them by typing out and compiling a class book. ey also collaboratively composed auto-bio poems about their created puppets. Chain writing based upon the theme of puppets developed sentence structure, vocabulary, grammar and punctuation in the context of our creations. History
As we worked through World War I in history, the children researched the different uniforms worn by the British, American and German armies and were able to dress their puppets appropriately and authentically. Science
Teachingmatters
CRAFTed, as a school based initiative, is one that I am honoured to have participated in as a teacher, learner and educator. e investment and commitment in time, planning and financially as a school, has been beneficial, inspirational and serves as a concrete, practical example of how literacy can be taught, not at the expense of the arts curriculum, but in an integrated, cross-curricular manner, using arts-based activities as a platform and a springboard into meaningful literacy learning. Our project stimulated and invigorated me as an educator and while the official term of our project is complete, the stimulus provided by our involvement will prevail into this school year and beyond. CRAFTed 2016
Is your school interested in taking part in the programme?
l e CRAFTed programme takes place in primary schools in the spring term 2016. l CRAFTed information evenings take place at participating education centres in November 2015. Check www.learncraftdesign.com for dates. l Application information and process on websites of participating education centres will be posted on www.learncraftdesign.com l Deadline for online applications is 30 November 2015. KARen BROGAn teaches in Bofield nS, Ballina, Co Mayo.
e children also engaged in a science lesson where, in pairs, they had to record as many examples of moving joints in the school as possible. In the next CRAFTed session Carmel and the children used this information to create moving joints of their own – their creativity and ingenuity was truly inspirational. is was then incorporated into their puppet design and creation. Oral language
Oral language reports, prepared by the children, incorporated the pre-taught good speaker, good listener skills and oral report skills and ultimately introduced each puppet to the wider school community. e knowledge gained by the children has been personalised for them in their creations and when we sing World War I songs, listen to World War I martial music and complete, compare and contrast diagrams. At the CRAFTed showcase in Mayo Education Centre, the children received the opportunity to make a presentation. ey outlined the course of the project and introduced their five puppet creations. At the end of school year celebration, the puppets were interviewed by our own ‘Bofield Ryan Tubridy’ on their version of e Late Late Show.
ACRAFTedcreativecombination! PicturedattheCRAFTedshowcaseinMayoEducationCentreare thepupilsfromthirdtosixthclassesinBofieldNS,theirpuppets, CarmelBalfe,puppeteerandcraftspersonandKarenBrogan, classteacher. Right:Thefinishedproducts,ourclasspuppets:BigJohnRafter, Otto,AndyandJoe. INTOUCH
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The Odryer story started in Australia in 1989 when a De Giorgio of Malta and an Oâ&#x20AC;&#x2122;Dwyer of Tipperary met on a Sydney beach. Jeanetteworking as a teacher and Martin as a welder blossomed into a lovely couple (according to family and friends). After 14 years down in the colonies they came to Ireland in 2001 and started on their known trades. Needless to say the Irish weather and clothes drying soon came to the fore and a remedy was required. After a few trial runs they came up with a working model. This proved very eďŹ&#x20AC;ective and after two years they came to the conclusion that this would be a very handy product for Irish consumers. Jeanette said that this fitted in nicely with their general philosophy of caring for the environment â&#x20AC;&#x201C; finding a sustainable system to dry clothes was at their core. There were many other benefits as well, such as the convenience of not having to manage laundry on a constant basis. In 2009 Odryer managed to get exposure on RTE radio 1 The Business and from there to an appearance on the Late
Late Show. Even though it was at the height of the recession, sales went very well over the next few years. Martin who now has a manufacturing workshop in Clonmel says â&#x20AC;&#x153;we gained great experience with the Irish climate from soft misty days to stormy driving rain. In 2015 we designed a new Odryer Dreamline as an elegant compact and eco friendly way to dry clothes outdoorsâ&#x20AC;?.
â&#x20AC;&#x153;I bought my odryer 4 years ago. My only regret is that I didn't get an odryer when the kids were little. They are at college now and with big bags of washing coming home every weekend it is still very much in demand.â&#x20AC;? Mary,ÂCork â&#x20AC;&#x153;Itâ&#x20AC;&#x2122;s like having an extra room to the house, I really love it, thanks o'dryer." Grainne, Longford â&#x20AC;&#x153;as a busy working mum I can wash clothes anytime and out they go no matter what the weather. I donâ&#x20AC;&#x2122;t have a tumble dryer and I donâ&#x20AC;&#x2122;t need one with my odryer.â&#x20AC;? berna, Tipperary
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SCG/OCGÂcoursesÂforÂPrimaryÂTeachersÂ2015â&#x20AC;&#x201C;2016 FebruaryÂMid-termÂBreak 14/02/2016Ââ&#x20AC;&#x201C;Â21/02/2016 EasterÂRevisionÂcourse 20/03/2016Ââ&#x20AC;&#x201C;Â26/03/2016 (PreparationÂforÂSCG/OCGÂexams)
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Eolas/Information:Â091Â558870Â/Â087Â1349929 www.ColaisteNaomhEanna.ie info@ColaisteNaomhEanna.ie 50
NOVEMBER 2015
Teachingmatters
DRAMA TO INCREASE LEvELS Of CONCENTRATION IN CHILDREN WITH ADHD Drama
Attention Deficit Hyperactivity Disorder (ADHD) is a disorder that typically affects levels of attention/concentration, impulsivity and hyperactivity. According to the Irish Health Services Executive (HSE) it is one of the most commonly diagnosed childhood mental health disorders, with an estimated 60,000 children currently diagnosed in Ireland (Condon, 2013). The Department of Education and Skills (DES) classifies attention deficit disorders as ‘emotional disturbance and/or behavioural problems’ (DES, 2005, 19). Factors in Attention Deficit Hyperactivity Disorder
The brain Neurotransmitters are chemicals that pass along information from one cell to another (Naas and Lventhall, 2011) in the brain. Research has shown that people with ADHD typically have an insufficient amount of neurotransmitters, which leads to poor concentration, impulsivity and excessive motor activity. Genetics also have a role to play in this disorder, with research indicating patterns of inheritance – whereby 30-35% of first degree relatives of children with ADHD also have the disorder (Mueller and Tomblin, 2010).
Psychosocial and environmental factors Divorce, stress and parenting styles are examples of psychosocial and environmental factors which can have an impact on the symptoms of ADHD. However, research has shown that, although contributing factors, these are not the primary cause of this disorder.
Difficulties for children with ADHD Children with ADHD are often viewed by both their peers and teachers, as disruptive, inattentive and hyperactive due to a tendency to speak out of turn, leave their seat and become easily distracted. They can struggle to develop meaningful peer relationships, as the characteristics of ADHD can restrict the skills necessary for peer interaction (Sciberras, Ohan and Anderson, 2012). Children with ADHD often face rejection, and a study carried out by ADHD Action (2007) demonstrated that 57% of children
with ADHD had been excluded from social activities as a result of their symptoms. Research has also found that these children usually display lower levels of literacy and numeracy than their peers.
Interventions/recommendations Medication is often recommended for children with ADHD, as are nonpharmacological interventions, such as behaviour therapy. In the school environment it has been suggested that children with ADHD show increased levels of concentration when participating in kinaesthetic (active) learning methodologies. While this is true for many children with ADHD, it is not the case for all students and the DES supports this by encouraging teachers to be sensitive to the different learning styles of students (DES, 1999). It has been suggested that when children with ADHD are stimulated (e.g. engaged with the task in hand and sufficiently challenged) they display increased levels of concentration. How can I help children in my class with ADHD? As teachers, we endeavour to ensure all pupils in our care can access the curriculum and develop academically, socially and emotionally. Children with ADHD face challenges in these areas on a daily basis and as teachers we attempt to ease these challenges and find new pathways through which the curriculum can be accessed. INTOUCH
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Having examined current interventions and recommendations for children with ADHD, I considered process drama, and drama in education strategies, as a potential intervention to enhance levels of concentration in children with ADHD. Process drama is not focused on the production of a play or performance. Instead it is a process whereby the students and teacher are working together, using improvisation and working in role (as if they were various characters) to explore a topic, theme or problem. It is unscripted and allows the participants to experience multiple perspectives on the theme being explored. The children were actively involved in exploring a drama called 2069, which had previously been developed and trialled with a group of children who had diagnosis of autism spectrum disorders. In this drama the pupils were in role as teenagers who had special powers. One big-brother style government ruled the world and we worked with the head of the old European Union to help overthrow the government and regain democracy. The drama included many tasks and challenges, such as training to be bodyguards, working in disguise as journalists for the president of the world, interviewing teacher in role as a variety of characters and planning escape methods. Six students with ADHD and similar attention deficits, participated in the process drama, in a withdrawal setting during the school day.
Did drama enhance levels of concentration? During the process drama the students displayed increased levels of concentration (e.g. could sustain concentration for longer than in other subject areas). The most effective drama in education strategies in terms of enhancing concentration were: • Teacher in role (e.g. meeting the teacher in role as the president and asking her questions about the government). • Taking on a role (e.g. pretending to be teenagers with special powers and completing challenging tasks in this role).
NĂłtaĂÂdeiridh
â&#x20AC;˘ Working in role (e.g. working as a journalist and writing an article for the world newspaper).
How can I use this in my classroom? Drama in education strategies, used within a process drama, or in isolation as a teaching methodology, can be eďŹ&#x20AC;ective in enhancing levels of concentration in children with ADHD. â&#x20AC;˘ Use teacher in role outside the drama class. The teacher is in role as a figure from the past/another country/ another world/a specific profession. This figure interacts with the class, shares information about his/her area of expertise and answers any questions which the class may have. â&#x20AC;&#x201C; History: Teacher enters into role as a person living during the Irish famine. Share with the group your experience of crops failing, food shortages, the threats of eviction and workhouses. Encourage questions about the figureâ&#x20AC;&#x2122;s life, family and feelings. â&#x20AC;&#x201C; english: Teacher enters into role as a character from a big book/short story/ novel. Discuss the events of the story from this characterâ&#x20AC;&#x2122;s point of view.
â&#x20AC;˘ Taking on a role and working in role can be used in any subject. The children take on a role (e.g. historical figure, book character) and complete tasks as this figure. â&#x20AC;&#x201C; Maths: The children take on the role of detectives, working to solve a clue or decode a riddle. When a sum or series of sums is complete, the class (or individual) receives a letter or clue which leads them closer to solving the mystery, or gives them a letter/ word of the riddle. â&#x20AC;&#x201C; Geography: The children take on the role of weather meteorologists and work in this role, finding new information on weather patterns locally. A reporter selected from each group must then present this information in a television style weather report. Conclusion Children with ADHD face diďŹ&#x192;culties on a daily basis in all aspects of their lives. Research has shown that there are a wide variety of interventions that can be implemented outside of the school environment, however interventions for teachers to implement to enhance levels
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of concentration of children with ADHD are limited. Drama in education strategies, either used in isolation as a teaching methodology, or as part of a process drama can be used at all class levels in all subjects to enhance levels of concentration in children with ADHD. â&#x20AC;&#x153;I could concentrate during it because it was fun.â&#x20AC;? This quote from a child who participated in the study raises the idea that perhaps enhancing the concentration of children with ADHD is not as complicated as it first appears. eLAIne CLOTWORTHy is a primary school teacher, who has worked in both the mainstream classroom and resource setting. She has a Masterâ&#x20AC;&#x2122;s degree in Drama in education from Trinity College Dublin. elaine works with Dr Carmel Oâ&#x20AC;&#x2122;Sullivanâ&#x20AC;&#x2122;s Aspire/TCD â&#x20AC;&#x2DC;Social Dramaâ&#x20AC;&#x2122; sessions for children and young people with autism spectrum disorders. Carmel Oâ&#x20AC;&#x2122;Sullivan is the head of the School of education in Trinity College Dublin. Her research interests include drama and theatre in education, teaching and learning in higher education, drama with children and young people with an autism spectrum disorder, and the work of theatre practitioner Augusto Boal.
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Good morning Vietnam! Astonishingly exotic and utterly compelling, Vietnam is a country of breathtaking natural beauty with an incredible heritage that quickly becomes addictive. Lonely Planet
As I lingered in the airport over the words above I knew that the promise of a memorable, life-changing trip waited at the other side. Fresh out of the manic and lively June classroom, I was sold on the assurance of relishing some horizontal and Zen me time. Arriving in Hanoi can only be surmised, albeit clichéd, as an assault to the senses. The cacophony of chaotic traffic, market sellers, street food vendors and distant temple chimes leaves you equally mesmerised and energised after a long haul flight. Crossing the roads in Hanoi is the ultimate adrenaline rush where you are at the mercy of a tsunami of mopeds precariously carrying families of four and five. The perfect antidote to the pandemonium of Hanoi came in the form of a three day kick back on the deck of a Chinese junk on Halong Bay. Gazing over a surreal seascape of limestone islands and tranquil turquoise waters was, by far, a memory of a lifetime. The daily activities of kayaking amidst the breathtaking karst formations, visiting floating villages and biking through remote islands worked up the perfect appetite for an evening of traditional Vietnamese fayre and sunset cocktails or Hanoi beer, as the case may be! The journey southwards, adventurously on board overnight trains, included stops at the 19th century Citadel in Hue and at a bullet scarred French fort later used as a bunker by the South Vietnamese and US armies. The enduring recommendation
from fellow travellers and TripAdvisor was the unmissable ‘easy rider’ experience. Starting in Dalat, we voyaged on motorbikes through the countryside of the Central Highlands exploring the rural life of the people who cultivate a hugely innovative and self-sufficient lifestyle in a myriad of cottage industries from primitive chopstick factories to alcohol distilleries. The scenery was captivating, the people were heartwarming, the history was rich, the food was aromatic. The three day experience was unforgettable. A prominent memory, on the motorbikes, was caught through sleepy eyes at sunrise. In a Central Highland’s fast flowing river, a young Vietnamese boy was building a dam with sticks to entrap that evening’s dinner. I was reassured that problem-solving is not an issue for the Vietnamese education system. The guide informed that the children of the rural Central Highlands excel remarkably on a national problem solving TV gameshow. This same level of ingenuity and resourcefulness was apparent in every corner and through every generation of the Vietnamese people. Their resilience and dignity, as a nation, in the face of some of the worst global atrocities is unique and truly admirable. With the bitter events of Vietnam’s recent past behind it, the political and economic future is promising for the hard-working INTOUCH
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Vietnamese people. After three days of high impact adventure and basic provisions it was time to recalibrate the equilibrium on a sun lounger on the Bounty inspired beaches on Mui Ne. Following a quick recharge of the batteries it was time to sample the celebrated cuisine of Vietnam in all its glory. There was no better place to satisfy the taste buds than in the graceful and picturesque town of Hoi An, bursting with history and atmosphere. The town is teeming with culinary schools that will immerse you in a world of aromatic and diverse dishes. Most include a visit to the morning food markets to buy the insanely fresh, and often alive, ingredients from the locals. The three week trip of Vietnam concluded in cosmopolitan Ho Chi Minh city, formerly known as Saigon. It was an energetic hub of activity that prepared our senses for the return to the western world but not before a whistle stop trip up the Mekong Delta heading for the UNESCO World Heritage Temples of Angkor Wat in Cambodia. The sight of the largest religious monument in the world in all its majestic glory, as the sun rose on the final day, is a memory that will last forever. Maeve McCafferty is an assistant principal in a two teacher school in Kilmurry, Co Roscommon.
Cúrsaíteagaisc
Television viewing and Factors that influence learning sometimes come from outside of school hours and the remit of individual teachers. One such dynamic is the amount of time that children spend watching visual media in an ever increasing variety of ways which include TV, DVD, iPad, play station, computer, xbox and game boy to name but a few. In a study conducted by the Broadcasting Commission of Ireland (BCI) in 2005 examining Irish children’s TV viewing patterns, it is revealed in that year children aged between four and seven years watched the indigenous television stations of RTE1, RTE2, TV3 and TG4 for an average of two hours 30 minutes each day. is study did not explore the time children spent watching other channels and DVD’s or the amount of time spent playing games on the play station. Official Nielsen Statistics (2009) from a survey carried out in the U.S. with children aged between two and five, investigating the time spent watching TV, show that children in this age group watched 24 hours and 51 minutes of TV each week. When total viewing time of TV, DVD and games console were combined this rose to 32 hours – over one full day spent in front of a screen each week. 97% of children watched live or playback TV and consequently were exposed to more commercials. While the statistics from the US are not directly transferable to the Irish context they provide an indication of the trend in TV viewing, showing that a large proportion of children’s time is spent passively watching an electronic screen. Children’s access to the visual media increases as they get older and when internet use on mobile phones and
computers alongside recorded TV is factored in, then serious consideration needs to be given to the consequences for children’s cognitive development, including the effect on children’s education, of spending between four and five hours each day watching television. e climate in Ireland, both meteorological and financial, affords a strong argument in favour of television
Educators have a role to play in the dissemination of this information viewing. It is an inexpensive and easily accessible media that can be watched in the comfort of one’s own home when it is raining or when parents and minders are tired or stressed before and after a long day’s work. It is a readily available option to parents when children argue boredom during the long summer holiday and the wide selection of channels provide for a variety of children’s programmes shown in rapid succession thereby reducing the chances of tediousness during viewing time. All of these factors however do not rationalise the frequency with which children watch television but merely challenge parents, guardians, health professionals and educators to question the value of TV viewing. Every parent wants what is best for their child. Children’s patterns of behaviour, which are established when they are very young, frequently reflect that of the entire family and therefore can be enduring. Do parents know how many hours of television their children are watching? What are the consequences of spending hours in front of a TV screen? What is the impact of background TV on children’s ability to focus on what they are doing? Research in Ireland in this area is limited but studies undertaken in the US INTOUCH
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provide interesting insight into the effect of watching even one hour of TV daily. A study conducted by Zimmerman, Christakis and Meltzoff (2007) in the University of Washington found that infants aged between eight and 16 months who watched programmes geared to their age group on TV and DVD showed a deficit in vocabulary and communicative development when compared with infants who had not been exposed to the visual media. Dr Ari Brown representing the American Academy of Paediatrics (1999–2011) proposes that TV time (including the TV on in the background) for children under two years of age should be very restricted and for children between the ages of two and five it should be limited to less than one hour a day. e Academy further suggest that programmes advertised as suitable or educational are of no benefit to children but serve instead to distract from playtime and interaction with other children and parents. Golinkoff, HirshPasek and Singer (2006) argue that children’s vocabulary and their ability to communicate is enhanced by play alongside ordinary everyday interactions with other children and adults and TV hinders this learning from taking place. A recent study, conducted by Lillard and Peterson (2011), on the immediate impact of fast paced TV on behaviour and learning found that four year old children who had spent nine minutes watching Spongebob Squarepants on TV displayed a severely compromised ability to attend to learning, solve problems and regulate their behaviour when compared to their cohort group of four year olds who had spent a similar length of time drawing pictures. Lillard explained that the negative effect on behaviour and learning may be due to the speed, constant motion and frenetic nature of the characters on the TV programme whose actions children emulate without understanding their meaning or the resulting consequences. e children who had spent the time drawing however displayed good concentration skills, remembered what they had been
Teachingmatters
children’s education taught and were able to delay gratification. In many homes the television is left on in the background during meals, playtime and while homework is being done. In order for thought and language processing, as well as learning, to occur in any environment children need to be mentally oriented to attend, listen, create, participate and/or recall. e concept of attention being necessary in order to learn is not new and its relevance is sustained in the 21st Century. Eagle and Ortof (1967) conducted a study on the effect of attention and distraction on learning. Subjects were presented with 26 words to be memorised within two conditions, in condition one while they were attending without any distraction and in condition two while they were distracted. e group produced a greater number of errors following the period of distraction, suggesting that reduced attention inhibits incoming stimuli which
is necessary for learning to take place. In a longitudinal study conducted by Setliff (2011) on the impact of background TV on six to 12 month olds’ play it was found that when the TV was on in the background the infants spent less time looking at their toys and playing. As play forms an important part of children’s lives Setliff points out this has implications for their cognitive growth and development. e findings from a study conducted by Kirkorian, Pempek, Murphy, Schmidt and Anderson (2009) shows that the presence of background TV dramatically decreased the quantity and quality of interactions between parents and their one to three year old toddlers. e empirical evidence suggests that watching TV at a young age as well as the presence of a TV in the background has a negative impact on children’s social, emotional and cognitive
Serious consideration needs to be given to the consequences for children’s cognitive development … of spending between four and five hours each day watching television
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development. Parents and guardians have a responsibility to ensure that they are informed of the potential danger of over exposure to TV in order to safeguard their children from anything that will adversely impact on their intellectual growth and educational opportunities. Educators have a role to play in the dissemination of this information. Recommending the restriction of TV viewing will be unpopular with children and adults. Children will moan and claim that they are bored. Arguably the time described by children as boring may be the appropriate opportunity to process thoughts more thoroughly, to be creative, to listen more attentively or to just be. KATHLeen CARROLL is currently on secondment with the visiting Teacher Service for Children with visual Impairment.
Cúrsaíteagaisc
Partnership with parents: Since its foundation in 1990 the Home School Community Liaison (HSCL) Scheme has firmly established itself as one of the key factors in breaking down the barriers to access, progression and attainment in our education system (DES 2006:1) The late Dr Concepta Conaty who initiated the HSCL Scheme stated that it was set up “to develop the parent as prime educator” and “to promote change in school attitudes and behaviours so that parents and teachers can work in partnership to help realise the potential of ‘at-risk’ pupils” (Conaty 2002:29). HSCL works to bring parents close to their children’s learning. A recent OECD report asserted that children whose parents are involved in their education in ways such as reading books to them when they are beginning primary school are generally found to be more receptive to language and more adept at setting goals and following through in their studies. These children “have learned how to learn” (OECD 2012:13). A study by Eivers et al (2004) shows the impact of parental involvement on children’s literacy. This study found that: * Pupils who were regularly read to before formal schooling began, or who regularly read to someone at home while in the Infant Classes, were generally better readers than their classmates, with positive effects still observable in Sixth Class. * There was a very strong association between number of books in the pupils’ homes and their reading achievement (Eivers et al, 2004:173). Books in the home and parents reading to children can lay the foundation for learning, as every teacher knows very well. The book’s the thing! Book displays around the school highlight the importance of books in the home and school and raise awareness in parents of the wealth of children’s literature available. Parents get to know what books to buy and to borrow in the library. All parents want the best for their children. They want to help their child in school but parents say they “need more and better information from teachers about how to help at home” (Dauber and
Epstein 1989:15). They need the school to show them how to get involved. Crozier (1997) advises that parental involvement needs to be nurtured by the school and that “some parents’ involvement needs more nurturing and support than others” (Crozier 1997:198). Not all parents fully realise the many benefits of reading with their child. Some children may never have had a bedtime story read to them. The challenge for schools is to bring the message about the value of reading to all parents and to put the stepping stones in place so that parent and child can undertake that journey of learning through books and stories. Parent/child storybook reading sessions in the classroom give parents an opportunity to experience the enchantment of the shared story. Stories shared with parents create special moments for a child and parent to treasure. The book can weave its spell and the parent can be the magician who takes the child on a journey of wonder and excitement, capturing the children’s hearts and minds and instilling the desire for further adventure and knowledge. According to Snow “children fall in love with reading” (1994:270). Furthermore, these storybook reading sessions provide an opportunity for the class teacher and parents to get to know each other in an informal setting. Relationships can be built and important information shared as the teacher, parents and children interact in a comfortable manner in the classroom. Storybook reading in the classroom As part of the school’s literacy plan, the HSCL coordinator works with the class teacher to identify the teacher’s literacy objectives. Appropriate books for the parent/child classroom reading sessions are chosen and sourced. A timetable of sessions (usually 4–6) is agreed in consultation with the principal, with INTOUCH
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sessions usually scheduled at the start or end of the school day to facilitate parents. The class teacher arranges the children in groups of about six. Preparation Parents are invited by means of a general letter of invitation to all parents and personal invitations may be the case for parents who may need additional support and encouragement. The HSCL coordinator organises a preparatory meeting with parents during which the aims and format of the session as well as organisational issues are outlined and discussed. Parents have an opportunity to choose the book/s they prefer and raise any concerns. It is important to be aware that some parents may have literacy difficulties and may need specific support. Parents are facilitated in taking books home to read over in preparation for the classroom reading. Storybook reading sessions A warm, comfortable, inviting space is created in the classroom. The parent may sit on a low chair or stool with the children gathered around, perhaps sitting on mats, cushions or a duvet. Sessions last between 20–30 minutes (as age appropriate). Parents are welcomed by the class teacher and each parent takes a group of children (including their own child) to read to in a relaxed manner. The children are so proud to have their parent come in! The teacher may model the storybook reading initially so that parents can observe the process in operation. Then each parent reads to his/her own group. The children and parent may decide to re-read a book or to go on to a new book. Most importantly, the storybook reading session should be enjoyed by parent and child as a main aim is to engender a love of books and reading. The books may be subsequently taken home to be enjoyed again at home.
Teachingmatters
a literacy initiative After the session, the parents and coordinator share a cup of tea to celebrate the event and to offer suggestions for future sessions.
To find age appropriate recommended reading lists for storybook reading sessions Contact your local library for recommended reading lists. Children’s Book Festival is a nationwide celebration of children’s books and reading held in libraries every October with many exciting book related events. Visit www.childrensbooksireland.ie for more information. CAROL LAnnIn, Regional Coordinator HSCL (2006–2013) and formerly coordinator in St vincent’s nS, Cork. The author wishes to acknowledge the HSCL coordinators and other school staff who have so generously shared their work with us. Dr Sandra Ryan, lecturer in Mary Immaculate College is working with Carol Lannin on a forthcoming book documenting recent HSCL practices in schools. This work is part-funded by the TeD Project, CDU, Mary Immaculate College. References Conaty, C. 2002. Including All: Home, School and Community United in Education. Dublin: Veritas. Crozier G., 1997, Empowering the Powerful; a Discussion of the Interrelation of Government Policies and Consumerism with Social Class Factors and the Impact of this upon Parental Intervention in their Children’s Schooling. British Journal of Sociology of Education. Vol 18, No 2: 187199. Dauber, S. L. & Epstein, J.L. (1989) Parent Attitudes and Practices of Parent Involvement in Inner-City Elementary and Middle Schools. Report No 33. Accessed online February 22 2015, visit: files.eric.ed.gov/fulltext/ED314152.pdf. Department of Education and Science. (2006) The Home, School, Community Liaison Scheme in Ireland. From Vision to Best Practice. Dublin: Department of Education and Science Eivers, E., Shiel, G. and Shortt, F. 2004. Reading Literacy in Disadvantaged Primary Schools. Dublin: Educational Research Centre.
OECD (2012). Let’s Read Them a Story! The Parent Factor in Education. PISA, OECD Paris. Snow, C.E. 1994. Enhancing Literacy Development Programmes and Research Perspectives. In (ed). D.K. Dickinson Bridges to Literacy: Children, Families and Schools.
Oxford UK and Cambridge USA: Blackwell Publishers. Topping, K., 2001. Peer and Parent Assisted Learning. In G. Shiel and Ú. Ní Dhálaigh (eds), Reading Matters: A Fresh Start. Dublin: Reading Association of Ireland/National Reading Initiative.
Dear Parents, We plan to start four weeks of storybook reading with parents in senior infants on Wednesday, November 11 from 9.00 a.m. to 9.30 a.m. This involves half an hour of parents reading stories to the children in the classroom in small groups. If you are willing to take part, please sign below and return to your child’s teacher. Yes, I would like to take part in storybook reading in the classroom Name of parent:
__________________________
Contact number:
__________________________
Name of child:
__________________________
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Drámaíocht Ghaeilge Nuair a bhíonn aimsir na Nollag ag teacht is minic a bhíonn dráma de dhíth ar mhúinteoirí do cheolchoirm na Nollag. Cad mar gheall ar dhráma Gaeilge a dhéanamh? Tugann an drámaíocht deis do pháistí an Ghaeilge a chleachtadh agus a shealbhú i suíomh réalaíoch. Bíonn an Ghaeilge á foghlaim i ngan fhios dóibh, trína húsáid go nádúrtha. Déan Dráma 3
Úsáid sa rang
Dhá cheoldráma Traí agus Aladdin chomh maith le dráma trí mhír Seanscéalta Suimiúla do Ranganna 3–6 atá sa leabhar Déan Dráma 3 curtha in eagar ag Fil Uí Dhubhghaill agus Mícheál Ó Dubhghaill. Tá stíl na ndrámaí simplí spraíúil agus is cinnte go mbainfidh páistí taitneamh agus tairbhe astu. Trí scéal bunaithe ar shean-fhinscéalta Gaelacha atá sa dráma Seanscéalta Suimiúla – Clann Lir, Cúchulainn agus Oisín i dTír na nÓg. D’fhéadfaí an dráma a bhriseadh suas agus trí dhráma ghearra a dhéanamh nó dráma amháin fada. Tá nótaí léirithe agus noda ag gabháil le gach dráma, script na n-amhrán, dlúthdhiosca ar a bhfuil na hamhráin chomh maith le treoracha soiléire maidir le stáitsiú agus cur i láthair na ndrámaí. Tá focail na n-amhrán agus nodaireacht
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an cheoil ann freisin. Tá na scripteanna simplí le cuid mhór athrá.
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Cad eile atá ar fáil? www.aisaonad.org
Labhraigí Amach: Sraith de dhrámaí grádaithe. Taobh istigh den dráma féin, déantar freastal ar leibhéil éagsúla cumais, i ngan fhios do na páistí. Dhá shraith ar fáil.
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Múin an teanga a bheidh de dhíth sna drámaí go sonrach sa rang Gaeilge ar dtús ionas go mbeidh tuiscint ag na páistí ar na leaganacha cainte. Símpligh an teanga sna drámaí nó déan an teanga iontu níos dúshlánaí chun í a chur in oiriúint do chumas an ranga. Inis scéal pé dráma a bheidh idir lámha agat do na páistí. Cuir aidiachtaí a bhaineann le carachtair an dráma ar chártaí m.sh sean, bródúil, láidir feargach, brónach, cairdiúil, glic, cineálta, muiníneach. Tabhair cárta do gach páiste agus iarr orthu carachtar a roghnú a n-oireann pé aidiacht atá acu dó agus an aidiacht sin a léiriú le habairt agus gníomh amháin. Cabhróidh seo leat agus rólanna á dháileadh agat. Seinn an dlúthdhiosca go minic ionas gur féidir leis na páistí na hamhráin a fhoghlaim trí bheith ag éisteacht leo. Tá na hamhráin an-simplí agus b’fhiú iad a mhúineadh fiú muna bhfuil an dráma á léiriú, toisc iad a bheith fuinniúil, spraíúil. Déan ceangal le hábhair eile sa churaclam m.sh. Miotais agus Finscéalta na nGréagach nó Miotais agus Finscéalta na hÉireann. Déan deimhin de go mbeidh idirghníomhaíocht idir na carachtair sna drámaí fiú nuair nach mbíonn siad ag caint, spreag iad fanacht i gcarachtar. Déan cóiréagrafaíocht damhsa leis na hamhráin sa rang corpoideachais
Tá Déan Dráma 3 ar fáil ó Chló IarChonnacht ar phraghas €25.
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Inis Seo Dom! Siar agus Aniar – dhá leabhar le hagallaimh bheirte do na hardranganna.
Curtha le chéile ag MáIRe nIC An Rí faoi choimirce COGG.
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Teachingmatters
Reviews
A story of hope and determination Marie Monnelly’s book, From Breast to Marrow-Bone, is a memoir of one mother’s battle with cancer that will resonate with many readers. The author grew up on a small farm in Co Sligo in the mid-fifties, the eldest of four siblings. In the opening pages of the book she gives a tender and vivid account of her memories of those childhood years, an earthy and innocent time, marked by the changing seasons’ demands on her family’s routines. When Marie was aged 12 years, this idyllic childhood was ruptured by the tragic death of her mother. Her mother was only 38 years old. At the time Marie was told that it was a form of pleurisy which was the cause of death. It was not until many years later that she discovered the actual cause of death was cancer. Marie’s life and the lives of her father and siblings were suddenly transformed by the premature passing of her mother. It took a long time before she fully understood the impact this loss was to have on her own life and times. At a young age she had begun to keep a regular diary and to experiment with poetry writing. (In her poem Beyond Time, she celebrates the memory of the mother figure who had been a primary presence in her formative years: She is my source, My frame of reference, My comforting guide, She is present, In the heart of my soul. Though very much the typical hardworking rural farmer, reminiscent of the figure in Seamus Heaney’s Digging, Marie’s father took to the position of raising a family on his own with a
fortitude and a presence which ensured that Marie was able to attend college in Dublin. In 1974 at the age of 19, Marie graduated from Carysfort Teacher Training College and took up her first teaching job in a two teacher school in Rooskey, near Charlestown, Co Mayo. (Part of the job specification was the cleaning of the school toilets every Friday evening!) She remained there for six years until she decided to return to Dublin where she spent the next 23 years working in the inner city at the Marist Convent, Crumlin. During this period she settled in to the role of a wife and a mother to four children, never straying too far from her Sligo and west of Ireland family and roots. Her final career move brought her to the St Brigid’s primary schools in Foxrock where she was to remain until her teaching career was cut short by illness – an incurable from of metastatic breast carcinoma – cancer. The tightest part of the narrative is replete with the eloquent journal entries, reminiscences and lyrical segments of poetry which tell the story of Marie’s life since the discovery of the ‘Big Diagnosis’ and of her determination to beat the odds and to survive. When the renowned neurologist and writer Oliver Sacks recently wrote about his own cancer treatment and noted the tendency of people to tell sick people that they were looking great it could have been transcribed from Marie’s journal entry, ‘You Look Well’ on pages 96 and 97. The
account of the hospital staffs’ attempts at finding a vein which could be used as a site for a radioactive injection is harrowing and grim. However, this is a story of hope and of an unfathomable spirituality. At its core is an unquenchable love of family, friends and nature inspired by the poetry of Yeats. The title of the book is borrowed from Yeat’s poem, A Prayer for Old Age, where the poet makes the claim that it is not sufficient for the human spirit to think solely in the mind alone, but must go deeper than that – deep to the marrow of the bone. Marie’s account is testament to her determination to continue to go as close to the bone as possible. As the old adage goes, ‘there is a book in everyone’. Last Christmas Marie challenged herself to publish a book before her 60th birthday. From Breast to Marrow-Bone is the self-published result of that labour. The book is available direct from the author at breasttomarrowbone @gmail.com. It costs €15 and all proceeds go to The Irish Cancer Society. Reviewed by COLIn qUIGLey, St Brigid’s nS, Cortown, Kells, Co Meath
Ideal activity book on a visit Cliffs of Moher and The Burren is a beautifully illustrated activity book for young readers. As its name suggests it is based on the scenic Clare coast and the Burren region. The book has a different activity on each page and has an exciting mix of local history, geography, nature, legend and myth. It is packed full of information and would even be of assistance to most adults with “the top ten things to know about west Clare”. This reviewer took slightly longer than anticipated to find Larry the Leprechaun hiding in a crowd on the cliffs of Moher! Ideal as an activity book for a child visiting the area, it will also be of interest to all children because of the engaging stories, puzzles and quizzes throughout the book. While it
would be a welcome addition to the school library, its appeal is more for the child on holiday who will complete the puzzles and colouring activities which would limit its longevity in the classroom. Published this summer, one hopes that this is the first of a series of similar activity books for other regions of Ireland. O’Brien Press. ISBn 978-1-84717-770-4 €7.99 Reviewed by DIARMUID KAvAnAGH
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NOVEMBER 2015
Cúrsaíteagaisc
Reviews
Implementing a read aloud strategy Teachers from the two teacher school in north Galway to the 16 teacher school in Kildare can change their approach to teaching reading from studying this book. The energy and commitment of the author for her theme is felt from the very beginning of the introduction. From picture books to read alouds Maureen leaves no stone unturned in explaining her implementation of the read aloud strategy in the reading workshop. The description on the interactive discussion is equally good. The account given on independent reading time explains how the teacher can best use time. Literature responses are well illustrated with samples of pupils work. In the opening of the chapter the components of the reading workshop are an education in themselves. The listening station is another string to the bow of the reading workshop. Once again the how
to and the ways to develop it are really helpful. I learned that through the pupil conferencing one can set up reading strategy groups. She thrilled me by showing that she cancels Read Alouds to allow for pupil presentations. She demonstrates wonderfully how to support good quality discussions. After the material on reading workshop we come to the book within the book which is a very comprehensive explanation and day to day breakdown over four weeks on how to conduct Focus units on being a reader; on author study with the most wonderful pupil insight into the author Chris van Allsburg but with the assertion that an author study is open to any interpretation. The reader has a choice between the prescription and professional discretion. The chapters of the book on teacher planning and assessment reinforce the very practical
illustrations in reader workshop and focus units. They also contextualise it within the national Council for Curriculum and Assessments’ framework with numerous very sensible and practical examples the most illustrative of which is in my view. What remains at the heart of effective teacher planning is focusing on the learner, which will reward any teacher who takes the time to read this fine work. BRyAn O’ReILLy is Principal of Scoil Mhuire Junior Primary School in newbridge. A more indepth version of this book review is available on www.into.ie
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Primary & Post-Primary Teachers Improve your qualifications through part-time modular courses leading to MEd degree. Course commences September each year. Credits allowed for Prior Certificated Learning Inquiries to: The Director Christian Leadership in Education Office (CLEO), Mardyke House, Cork Tel/fax: 021-4271729.
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directorcleocork@gmail.com www.cleocork.com INTOUCH
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NOVEMBER 2015
Finishing Touches x Resources for teachers, noticeboard of upcoming events and the Comhar Linn Crossword x
Noticeboard INTO Separated Teachers’ Support Group Upcoming events s in the 7 november: Remembrance mas p.m. 5.45 Teachers’ Club, Parnell Square, 14 november: AGM, 7 p.m. Teachers’ Club, Parnell Square. town. January 2016: Meeting in Sligo ow. Details to foll lone Separated, divorced, widowed, IFUT and TUI I, AST , InTO from s ent par . €20 n welcome. Annual subscriptio : tact con For further information , Trudy Carroll Miller, Chairperson 3670 938 042 / 315 609 at 00 44 7931 or Iseult Bourke, Secretary, at 085 2394661 / 01 5162069.
Navan Theatre Group proudly present Brien Friel’s award winning Dancing at Lughnasa at the Solstice Art Centre, Navan, Co Meath from 25–28 November 2015. Tickets: Wed/Thurs €14. Fri/Sat €16. Students €12. For tickets ring 046 9092300 or visit www.solsticeartscentre.ie
Seachtain na Gaeilge
chtain Beidh an fhéile náisiúnta, Sea 2016. rta Má 7 1–1 na Gaeilge, ar siúl ó dh bei 6, 201 in ile Mar chuid den fhé eilge Ga na ról ar lta isia ceiliúradh spe m Féile na in Éirí Amach 1916 darb ain rógra ar Físe, mar chuid de Lá an Fho 15 Márta 2016. nna ar fáil Beidh gach eolas do scoilea g.ie nó 01 cna g@ sna ag www.snag.ie, 4757401. Gaeilge The national Seachtain na rch Ma festival will run from 1–17 2016, in l tiva 2016. As part of the fes n atio ebr cel l cia there will be a spe in age gu lan h Iris of the role of the le na Físe, the 1916 Rising called Féi Day on as a part of Proclamation 15 March 2016. l be All details for schools wil .ie, nag w.s available from ww 1. 740 475 01 or snag@cnag.ie
Funny and amusing stories wanted Classrooms can be very am using places. Mary Barry is hoping to write a book of funny stories she has heard in the classroom and would appreciate members’ contrib utions. It may be a misheard phrase , an answer to a question or a sim ple event that you will never forg et. There is no need to include a name or school, a county will sim ply suffice to ensure confidentia lity for our students. For more info rmation or to submit your story ple ase email: mbschoolstories@gmail.co m
Volunteer teachers wanted
Copy date Copy you wish to have considered for publication in the December issue of InTouch should arrive in Head Office by 9 november. The deadline for the January/ February 2016 issue is 11 January 2016.
Irish Pilgrimage Trust The Irish Pilgrimage Trust is a registered charity and for over 40 years the Trust has been travelling on pilgrimage/holiday to Lourdes with young people with special needs from all over Ireland. The Trust has over 1,100 people travelling at Easter time, divided into small groups of approximately 10 young people and 12 volunteer carers who stay in one of the many hotels in Lourdes. The Trust has two facilities in Kilcuan, Co Galway and Cois Cuain, Co Wexford. Further information on the Trust and its work is available on www.irishpilgrimagetrust.com. The Irish Pilgrimage Trust, Kilcuan, Clarinbridge, Galway. Tel: 091 796622 or email info@irishpilgrimagetrust.com
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Calling energetic teachers to come join our teacher teams volunt eering in Sri Lanka this Easter and sum mer break! Every year teachers from Irel and travel as part of a team to wo rk in Sambodhi Home for the Dis abled in Sri Lanka, creating an unforg ettable camp experience for the resi dents (old and young) that live the re. Pre-departure training will tak e place this January in Ireland and teachers will collaborate on projects together prior to and during their placements in Sri Lanka. Expressions of interest can be sent to Nadia O’Shea, volunt eer: nadiaoshea@gmail.com For more information about all our projects visit www.sambodhihome.com
Nótaídeiridh
ThemostviewedresourcesonScoilnet lastmonth,October.
ST BRenDAn’S nS Fenit,Tralee,CoKerry stbrendansfenit.scoilnet.ie The website reflects a busy school. Includes a nice section with a weekly maths challenge.
LEARNING PATHS
Winners of Comhar Linn draw September 2015
Scoilnet’s ‘collections’ are assembled by subject editors have replaced the old themepage format that was very popular. Here are three: CHRISTMAS By SCOILneT scoilnet.ie/primary/theme-pages/ christmas/ Traditions, carols and activities. Includes Irish language resources.
Car – Toyota Auris Anne and Kevin Collins Scoil Muire Noafa, Mionloch, Béal Átha Na Slua, Co Na Gaillimhe.
Cash – €1,500 Alice O’Connell Castleknock, Dublin 15.
Weekend for two in Jury’s Inn Emma Guiry St Mary’s JNS, Rowlagh, Clondalkin, Dublin 22.
Weekend for two in Jury’s Inn
CARInG FOR THe WORLD scoilnet.ie/primary/theme-pages/ caring-for-the-world/ How can we save energy? What is climate change? vIKInGS By SCOILneT scoilnet.ie/primary/theme-pages/ the-vikings/ Where they came from and how they lived.
Sheila O’Grady Ballina, Co Mayo. INTOUCH
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Seven DAyS In HISTORy – 1916 RISInG resources.teachnet.ie/dhorgan/2004/ Teacher-created resource. Looks a little dated but great content.
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OíCHe SHAMHnA ncte.ie/upload/scoilnet/oiche_shamhna/ Talking book in Irish – aimed at second class.
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BIA – TRáTH nA GCeIST scoilnet.magicstudio.ie/interactive/view/ 22991 Tráth na gCeist idirghníomhach bunaithe ar gach saghas bia.
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eASTeR RISInG POWeRPOInT scoilnet.ie/uploads/resources/15068/ 14708.ppt Teacher-created resource exploring the causes, the leaders and the events.
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SALMOn OF KnOWLeDGe resources.teachnet.ie/pcoleman/mark2/ pages/readsalmon.htm Recounts the story from Irish mythology..
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HUMAn SKeLeTOn bbc.co.uk/science/humanbody/body/factfiles/ skeleton_anatomy.shtml Clearly labelled diagram of a skeleton.
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RAInn AGUS AMHRAIn resources.teachnet.ie/clane/2008/index. html Songs and rhymes based on curriculum topics.
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MÉ FÉIn BInGO scoilnet.ie/uploads/resources/12887/12524. docx Cluiche bingo bunaithe ar an téama darbh ainm Mé Féin.
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An FóMHAR ncte.ie/upload/scoilnet/An_Fomhar/ Leabhar labhartha do Ranganna Naíonáin – Rang 2.
10 BIA BLASTA digitaldialects.com/Irish/Food.htm Léigh an focal agus aimsigh an bia ceart ar an mbord.
Finishingtouches
Comhar Linn Crossword no 167 AdrawforfiveChristmasHamperswillbemadefrom all correctentries.Simplycompletethecrosswordand sendittoInTouch,35ParnellSquare,Dublin1,toarrive by11amonMonday7December.Tofacilitatemembers participatinginthisChristmasDraw,wewillaccept repliesbyfax(onepermember)to018722462upto5pm onFriday4December.
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10. Loved being disturbed in the bower? Completely surprised! (6,4) 11. Not a happy participant in the Christmas dinner! (6) 18. Lettuce companies. (3) 19. See the doctor work with a little liquid. (4) 21. Snoop around the perimeter of the priory. (3) 24. Calculate the potential of N.E. Cork. (6) 26. Do return to the point of the poem. (3) 27. Glancing at the monarch of the toilet. (7) 29. See 6 down. 30 & 40d. No starters or main courses? That's a fitting punishment. (4,8) 32. Some starve, although meat is seen. (4) 33. Such international advisors - they rejoice only in kicking 57 across, initially! (6) 35. Stage in American education when students use drugs? (4,6) 37. Some trespass here for luxury treatment. (3) 40. See 30 down. 41. Girl who likes climbing? (3) 43. Virginia Street is enormous. (4) 44. Hunt a boa around a continental road. (8) 45. Leading high flier in Christmas lore. (8) 46. A star takes us up north. (3) INTOUCH
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47. Somewhere in Limbo, Degas has found a wine shop. (6) 49. Does it spend time on the seabed? (6) 51. Ale is spilt here in church. (5) 52. When expiring, doing yoga is no good, at first. (5) 54. Soothe the novice with an Irish apple. (4) 55. Southern beer at a bargain price. (4)
In Touch Crossword No. 166 October Solutions Across 1. Astonishment 7. Him 9. Vent 10. Annexe 11. Owen 14. Deems 15. Local 16. Drey 18. Béara 21. Douse 22. Bantu 23. Dates 24. Hill 25. Dowth 26. Stamp 29. Earl 33. Seance 34. Eyed 36. Tan 37. Donkey jacket Down 1. Age 2. Tito 3. Neat 4. Synge 5. Maxim 6. Thaw 8. Mind your head 9. Veiled threat 12. Actual 13. Plied 14. Debit 17. Renews 19. Aesop 20. Abode 27. Tweak 28. Money 30. Rind 31. Feta 32. Beak 35. Eft WinnersofCrosswordNo.165were: Orla Bermingham, Scoil Iosef Naofa BNS Cork and Luke Grennan, New Ross. Winners of Crossword No. 166 will be announced in next InTouch issue.
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