InTouch October 2016

­Issue­No­164 October­2016 ISSN­1393-4813­(Print) ISSN­2009-6887­(Online)

Progress on pay equality

Keeping InTouch 9 Interactive dialogue with members, and key news items 0

John­Boyle,­INTO­Vice­President,­Noel­Ward, Deputy­General­Secretary/General Treasurer,­Rosena­Jordan,­INTO­President and­Sheila­Nunan,­General­Secretary,­at­the Branch­and­District­Officers’­Conference­in September

Breakthrough…

The agreement on fully restoring qualification allowance payments to every teacher who started since February 2012 is a significant step forward towards pay equality. It is a positive outcome from talks over the summer between the INTO and government departments that resolves the equality issue between post-2012 entrants and their immediate predecessors in 2011.

This substantial breakthrough secured under the Lansdowne Road Agreement was acknowledged by INTO branch and district officers from all parts of the country when they met last month. It builds on the partial restoration secured by the INTO under the Haddington Road Agreement and effectively restores the allowance in full.

In the long term the agreement adds substantially to the career earnings of post-February 2012 entrants. In the short term, not counting incremental and other LRA increases, this settlement alone increases the first point of the 2012 scale by 6.3% or €2,001 over the coming 16 months and earnings in years one to five, again through this agreement alone, will rise by almost €6,000.

InTouch­General­Editor: Sheila Nunan Editor: Peter Mullan Assistant­Editor: Lori Kealy Editorial­Assistants:­Selina Campbell, Karen Francis, 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 Telephone: 01 804 7700 Fax: 01 872 2462 LoCall: 1850 708 708 Email:­editor@into.ie Website: www.into.ie/m.into.ie

The agreement builds on effective work done to date by the INTO. But it is by no means the end of the road in the pursuit of full equality. This will continue alongside the union’s pursuit of further pay restoration for all members, improved promotional opportunities for all teachers along with the payment of the outstanding benchmarking award for school leaders.

In the coming weeks I urge all members to engage actively with the INTO’s Budget 2017 campaign to improve the funding and staffing of primary education. Relative to other levels of education in Ireland, primary is under-staffed and underfunded. In comparison to similar EU countries primary education also fares poorly in terms of government inputs.

Budget 2017 will show if the government’s plan for education will be backed by the necessary staffing and funding. INTO members in every constituency should make public representatives aware of that.

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.

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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 17 Teaching Council Pictured left are members of the NQT Pay Equality Project Team: Patrick O’Sullivan (Co Cork), Louise Curtis (Dublin) and Catherine Dooley (Co Meath)

Investigating complaints against teachers

Our cover this month features Shane Daly (Dublin), Joanne McAndrew (Dublin) and Tomás O’Reilly (Co Roscommon) who are also members of the NQT Project Team

Members pay tribute to deceased colleagues

Carecall Free and confidential service for members, 24/7, 365 days a year.

19 Retirements Pictures from branch and district retirement functions

21 Tributes

norThern news 23 Pay impasse continues INTO back at the negotiating table

24 Academic selection Controversy over sudden policy change

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Keeping inTouch 3 Editorial Breakthrough on new entrant pay l l l

7 Letters Teachers’ pay Budget 2017 Cancer awareness

inTo Advice

10 things you should know 9 Branch and District Officers’ Conference Officers briefed on current issues l l

10 Budget 2017

27 Newly qualified teachers

l

10

l

28 Maternity leave Two pages of answers to frequently asked questions

Email your local TD – it takes less than a minute INTO submission to Public Service Pay Commission

Agreement on new entrant allowance

INTO meets Teaching Council

INTO concerns about workload

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Membership renewal Reasons to be part of the INTO

12 Progress on pay equality 14 School inspection Leading curriculum consultation Interested in facilitating discussion groups?

INTO would like to hear from you.

15 Meet the CEC InTouch profiles district representatives

Want to be a staff rep?

Here’s how

16 Action plan for action INTO gives plan the thumbs down

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30 Salary protection Working for members

31 Your rights online Shopping online? Useful advice from Consumerhelp

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October 2016

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Finishing Touches

34 Brendan Maher talks to InTouch

61 Noticeboard

INTO member, Tipperary hurler and this year’s All-Ireland winning captain

Upcoming events

35 Protecting pupils and teachers from Radon

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What should your school be doing?

37 Cumann na mBunscol

62 The Source

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Comhar Linn Draw Winners Crossword

63 Scoilnet Panel

Preparing for the 2o17 Cornmarket Awards

39 Chess for learning

newsdesK

Your move – the benefits of teaching chess

33 Education at a Glance

TMS announce 2017 production

Facts and figures from latest OECD report

TeAching MATTers 41 Intent on learning Annie Asgard spent three weeks in La Liniere Refugee Camp, Dunkirk, this summer

46 Dyspraxia/DCD October is Dyspraxia/DCD Awareness month

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47 1946 teachers’ strike Seventy years on: the teachers’ strike of 1946

55 Land of fire and ice 48 Masquerade Michael O’Reilly explores the history of masks at Halloween

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51 Bees are buzzing

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Síne Friel on becoming a beekeeper

52 Mindfulness at school A health and wellbeing project by the PDST

Ciara McNally gives members some handy tips for Iceland

56 All Together Now! A pilot project tackling homophobic and transphobic bullying in primary schools

58 Irish resources Tips from COGG

59 Book reviews Rugby, Ruaille Buaille and Kerry in 1916

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Keeping­in­touch

Letters Teachers’ pay A Chara, I am heartened by the success of the INTO in securing a restoration of the allowances for NQTs which had been shamefully removed by a previous Government administration.

This is one important step towards full equalisation of pay scales for all teachers.

I note, however, that the long overdue Benchmarking award to principals and deputy principals has still not been secured.

Also, due to the severe cutbacks of recent years there has been very little opportunity for teachers to progress in career and financial terms due to the suppression of posts of responsibility.

I understand that the INTO has secured some modest gains for members as FEMPI legislation is being slowly unwound.

However, I wonder is it too much to ask that whatever ‘Road’ we travel on next – following Haddington and Lansdowne – will bring something new that many members have never seen and the rest of us long forgotten – a pay rise for teachers.

Aidan Gaughran Clonmel Branch Budget 2017 Dear Editor, As an INTO member and school principal

Tell us what you think

currently on career break I will look closely at next week’s budget (11 Oct) to see whether: There has been an increase in capitation. All principals will agree that it has become enormously stressful, frustrating and embarrassing trying to run schools with diminished funds.

I shall scream if the Budget includes only big announcements about ‘capital funding’ for new schools and new extensions. What about old schools and very old, small and damp classrooms?

Will I be able to return with pride and dignity?

In-school management structures have been restored. Will there be funding for a team of dedicated teachers to progress the new language curriculum, the antibullying strategy, health and wellbeing in school, parental involvement, SSE (if and when the directive is lifted!), the DEIS strategy and the various ‘flags’ that greatly enhance pupil learning and school life.

Shall I be able to return at all, at all?

Anne McCluskey Dublin South West Branch Cancer awareness Dear Editor, Sunny Days Melanoma Cancer Awareness launched a school sun hat campaign last year. Initial reports are that students are

This letters page is designed for members to have their say about something you have read in InTouch or want to communicate with other INTO members. €50 voucher draw each month for letter writers.

Winner September: Ann Marie Kenrick, Monkstown Educate Together NS.

very open to wearing sun hats in school.

Most of us teachers have grown up unaware of the dangers of the sun and healthy safety habits. As a qualified primary school teacher, now retired on medical grounds and a patient living with advanced melanoma, my message to fellow teachers is to please consider pupils’ safety in the school yard, especially during the summer months next year.

Now is the time to raise awareness of sun safety because inevitably, come April/May 2017, most schools will be too busy to implement new and last-minute ideas. Sunny Days website www.sunnydaysmelanomacancerawaren ess.ie shows what has already been done by some primary schools. Contact Sunny Days on sunnydaysmca@hotmail.com Action now could help lower the incidence of Read Anne’s article melanoma which is increasing rapidly in in the June 2016 issue of Ireland. The best InTouch at www.into.ie/ treatment is ROI/Publications/InTouch/ prevention such as 2016/June2016/ wearing protective hats and making children aware of the dangers of the sun.

Best wishes to all for the school year.

Anne O’Leary Retired INTO member

Email: editor@into.ie or write to: The Editor, InTouch, INTO, Vere Foster House, 35 Parnell Square, Dublin 1.

Mark all such communications ‘InTouch letters’ and give a contact telephone number and your INTO membership number for verification. Long letters may be edited.

things you should know

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Significant progress on pay equality. Pages 12/13 Email TDs in advance of Budget 2017. Page 10 Carecall – there for INTO members. Page 17 Radon – should you be worried? Page 35

Everything you need to know about maternity leave. Pages 28/29

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Dyspraxia – an overview for teachers. Page 46

Pay equality rally – more to do. 27 October 2016, Molesworth St at 4.30 p.m.

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Support from INTO for staff representatives.

Page 15 Salary protection for INTO members. Page 30

OECD. Education at a Glance – how does Ireland compare? Page 33

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INTO News 5 e Irish National Teachers’ Organisation … who’s who, what’s new, and what’s happening 6

Branch and District Officers’ Conference Detailed briefing given on current issues

Delegates­at­the­recent­conference

Last month, the INTO president Rosena Jordan welcomed officers from INTO districts in the Republic to the INTO Branch and District Officers’ Conference.

The General Secretary, Sheila Nunan, provided officers with details of the settlement reached with government on restoring qualification allowances to teachers who started since February 2012.

The settlement’s value was acknowledged by the INTO branch and district officers present. Pay issues for other members were also raised.

This progress for 2012 entrants was set firmly in the overall work of the INTO towards pay restoration for all teachers, full pay equality for all recent entrants and the realisation of the outstanding Benchmarking award to primary principals and deputy principals. These she placed in the context of the new Public Service Pay Commission and a successor agreement to LRA. A detailed briefing on the INTO’s Budget 2017 campaign was given by Noel Ward, Deputy General Secretary. He outlined regional meetings with INTO members at local level that had taken place, planned lobbying of TDs in each constituency, the national lobby of parliamentarians by the INTO and the email campaign for members to contact their TDs. A comprehensive briefing on the ‘Fitness to Teach’ provisions of the Teaching Council Act was provided by Deirdre O’Connor, Assistant General

Sheila­Nunan,­Noel­Ward­and­Deirdre­O’Connor­briefing­delegates­at­conference Secretary. She brought officers up to date on the commencement, in July, of Part 5 of the Teaching Council Act by the Minister for Education and Skills which relates to the Council’s role in investigating complaints against teachers.

The Teaching Council will not be able to consider complaints about events which took place before the commencement of Part 5. Exceptions to this include a criminal conviction, or conduct that would have constituted a criminal offence at the time it occurred and is of such a nature as to reasonably give rise to a real risk of harm to a child or vulnerable person.

She outlined how, in preparation for individual representation of members, the INTO had liaised with other unions, held discussions with legal representatives and was in a process of upskilling of officials and staff and monitoring the workload and resources required.

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I­dteagmháil

Budget 2017 email campaign In advance of Budget 2017 on 11 October, INTO members can email their own TDs using a link on the INTO website to make the case for primary education. e CEC is urging all members to use this facility to let TDs know what are the key issues for primary teachers.

It takes less than a minute to complete.

Select your constituency and the TDs you wish to email, fill in your details (needed to confirm to TDs that you are a registered voter) and send the email.

A prepared email is then sent to the TDs you selected. e email asks TDs to ensure

provision in Budget 2017 to: l reduce class size towards the EU average; l restore lost promoted posts, increase release time for teaching principals and fund the overdue pay parity award for primary principals; l increase funding for ongoing teacher development; and l fully fund school running costs.

On equal pay for new entrant teachers the email acknowledges that last month’s settlement addresses a big part of pay inequality but stresses that a further step to full equal pay for teachers is required.

Visit www. into.ie/ROI/ Budget2017/ to lobby your local TDs

Some budgetary costings… l REDuCE CLASS SIzE: A reduction of one at all points of the staffing schedule is estimated to cost €18million in a full year. l RESTORE LOST POSTS/ SuPPORT PRINCIPALS: Each assistant principal post lost was valued at €8,520 and each special duties

post at €3,769. At least 800 and 3,000 of these posts, respectively, have been lost. Cost of recovering even 20% in 2017 would total €3.7million. Cost of adding two further day’s release time per teaching principal is a substitution cost of under

€1million. Cost of parity award (via Public Service Pay Commission) is estimated at €8million. l INCREASE TEACHER CPD FuNDINg: Currently, €46million is spent on CPD activities.

Increase to support more CPD

based on teacher needs estimated at €5million. l FuND SCHOOL RuNNINg COSTS: To restore primary school capitation grants from €170 now to their previous level of €200 as a first step would cost an estimated €15million.

INTO to make submission to Public Service Pay Commission In July, the Minister for Public Expenditure and Reform, Paschal Donohoe TD announced his intention to establish a Public Service Pay Commission to examine pay levels across the public service.

A public consultation was carried out about the role and methodology of the Commission. The Public Services Committee of Congress made a submission to the Minister regarding the composition and methodology of the proposed Commission. The submission included the following points;

l the need to have a qualified and independent chair with a deep knowledge of public sector pay determination and related issues; l that the Commission have a balanced membership; l the importance of using a ‘fair comparison’ approach to pay of public servants by appropriate reference to workers in the private sector and not just crude averages; l the need to take into account cost of living in any international pay comparisons;

l the recognition of the huge changes to pensions since 2004; l the implications of lower entry levels of pay in the Public Service; l the need to facilitate the orderly repeal of FEMPI legislation.

It is expected that the Commission will be established after the Budget with a view to reporting to Government in late spring next year.

The INTO will make a full submission to the Public Service Pay Commission on behalf of members.

INTO­secures­commitment­from­Teaching­Council­to­pursue­a­resolution­of­concerns Following the issuing of the INTO Directive on Droichead, the INTO sought a meeting with the Teaching Council to set out the concerns of members about the Droichead process. This meeting was held last month.

The issues raised by the INTO included the need for greater resourcing and support for the induction process, the additional workload on schools and the need for visibility and support for

external aspects of Droichead.

The INTO called for an extension of the timeframes set out by the Teaching Council and the need to re-examine the processes around the completion of induction. The INTO also reiterated its concerns about the SEN aspects of the Council’s policy in this area.

The Teaching Council indicated that there was an on-going internal review of the Droichead INTOUCH

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process due to be completed by the end of the calendar year. In that context, there was a commitment to further engagement with INTO towards a resolution.

It was agreed that further meetings will take place between the INTO and the Teaching Council.

The INTO also called for an engagement between the INTO, the Teaching Council and the DES to progress the matter.

Nuacht­CMÉ

Agreement (September 2016) There will be revised pay scales for all post 1 February 2012 entrants. The equivalent of an honours primary degree allowance (€4,918) will be incorporated into a new scale for these teachers. This will equalise the pay scale of post 1 February 2012 entrants with the pay scales of 2011 entrants.

Increases for post February 2012 entrants will vary, depending on scale point, and average around €1,200 in early career and almost €3,000 per point across the pay scale. This change will increase the projected career earnings for a postFebruary 2012 entrant by over €130,000 compared to the current position.

The new scale will also be paid to 2011 entrants. The structure of their pay will change but the level of payment will remain the same except for those who had a pass degree allowance who will now benefit from incorporation of the honours allowance into the scale.

by two unions made a breakthrough with government on agreement in principle to the restoration of their rent allowance which, like the qualification allowance, had been paid to everybody in the service before 2012 (ie it was a universal allowance). Two conditions were placed on the firefighter arrangement; that the unions were within the LRA and that reform measures would be part of any settlement.

INTO used the firefighter precedent to make progress in a series of meetings over summer 2016.

Ad 5

TIMEFRAME FOR IMPLEMENTATION Teachers who entered since 1 February 2012 will move to the revised scale in two equal payment phases. Fifty per cent will be restored on 1 January 2017 and fifty per cent on 1 January 2018.

BENEFIT FOR 2012 + ENTRANTS AND FuTuRE TEACHERS This change benefits approximately 3,500 primary teachers who entered teaching

effeCT ON salary Of TeaCHer wHO sTarTed TeaCHINg IN September 2012 September 2013 December 2014 December 2015 September 2016 January 2017 March 2017 September 2017 January 2018

NOT THE END OF THE ROAD FOR PAy EQuALITy Although this is a significant step towards pay equality Peter­O’Toole­(Co­Kildare),­Alison­Hayes­(Dublin)­ and concludes one specific and­Michael­McConigley­(Co­Kildare)­are­members­of­the­ issue, it is clearly not the end INTO­Project­Team­on­Pay­Equality of the road for pay equality.

For the first time, entrants since 2012 will have the from 1 February 2012. This will also benefit qualification allowance restored and will all future new entrants. merge onto the salary scale of other teachers and will reach the same BACKgROuND TO THE SETTLEMENT maximum point of salary scale.

Earlier this year, firefighters represented So while acknowledging this is

2012

effeCT ON salary Of TeaCHer wHO sTarTed TeaCHINg IN

Point 1

€30,702 (+S&S €1,592) = €32,294 Point 2 €33,168 Point 3 €33,950 Point 4 €36,576 HRA/LRA (+€796 S&S) €37,372 LRA (post-Feb. 2012 entrants phase 1) €37,529 Point 5 €38,673 LRA (+€1,796: €796 S&S and €1,000 on scale) €40,469 LRA (post-Feb.2012 entrants phase 2) €40,551

September 2013 September 2014 December 2015 September 2016 December 2016 January 2017 September 2017 December 2017 January 2018

2013

Point 1 €30,702 Point 2 €33,168 Point 3 €33,950 HRA/LRA (+€796 S&S) €34,746 Point 4 €37,372 LRA (post-Feb. 2012 entrants phase 1) €37,529 LRA (+€1,796: €796 S&S and €1,000 on scale)€39,325 Point 5 €40,469 LRA (post-Feb.2012 entrants phase 2) €40,551

Difference September 2016 – January 2018 = €5,805 (16.7%)

Difference September 2016 – January 2018 = €3,179 (8.5%)

Figures in all cases (in order to show actual earnings at each date) include the LRA payment totalling €1,796 due on 1 September 2017 and take account of increments (and incremental pauses for 2012, 2013 and 2014 entrants) as they become due.

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INTO­news

) on new entrant allowance effeCT ON salary Of TeaCHer wHO sTarTed TeaCHINg IN September 2014 September 2015 September 2016 December 2016 January 2017 September 2017 December 2017 January 2018

2014

effeCT ON salary Of TeaCHer wHO sTarTed TeaCHINg IN

Point 1 €30,702 Point 2 €33,168 HRA/LRA (+€796 S&S) €33,964 Point 3 €34,746 (post-Feb. 2012 entrants phase 1) €35,837 LRA (+€1,796: €796 S&S and €1,000 on scale)€37,633 Point 4 €39,325 LRA (post-Feb.2012 entrants phase 2) €39,482

September 2015 September 2016 January 2017 September 2017 €37,633 January 2018

2015

Point 1 €30,702 Point 2 +HRA/LRA (+€796 S&S) €33,964 LRA (post-Feb. 2012 entrants phase 1) €34,614 Point 3 +LRA (€1,796; €796 S&S and €1,000 on scale) LRA (post-Feb.2012 entrants phase 2) €38,723

Difference September 2016 – January 2018 = €4,759 (14%)

Difference September 2016 – January 2018 = €5,518 (16.3%)

significant progress achieved by the INTO there are remaining new entrant pay issues to be resolved. The INTO will continue to work to achieve full pay equalisation between pre-2011 and post2011 entrants.

FuTuRE PROgRESS ON PAy FOR ALL MEMBERS Agreed LRA restorations on supervision and substitution, on earnings over €65,000 and the €1,000 increase for all teachers are being implemented between now and 1 January 2018.

The Government has established a Public Service Pay Commission. INTO will use this opportunity to raise outstanding pay issues including full equalisation and the outstanding Benchmarking award to Principals and Deputy Principals.

The pay talks anticipated in 2017 will provide the main opportunity to negotiate pay progression for all INTO members.

REFORM MEASuRES A review will take place regarding posts of responsibility in the context of the restoration of posts. This will include

effeCT ON salary Of TeaCHer wHO sTarTed TeaCHINg

September 2016 January 2017 September 2017 €36,410 January 2018

revised wording around a school leadership team, accountability of post holders, flexibility, appeals processes and the phased introduction of open recruitment to the position of deputy principal, initially in larger schools.

Selection criteria for posts of responsibility are to be revised with a view to phasing out length of service as a standalone criterion while still reflecting the value of experience within the marking system.

In the context of post restoration, there is a commitment to cooperate with school self evaluation which will have an implication for a directive issued by the CEC earlier this year with a view to seeking restoration of posts.

There is to be a timebound process to resolve the current issues regarding the

2016

Point 1 €31,805 LRA (post-Feb. 2012 entrants phase 1) €32,806 Point 2 + LRA (+€1,796: €796 S&S and €1,000 on scale) LRA (post-Feb.2012 entrants phase 2) €37,059

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teacher induction process (Droichead) which is currently the subject of an INTO directive. Since the directive was put in place, INTO has met with the Teaching Council which has set up a process to review Droichead; this review will be concluded by year end.

Join­the­rally­on­Thursday,­27­October­at­4.30­pm

Nuacht­CMÉ

School inspection workload Last year and this year the INTO met with the DES on proposed changes to school inspection and to school self-evaluation.

The union’s contribution to this process was informed by research showing significantly increased workload stress in primary teaching. This research identifies a number of stressors including demands

by DES inspectors, increased paperwork requirements and the continued moratorium on promotion in primary schools.

The INTO argued that evaluation procedures must be seen to be fair and reasonable, be carried out in an objective manner and have the confidence of those being evaluated. Evaluation practices and policies must take account of the wider environment in which schools operate including resourcing, government policies and local circumstances. In particular, evaluation policy and procedures must take account of overall workload of teachers and demands made on teachers in schools from a variety of sources. Evaluation policies cannot be constructed and transacted in a vacuum.

School self evaluation The INTO expressed serious concern about the workload implications of plans to escalate requirements on schools and teachers in the absence of promoted posts and without consideration of other demands being made of schools at this time.

The CEC subsequently directed members not to participate in SSE which remains in place notwithstanding the publication of Circular 39/2016.

School inspection While accepting that inspection policies and methods need to be reviewed periodically, the INTO argued that a key component of confidence in a system of inspection is ensuring that practices and policies are consistent and understood.

This becomes increasingly difficult when there is regular change such as has been the case in the last decade.

The INTO’s view was that the variety of

existing inspection models was confusing and unnecessary and that the types of inspection should be reduced rather than increased.

It has been DES policy in recent years to align aspects of school evaluation across primary and post-primary. The INTO argued that significant differences exist between schools at primary and post primary including size, organisation, staffing, the roles of the principal and deputy principal teacher and requirements for written preparation. All of these need to be taken into account when designing models of school evaluation.

term and short term (fortnightly) plans across all subjects as well as completing a cuntas míosúil. Therefore, the process of aligning evaluation across both levels is unfair and unreasonable. As a consequence the INTO stated that the notification period of five weeks should be retained for notified evaluations at primary level.

The INTO also argued that open-ended demands for documentation increase paperwork in schools and allow individual inspectors to make different demands for paperwork on schools which is undermining teachers’ confidence in the process of inspection.

ne w noTice TiMeFr AMes Incidental Evaluations

No advance notice given

Curriculum Evaluation

Five working days by email

Evaluation of Provision for Pupils with SEN

Ten days by email

DEIS Evaluation of Action Planning

Ten days written notice

WSE - Management, Leadership and Learning

Ten days written notice

Whole-School Evaluation

Ten days written notice

The vast majority of primary schools are led by a principal teacher with full-time teaching duties. The INTO’s expressed view was and remains that it is unreasonable in the extreme to shorten notification periods and expect a principal teacher to complete a comprehensive Information Form, prepare specified policies for presentation and evaluation, prepare school self-evaluation reports and school improvement plans for evaluation, prepare assessment records for inspection, provide details of teachers’ timetables and relevant monthly progress records, distribute and collect parent questionnaires while, at the same time, teaching a class full time, dealing with the typical exacting task of the day to day running of the school and ensuring that their own classroom preparation and practice is prepared for evaluation.

Significant differences exist between primary and post primary in terms of teachers’ written preparation. Primary teachers are required to compile long

It is unacceptable to the INTO that inspection policy actively contributes to: l increasing workload stress in primary teaching and l increased paperwork requirements that detract from teaching and learning.

The NTO reiterates its view that in order to be fair, evaluations must examine and report on the context in which schools operate. It is unacceptable that inspection policy and inspectors continue to ignore: the impact of the moratorium on: l in-school management posts on schools; l inadequate funding and unsafe accommodation in some schools; and l insufficient resources to support the implementation of the primary school curriculum.

Failure to acknowledge, fairly evaluate and accurately report on issues such as these in schools erodes trust and confidence in the school inspection policy and processes.

LeaDing curricuLum conSuLtation It­is­vital­that­the­INTO­be­central­to­any discussions­on­proposed­changes­to­the curriculum.­Over­the­next­few­years work­will­commence­on­revising­the maths­curriculum,­developing­a

Members­interested­in­facilitating consultation­sessions­with­other­INTO members­on­curriculum­developments can­contact­Claire­Garvey­in­INTO­Head Office­cgarvey@into.ie.­

curriculum­for­ERB­and­ethics,­and continuing­the­language­curriculum from­third­to­sixth­class.­In­addition,­the structure­of­the­curriculum­and­time allocation­will­be­considered.­ INTOUCH

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It­is­proposed­to­bring­together­a number­of­interested­teachers­to­receive training­in­leading­and­facilitating consultation­groups­so­that­the­teachers’ voices­are­reflected­in­discussions.

INTO­news

Meet the CEC Continuing our series of introductions to district representatives, this month we feature two more CEC members. All district representatives on the CEC are serving primary teachers. Members wishing to contact their district representatives by phone should not do so during school time except in the most urgent of cases. Contact details for all CEC representatives are in the INTO members’ diary.

Mary Magner – district 16 pat crowe – district 14 Pat Crowe represents District 14 on the INTO Executive. e district covers part of Dublin’s northside and north Kildare, comprising the branches of Dublin North City, Dublin Tolka, West Liffey and Dublin Tolka.

Mary Magner represents District 16 (Cork City and North Cork, stretching from Youghal to Millstreet).

Mary, a native of Castletownroche and living in nearby Killavullen, graduated from St Patrick’s College, Drumcondra, in 1982. She began her teaching career in inner city Dublin teaching in St Gabriel’s School in Aughrim Street.

Mary’s first introduction to the INTO was as a member of Dublin City North Branch where she became an active supporter, participating in a three day strike action in the early 80s for teachers’ rights to employment and decent salaries.

Returning to Co Cork, she taught in many urban and rural schools before securing a position in St Patrick’s BNS, Mallow, in 1995.

Mary pursued a M.Ed. in ICT in Education in MIC and further studied a post-graduate diploma in SEN in UCC She became both an acting teaching principal and an administrative principal in St Patrick’s BNS and is currently administrative principal in Scoil Chroí Íosa, Blarney. Mary has served as leas-cathaoirleach and cathaoirleach of Mallow Branch and as district secretary of District 16.

She was elected to the CEC in 2011 and represents the INTO on the NCCA Early Childhood Board and Primary. A strong advocate of young teachers, she is a member of the Project Team on Pay Equality.

Pat teaches in the North Kildare Educate Together School in Celbridge in Co Kildare. A native of Dublin, he graduated from Carysfort College in 1986 where he had been president of the students’ union and began his teaching career in St Joseph’s BNS in Clondalkin. He taught in France for two years and in 1996 moved to Celbridge.

He first got involved in the INTO in the Dublin West Branch as a branch committee member, campaigning for panel rights for non-permanent teachers.

After joining the West Liffey Branch in the mid-1990s he took up a number of positions including branch organiser and cathaoirleach and district cathaoirleach and secretary. He has been a regular delegate to Annual Congress where he proposed motions on issues such as unqualified personnel in the classroom and the Work Placement Programme which preceded JobBridge.

He was elected to the CEC to represent the members of District 14 in 2012.

Are you considering becoming an inTo staff rep?

Many staffs at this time of year decide on who will be their INTO staff representative for the next school year.

In some cases there may be an election among interested staff members. Staff reps can put themselves forward to continue on in the role.

As a staff rep, you have three key responsibilities: 1. Recruiting members.

2. Informing members.

3. Supporting members.

If you would like to know more about

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this role the INTO has a free online module on e Role of the Staff Rep that you can access to check out the role, responsibilities and supports.

If you would like to log onto the module please email tut@into.ie and we will forward you the details.

Nuacht­CMÉ

ThuMBS DOwN fOR ACTION PlAN ON EDuCATION The INTO has strongly criticised the government’s Action Plan for Education launched last month. Sheila Nunan, General Secretary, said it lacked a timeline for resources, labelling it short on the detail of how objectives will be met.

Ms Nunan described the plan as littered with phrases such as “when resources permit” or “when resources allow”.

“Schools cannot plan on the basis that resources might or might not be available,” she said. “Teachers want to see what resources will be available to support each element in the plan.”

The plan sets out what it calls hundreds of actions and sub-actions to be implemented across 2016-2019 with particular focus on disadvantage, skills, and continuous improvement within the education service. It also provides for quarterly progress reports and an updated plan to be published at the start of each year.

Facilitation skills The INTO is currently looking for members who would be interested in attending training to develop facilitation skills. The aim is to build a national panel of trained facilitators who would then be available to work with groups of teachers in relation to ongoing consultations.

It is envisaged that the next round of consultations and focus group research will take place over this coming academic year.

If you are interested in putting your name forward, please email Claire Garvey cgarvey@into.ie

Among the actions proposed in the plan are: l a new DEIS plan published by end-2016; l rolling out coding to primary schools from 2018; l the implementation of wellbeing guidelines to all primary schools; l developing a Parents’ and Learners’ Charter; l measures to tackle the costs of schools for parents; l extra funding for book rental schemes as resources permit; l mentoring for new principals/ coaching for existing principals; l a school excellence fund to support innovation; l a new Inclusion Support Service to support children with special educational needs;

l 300 extensions and 14 new schools by 2021; and to l publish and implement an education strategy for the Gaeltacht.

Ms Nunan said INTO members as professionals working in schools every day were ambitious for primary education. “However,” she said “the days of fobbing off teachers with un-costed plans for the education system are gone.”

“On the one hand the DES demands that teachers provide inspectors with minute detail in their planning documentation of the resources used to deliver educational objectives in a classroom. On the other hand the DES itself goes and produces a major planning document with hundreds of objectives without a single resource commitment.”

INTO meets with National Disability Authority

Minister of State for Disabilities, Finian McGrath TD is pictured during a recent meeting with the National Disability Authority. Also pictured are Authority members Helen Guinan, who is the chairperson of the Authority, and Deirdre O’Connor INTO Assistant General Secretary.

Helen retired from her post as principal in St Paul’s School in Cork and she has been closely INTOUCH

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involved over many years in policy development and implementation at national level with a number of organisations, including the National Council for Curriculum and Assessment, the National Council for Special Education and the National Federation of Voluntary Bodies.

Deirdre was the chair of the ICTU Disability Committee from 2007 to 2014.

INTO news

1800 411 057

Teaching Council members prepare for complaints against teachers

Autumn savings from Membership Plus

The Investigating Committee of the Teaching Council decides if an inquiry into the fitness to teach of a registered teacher is warranted. The Investigating Committee comprises 11 Teaching Council members including six teacher members, three of whom are elected primary teacher members – Karen Devine, Catherine Doolan and Seán McMahon who chairs the committee.

The committee has received training in relation to the committee’s terms of reference and code of practice, the code of professional conduct for teachers, the case management system, fair procedures, grounds for complaints and reasoned decision-making. Members of the committee also travelled to Wales to examine the Fitness to Teach provisions in operation there.

All deliberations of the Investigating Committee take place in private and are not subject to appeal.

The committee has considered a number of complaints submitted to the Council since 25 July, but relating to events prior to 25 July. Future meetings will consider complaints made to the Council since 25 July 2016 relating to events which occurred after that date.

Such complaints will first be filtered by the director of the Council who may refuse them if they are not properly made or are deemed to be frivolous, vexatious, made in bad faith or an abuse of process.

Complaints not refused by the director will be considered by the Investigating Committee who must decide whether there is a prima facie case to be referred to the Disciplinary Committee for a hearing.

If the Investigating Committee decides there is no prima facie case, the complaint is at an end.

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Membership Plus is the benefits programme for members of the INTO entitling you to up to 50% discount at over 1,500 restaurants, shops, gyms, golf clubs, days out venues and much more!

See how much you can save this autumn from just a small selection of the offers available to cardholders.

Venue

Example

Carraig Donn Galway Greyhound Stadium Argento Dominos Pizza Jurys Inn

New party outfit

Eclipse Cinemas Pamela Scott

Saving €8.99

Admission for two €10.00 Michael Kors Watch €24.90 Treat night takeaway €15.13 2 night break for 2 people €39.80 Admission for 2 €7.50 New outfit for the autumn €19.60

Prices/venues correct at time of press. Member Saving: €125.92 Visit www.membershipplus.ie/teachers

INTO­news

Retirements

curry Branch Back­row­L­to­R:­Bernadette­Ryan,­Chairperson,­District­4;­David McVeigh,­Branch­Chairperson;­Nanette­McDonagh,­Branch­Secretary.­­ Front­row,­L­to­R:­Sr­Mary­Richardson;­Jim­Higgins,­INTO­President 2010/11­and­Frank­McGee.

Pictures from branch and district functions to honour retiring members

District 15 A­function­was­held­in­May­to­honour­retiring­members­in­District­14.

District 9 n­June.

Rosena­Jordan,­INTO­President­is­pictured­with­retirees­from­District­9­pictured­at­a­function­i

raphoe convoy Branch L­to­R:­Kathleen­Coyle, Donal­Coyle­(Retiree) and­­John­Boyle,­INTO Vice­President­.

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May 2016

District 13 Tim­O’Sullivan,­District­Secretary,­makes­a presentation­to­Ger­Doyle.­Ger­represented­the district­on­the­Accounts­Committee­for­27­years until­his­recent­retirement.

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Glass of Prosecco on arrival Fabulous 5 course meal Be entertained with music throughout the night Dance the night away with the resident DJ ₏45.50 per person Or Include ½ bottle of wine per person and a Christmas cocktail ₏55.00 per person

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Tributes

Tributes darragH laNIgaN Darragh Lanigan first joined our staff in Scoil Ide in September 2009.

His unassuming and laid back nature was quickly evident and he was soon very popular with children, staff and parents.

Darragh taught first and second classes in the school and later became a learning support teacher with special responsibility for third class.

He was incredibly kind and patient with all the children in his care.

His flexibility as a teacher

was unrivalled, his enthusiasm for the job was infectious and his attitude to his work was first class. Darragh never made a fuss; he would do anything for anyone.

Darragh was heavily involved in the extracurricular life of the school. He loved sport and contributed hugely to the success of rugby and football in the school.

Darragh was an exceptional friend – loyal, sincere, generous of his

time, kind hearted, sincere and obliging.

Darragh battled illness with the same strong will, positivity and determination with which he approached everything in life.

While Darragh’s passing is a great loss to his friends, colleagues and the whole school community, it is within his family that this loss is greatest. To his wife Louise, his parents and family we extend our heartfelt and deepest sympathy.

Ní bheidh a leithéid arís ann.

soul with gratitude for all the good in her life. She gave totally of herself to others, always supporting people their hour of need. She exuded love and warmth. She cooked, baked, arranged flowers.

She walked, sang and danced. Her radiant smile lit up all around her. Nothing was ever too much for Fiona.

Regardless of how she may have been feeling physically, she embraced every

occasion with joy and boundless energy.

She made everyone around her feel special.

But Fiona was the truly special one. She was taken much too young but, through her life, inspired so many. She touched many lives. Her beautiful spirit lives on and will guide and console all those who are broken-hearted mourning her loss.

Ar Dheis Dé go raibh a hanam dílís.

Not only did we wonder that ‘one small head could carry all she knew’, but that she could consistently generate such a phenomenal strength and determination, entirely focused on improving learning outcomes for children.

She brought a sense of enthusiasm and fun to every class and imbued her adult relationships with a mischievous humour and an unerring frankness. No slave to convention, Ger was always true to herself first and foremost.

Ger’s sense of fashion added colour and style to our working environment. She was expressive, expansive and had a unique charm, humour and warmth to her personality that she succeeded in retaining despite the challenges of illness.

Ger was a much loved teacher, friend and colleague and our school community continues to feel the loss of her warmth, courage and spirit.

Ger died peacefully in April 2016.

Our sincere sympathy goes to her beloved husband Colm, her family and friends.

May she rest in peace.

From his friends and colleagues in Scoil Íde, Corbally, Limerick

fIONa lee (Neé gardINer) In August 2016, this world lost a truly inspirational woman. Fiona Lee (neé Gardiner) was a devoted wife and mother to Connell, Bláthnaid, Darragh, Oisín and Fergus. She was a beloved sister to Freda, Adrian and Fergus. A treasured friend to many, a very special colleague to the staff of Ransboro NS, Sligo, and a dedicated, talented and inspiring teacher to all who have been fortunate enough to have been taught by Fiona.

Fiona fought a battle against illness for many years, but certainly did not allow her illness to define her life in any way.

She lived each day to the full, filling her

Siobhán Clarke, Ransboro NS, Sligo

geraldINe MUrpHy Ger Murphy joined our staff in Scoil Mhuire Banríon, Mayfield, Cork, in 1999 and brought with her a sharp intellect, an enthusiasm and commitment to her work which she sustained all her working life.

Our school community was fortunate to have Ger as a colleague, friend and teacher for over 16 years.

Her intellectual and academic strengths and experience ensured that Ger was the go-to-person for up to the minute information on every aspect of learning support in the school.

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Northern News 7 News from the world of education and trade unionism in Northern Ireland8

2015/16 pay impasse continues The Department of Education, following pressure from the INTO, has announced its intention to process incremental pay increases for all eligible teachers. The decision will affect around 10% of Northern Ireland’s teaching workforce in controlled, maintained, grant-maintained, voluntary grammar and the integrated sector schools from September 2016. This announcement is important given that last year’s stalled pay negotiations balanced on this very issue.

The INTO raised its concerns early in the 2015/16 pay negotiations following the announcement that affected public bodies must put forward proposals to end automatic time-served progression before submitting 2015/16 pay remit documentation. Ending automatic timeserved progression would mean that teachers not already at the top of their scale would not receive their yearly pay increases and future advancement along the main scale would depend on teachers completing a performance review and staff development type scheme.

The decision to automatically grant incremental pay this September mirrors the Department’s action of this time last year when, as part of the pay round of 2015/16, it authorised the payment of incremental pay to all qualifying teachers.

During the pay negotiations that followed, management presented this payment of incremental credit as constituting 1.13% of the 2015/16 pay claim and offered a further 1.37% to bring the total management pay offer, as they saw it, up to 2.5%.

The INTO firmly rejected this 2.5% offer.

In presenting their reasons for rejections the INTO argued that, while the 2014/15 pay settlement was based on the premise that INTO would negotiate an alternative to automatic time-served pay progression, the INTO, through their participation, had fulfilled their obligation to negotiate pay progression, regardless of the outcome.

Rejecting management’s offer, the

INTO suggested a revision to the 2015/16 pay claim. This was adopted and presented by Northern Ireland Teachers’ Council to management as: l 3% uplift to all pay scales. l Removal of M1 which meant that newly qualified teachers would begin on M2. l Extending ISR ranges for principals/ vice principals by two points.

This claim was dismissed by management who restated their original proposal.

Making it clear that this offer was based on the agreed removal of automatic timeserved progression.

The INTO could not agree to the removal of automatic pay progression for a 0.37% pay rise, the effective figure considering that 1% was the basic cost of living award imposed on all public servants.

Despite many meetings throughout the academic year, between management and teachers, an impasse was reached.

Management appeared to understand the importance associated with the removal of an aspect of teachers’ pay

INTO­finds­itself back­at­the negotiating­table with­last­year’s pay­claim­still unresolved

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which the INTO viewed as a contractual, therefore legal, entitlement.

In an effort to overcome the impasse, both sides agreed to attend a meeting in early June 2016. Following negotiation between all representative unions, a revised NITC pay claim was submitted to management. In return for a 3% cost of living increase to all grades, backdated to September 2015, along with a genuine commitment from management to strive for full restoration of teachers’ pay during the lifetime of the new assembly, NITC would engage positively in work to establish a new method, after September 2016, for incremental progression on the main scale.

This NITC proposal was declined by management and, as a result, the INTO finds itself back at the negotiating table with last year’s pay claim still unresolved.

While INTO members are acutely aware that, in net terms, their take-home salary has decreased since 2010, the one positive from this new starting point for the upcoming negotiations is that the automatic incremental element of pay progression will already have been paid.

Nuacht­CMÉ

Academic selection - Minister controversy over sudden policy change The Education Minister has announced Departmental support for academic selection. Peter Weir MLA added it is “in the best interest of pupils to be supported by their primary schools through the process of transfer.”

“Schools,” he said, “are now afforded the freedom to facilitate test arrangements by supplying support materials, preparation during core teaching hours, coaching in exam technique and providing familiarisation with the testing environment.”

The announcement has re-ignited the controversial issue of school selection.

The infamous 11–plus exam was used to determine school selection until it was abolished in 2002 although ‘unofficial tests’ have been used by some second level schools.

Renewed momentum to abolish academic selection, in place since 1947, began in September 2000, when the Department of Education published the findings of a survey on its effects. The findings showed that preparation for

transfer tests narrowed the primary curriculum and, as a consequence, pupils were not receiving the broad and balanced education that was expected. In addition, it had the potential to impact negatively on the teaching and learning styles adopted by teachers in Primary 6 and Primary 7.

The survey also indicated that, following the introduction of open enrolment in 1990, the proportion of pupils attending grammar schools had increased, and that this was causing instability in the size of intake, and the academic make-up of the pupils attending non selective post primary schools. In addition to this, teachers indicated that the majority of pupils in

The Minister has sought to characterise his decision as a device to promote equality.

This view is not reflected in the facts.

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non-selective schools arrived with a sense of failure, and time was needed to rebuild the pupils’ self-esteem.

Post primary teachers indicated that there was limited curriculum continuity between primary and post primary and that, despite the increased proportion of pupils at grammar schools, there was limited evidence of change in the curriculum or teaching styles to reflect the changing demographic of the intake.

Disturbingly, the survey quoted teachers as saying; “In part due to parental pressure for ‘good’ results, primary teachers say that the final years of primary school are organised around the demands of the transfer tests. Pupils are often categorised on the basis of their likely test performance. Teachers often have low or modest expectations of pupils who are not entered for the tests and there is some suggestion that less consistent attention is devoted to their education needs.”

In 2002, the then Minister for Education, Martin McGuinness, took the decision to move away from academic selection at 11, and to instead allow pupils to transfer to their nearest post-primary schools. In 2008 the transfer test, as prepared by CCEA, was abolished. In a bid to maintain academic selection, grammar

Northern­news

backs school selection tests schools instead began to use the results of unregulated tests, from AQA and GL Assessment, as a criteria for determining entrance to their school.

The outworking of this is that many parents have put their children through up to five tests in November of a child’s Primary 7 Year.

At INTO Northern Conference in March 2016, and at other teacher union conferences, the then Education Minister, John O’Dowd, admonished the unions for not doing enough to rid the North of academic selection. This was refuted by the INTO who argued that it was inaction by the Department in relation to schools who were preparing pupils for the unregulated test, which allowed academic selection and all its subsequent inequalities to continue.

On 7 September 2016, Minister Peter Weir went further than any other Education Minister, either from the devolved administration or under direct rule, by informing primary schools that they can now teach to these unregulated

tests. He has offered school leaders no guidance on how schools might enact this policy reversal, allowing schools to devote core teaching time to test preparation for 10 and 11 year olds, without an explanation of how to meet the schools commitment to deliver a skills based curriculum. No account has been taken of the effect this change will have on vastly underfunded school budgets.

In comparison to the grammar sector, non-selective post primary schools have currently about three times as many pupils in receipt of free school meals. The bulk of research into the effects of academic selection on social mobility contradicts the Minister’s position. It can be argued convincingly that the Minister was delivering on a primarily political commitment and rather than being guided by a desire to improve the educational opportunities of all children.

The manner in which the Minister made his announcement, through a newspaper column, showed scant regard for any of the other education

stakeholders. Principals and teachers became aware of the decision as they journeyed to school, receiving the news at the same time as parents.

This is a poor way for any Minister to do business and it reflects a lack of respect for teachers and principals, and indeed the other members of the Executive. Any change in education policy should be properly discussed, negotiated and formulated. Proper consultation with teachers and their representative should have taken place. It is clear that, in this instance, none has taken place.

What is needed is a proper and open debate on the way forward for education in the north. Such a debate should reflect on the current educational and socioeconomic research, should enable us to create a system which will allow every child to reach their full potential, rather than returning our young people to a discredited, divisive and stressful system which has continued to fail the majority of our young people.

inTo responds to solo run on selection e Northern Secretary has written to all MLAs pointing out that the decision will have a negative impact across the system. Mr Murphy’s letter pointed out that the new guidance had the potential to move teaching, in the last two years of a child’s primary school education, away from the current skills-based curriculum to a content based model. “is will lead to a narrowing of the curriculum as schools concentrate on literacy and numeracy at the expense of exposing children to the full breadth of the excellent broad based and skills focused curriculum available to our children and young people.”

He told MLAs that INTO members, already struggling to deliver a world class education in circumstances of chronic underfunding and weighed down by unreasonable workloads across the system, will view Mr Weir’s

decision as contributing to a further worsening of their terms and conditions.

He also took aim at the manner in which the change was arrived at and communicated saying the education stakeholders were not consulted in advance. Neither were schools informed before the change was announced in the Belfast Telegraph. “is is a very poor way to conduct business as it strongly implies a lack of respect for the views of INTO members and undermines the progress made in recent years to establish a culture of collaborative working across all the education stakeholders.”

Mr Murphy said the INTO would have expected the Minister to bring forward an alternative, nondiscriminatory method to facilitate the transference of pupils from primary to post-primary, rather than to simply

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reinforce a regressive procedure based solely on academic ability. e INTO strongly remains of the view that academic selection is wrong on a variety of levels and should be consigned to history. Mr Weir’s decision in providing a support to a minority of schools at the expense of the majority needs to be challenged.

Mr Murphy urged public representatives who, he said, were best placed to challenge the decision to do so.

He said we needed to arrive at a resolution to the issue of how we manage the transference of pupils from primary to post-primary level. It is the case that society and the politicians are divided on the issue and consequently it is wrong for the Minister of Education to pronounce, with such certainty, that selection is here to stay.

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HP are offering primary schools CASH BACK for your old devices.

Simply purchase any qualifying HP product and trade in your old kit and you will be eligible for money back, which can be used for additional products, software or training. The amount schools receive is dependent on which HP products they purchase.

Participating schools will receive a credit against their account, allowing schools to access the money quickly.

Register your school today https:// hpforeducation.com/ie/en/pages/ edu/home

How it works Step 1: Register Visit the HP for Education site below and register your details to participate in the promotion.

Step 3: Claim Complete the online claim form within 30 days of your purchase date.

Step 2: Purchase Buy a qualifying HP product within the promotional period.

Step 4: Reward Send back your old devices to us and receive your reward.

We must receive your trade-in within 30 days of approval for your claim.

Get started today: HP for Education Please check out the T’s & C’s for more information!

INTO Advice 7 INTO advice for members on issues of importance 8

Your INTO membership renewal Notice for substitute and temporary (fixed-term) teachers Each year the INTO deals with a number of teachers who believe they are members and are taken aback to find their membership has lapsed. These reminders about membership renewal should help ensure you retain your rights.

Substitute teachers Substitute teachers join INTO for one school year at a time. Membership dates from the time of joining (usually in the summer/autumn) to 31 August of the following year (e.g. if a teacher joins INTO as a substitute in either summer or autumn of 2016 that membership expires on 31 August 2017).

Substitute teachers pay an INTO

subscription directly (it is not deducted from salary), so it is necessary to renew this membership for each school year.

covered by substitute membership.

When that teacher joins with deduction from salary we will refund the substitute subscription if this happens before 1 January 2017).

Once in a temporary/fixed-term position, teachers join as ordinary members of INTO; it is not necessary after that to renew membership while in either a fixed term or a permanent (CID) contract.

Temporary/fixed-term teachers Where a teacher transitions to a fixed-term/temporary contract, it is necessary to sign a form to provide for deduction of INTO subscription from salary. A member should be in the correct category of INTO membership to benefit from advice and services (e.g. a person who joins as a substitute member in September but gets a temporary position in November for the remainder of the school year is not

4 good reasons 1 to be part of INTO

Membership rates The INTO operates a strongly discounted rate for substitute teachers. The standard discounted rate for substitute membership is €85 per annum. Substitute teachers who have qualified in the previous

three years have a promotional rate of €25 per annum. The €25 applies to joiners in 2016 who qualified as teachers in 2014, 2015 and 2016.

Temporary (fixed-term) and permanent teachers are paid on incremental scales and a common subscription of €13.35 (by deduction each fortnight) applies. However, on first joining through deduction from salary, teachers on temporary/ permanent contracts have three months’ free membership before deductions commence.

If any queries arise please contact our Membership Section at INTO Head Office by emailing rbowes@into.ie or ccunningham@into.ie

Advice, support and legal backing

Handling thousands of queries and requests for support, we deal with the Department of Education and Skills, the Teaching Council and Management, providing legal advice/support as necessary. The INTO has a strong reputation for representing members and has secured agreements about handling complaints, combating bullying and promoting positive workplaces – plus, for NQTs, an easing of probation conditions.

2

Up to date information

You have access to accurate information via the INTO website, weekly enewsletters, the InTouch magazine and through local branches and representatives like the INTO’s elected Central Executive Committee (CEC) members, all full-time teachers.

3

Salary protection, insurance, credit union, discounts

You can protect earnings against the risk of serious illness through the INTO Salary Protection Scheme. The INTO also has a credit union, approved AVC and car insurance schemes and a money-saving discount card, Membership Plus.

4

Pay and conditions

The INTO campaigns for professional salaries and conditions of service. Over challenging years since 2008, the INTO won greater security for fixed-term teachers, fought off attempts to raise class sizes generally, and negotiated a start of pay equalisation and restoration.

INTOUCH

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INTO­advice

Maternity entitlements The INTO queryline answers a large proportion of queries from members regarding maternity leave, unpaid leave, maternity benefit application forms, etc. In light of this we are publishing this Q & A of the most frequently asked questions which we hope you will find useful.

What are my maternity leave entitlements?

Teachers are entitled to: • Maternity leave (26 weeks).

• Any statutory additional unpaid maternity leave (maximum of 16 weeks). Teachers applying for this unpaid leave must take it immediately following their paid maternity/adoptive leave without a break. Apply at least six weeks prior to the commencement of such leave, to facilitate salary adjustment, with the ‘Application Form for Maternity Leave Entitlement’ attached to Circular 9/2013.

• Non-statutory additional unpaid maternity leave to end of school year, i.e. 31 August.

What is the earliest date I can commence maternity leave?

You can commence maternity leave once you reach your 24th week of pregnancy.

What is the latest date I can commence maternity leave?

If you plan to take the minimum period of maternity leave prior to the birth of the baby, you should commence maternity leave on the Monday prior to the week in which the baby is due.

This is the example on the maternity benefit application form for the Department of Social Protection (DSP): “If the due date is Wednesday 12/10/2016, the latest date the employee should commence maternity leave is Monday 03/10/2016.”

The INTO website has a ‘Maternity Calculator’ to help you calculate your dates.

What happens if my baby arrives early?

If your baby is born prematurely (before your maternity leave is due to begin), you must send a letter from your doctor or hospital to the Maternity Benefit Section of the Department of Social Protection.

The letter should confirm the date the baby was born and that the baby was born prematurely. You also have to notify your school who will notify the Department of Education and Skills.

Am I entitled to statutory annual leave and public holidays?

In practical terms, the DES has cut leave in lieu to the absolute minimum in line with the requirements of the Organisation of Working Time Act. Paragraph eight of Circular 0009/2013 sets out the arrangements in relation to statutory annual leave/public holiday entitlements. This paragraph can be summarised as follows: • The leave year for teachers means the period 1 September to 31 August.

• The statutory entitlement in respect of full time employees is 20 days’ annual leave.

• Full-time employees are also entitled to nine public holidays per year.

• A teacher's entitlement to 20 days annual leave and nine public holidays is not affected by her absence on maternity leave.

• However, the circular provides that, if in a leave year, a teacher on maternity leave has reached the statutory minimum of 20 days’ annual leave and any public holiday entitlements due, either before and/or after her maternity leave, then she has achieved her statutory entitlements and there is no leave in lieu accruing.

• In circumstances where, in a leave year, a teacher’s pattern of maternity leave does not provide her with 20 days annual leave, and compensation for any public holidays occurring while on maternity leave, she must take any such days immediately before the commencement of her maternity leave as they are effectively lost if carried forward to the next leave year.

• The school must apply in writing to the DES for the number of days in lieu accrued by the teacher to be added on to their leave before maternity leave INTOUCH

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commences. They must provide the start date and end date of the teacher’s maternity leave and the total number of days accrued.

A similar arrangement applies in respect of adoptive leave.

Am I entitled to attend ante natal appointments and ante natal classes?

Pregnant teachers are entitled to time off work, without loss of pay, to attend medical appointments related to ante natal care. There is substitute cover for these days and evidence of appointment should be provided to the board of management. It is recorded on the OLCS under category ‘family leave’, sub category ‘ante natal visits’.

Section eight of the Maternity Protection (Amendment) Act 2004 allows pregnant women to take paid time off work to attend one set of ante natal classes (but not the last three of the series of classes as these would normally occur after maternity leave has started).

Under the Maternity Protection (Time off for Ante Natal Classes) Regulations 2004 expectant fathers have a once-off right to paid time off work to attend the two ante natal classes immediately prior to the birth.

How do I apply for maternity leave from my school?

Submit the ‘Application Form for Maternity Leave Entitlements’ to your board of management. This is at Appendix A in Circular 9/2013.

The procedure relating to the recording of maternity leave on the OLCS is in Appendix B of Circular 9/2013.

What are the pay arrangements when I am on maternity leave?

PRSI contributors in Class D Under DSP regulations, Class D have no entitlement to maternity benefit. They remain on their ordinary rate of pay, paid by the DES as normal, with no deduction applied.

PRSI Contributors at the full rate Class A Teachers who pay Class A are entitled to maternity benefit and their maternity pay will be made up of their salary, paid by the DES, less the amount of maternity benefit due, which will be paid directly by the DSP.

INTO­advice

for teachers Q&A

Maternity calculator Teachers must complete their section of the Maternity Benefit form, and ensure that the school enters the maternity/adoptive leave absence record on the OnLine Claim System (OLCS) and complete the employer’s portion of the form, at least six weeks before the claim is due. Failure to submit the form to the DSP six weeks in advance of the teacher going on maternity/adoptive leave may result in a delay in payment of the benefit to the claimant.

The deduction of the equivalent maternity/adoptive leave benefit will be made fortnightly during the period of paid leave up to a maximum of 26 weeks for maternity leave and 24 weeks for adoptive leave.

How do I apply for maternity benefit?

The application form MB10 has recently been updated by the DSP.

By post To apply by post, complete section MB1 & MB2 of the Application Form for Maternity Benefit and post it to: Maternity Benefit Section, Freepost, Department of Social Protection, McCarter’s Road, Ardarvan, Buncrana, Co Donegal

Online You can now apply for Maternity Benefit online at www.mywelfare.ie. You will need to set up a MyGovID account, and have a Public Services Card, which you can get from your local social welfare office or

The­‘Maternity­Calculator’­was designed­to­help­members­and­is available­on­the­INTO­website.­By using­the­calculator­you­can­now simply­work­out­your­dates­as­required for­informing­your­employer­(the board­of­management)­and­the Department­of­Social­Protection.

Intreo centre. You have to contact your local office to set up an appointment, which usually takes about 15 minutes to complete.

For more information about the Public Services Card, visit https://www.welfare.ie/en/Pages/3919_W hen-and-how-do-I-apply.aspx How is the maternity benefit payment made?

Maternity benefit is paid directly into your bank account each week in advance. A deduction from salary equivalent to the maximum weekly rate of maternity benefit (€230) payable to the teachers who are liable for Class A PRSI contributions will be applied by the DES when your salary is paid every second week.

How does unpaid maternity leave affect my PRSI contributions?

If you choose to take any additional unpaid leave, you must apply to the Maternity Benefit Section of the DSP to have credits added to your record for the period of this unpaid leave (up to a maximum of 16 weeks) after you return to work.

Submit SW11 form to the DSP to apply for the credits

INTOUCH

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www.welfare.ie/en/downloads/sw11.pdf.

useful information Circular 9/2013 ‘Maternity Protection Entitlements for Registered Teachers’ Circular 0009/2013.

The Application Form for Maternity Benefit has replaced the MB10 form.

Teachers fill in parts MB1 and MB2.

The Citizens Information website always has useful up to date information regarding leave and benefit entitlements. www.citizensinformation.ie/en/employm ent/employment_rights_and_conditions/ leave_and_holidays/maternity_leave.html.

INTO­advice

INTO salary protection Working for members!

The Salary Protection Scheme (SPS) for INTO members is designed to protect salary against the impact of illness or disability. It provides a replacement income should a member fall ill and become unable to work. It is exclusively available to INTO members, meaning that the security and benefits of this scheme are not available anywhere else.

At the time of writing, over 16,000 INTO members are already covered through the scheme.

2015 – percentage of claims paid by category Cancer 17% Mental health problems 19% Musculoskeletal 7% Pregnancy related 12% Other 45%

Key benefits l A replacement income of up to 75% of salary in the event of being unable to work through illness. l Life cover of typically twice annual salary. l A separate once-off lump sum in the event of suffering one of 36 specified illnesses (please check out the policy booklet for a definition of each illness and its pre-existing conditions). l Tax relief on contributions paid.

Review process The scheme is consistently under review by the CEC, and INTO officials regularly meet with Cornmarket to review member cases and to check in on the overall performance of the scheme which is insured through Irish Life. These meetings complement the much more formal review process that takes place every four years.

The latest published performance report shows that 95% of claims are being paid (Source: Irish Life, August 16), and on further examination, since 2012, 94% of all claims submitted have been paid, and since 2014, the percentage of claims paid is 95%. The message is that the INTO scheme is doing what it is supposed to do, and is paying claims at a consistently strong level. The total benefit being paid to INTO members amounts to approximately €6,000,000 annually.

Meeting claims As with all insurance based schemes, there are occasions that members’ claims are not paid. Cornmarket’s in-house dedicated Salary Protection Claims Team will represent members and guide them through the relevant appeals process. The INTO will

also investigate claims and members who wish to bring a claim to the attention of officials at Head Office may do so, by contacting the INTO Queryline.

One of the most common reasons for a claim not being paid is as a result of a ‘non-disclosure’ or the omission of a preexisting condition at the time of taking out the policy. Another reason for a claim not being successful is due to insufficient medical evidence or, on occasion, a difference in medical opinion between the treating doctor and the Independent Medical Examiner (IME). Robust appeals procedures are in place to deal with such occasions, but as with any insurance policy, one should never treat the cover as a ‘guarantee’. The claims will be paid once the ‘medical evidence’ supports the claim.

There has been a significant increase in claims due to the changes to Public Sector sick pay arrangements in 2014. As a result, the benefits that the INTO Salary Protection Scheme provides are more vital than ever before. Looking at the type of illnesses being claimed for in the past four years, there is a notable difference in the type of claims involved. Cancer, mental health problems, and musculoskeletal conditions are still the most common type of illness claimed for.

However, pregnancy related and other less severe conditions (e.g. injuries, fractures, infections, etc.) are growing significantly, reflecting the reduction in paid leave periods under the DES sick leave provisions.

New short-term claim process In response to the sick pay changes, the INTO and Cornmarket took the INTOUCH

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opportunity at the last scheme review to redesign it to link in with the revised sick leave arrangements. As a result, the scheme covers short-term claims, such as when a teacher moves from full-pay to half-pay or TRR. Recently, the INTO was alerted that some members were experiencing delays in receiving payment for short absences. Following talks and a review of operations, the INTO is happy to announce that a new process has been agreed which will result in short term claims being turned around much faster, with minimal paperwork requirements.

The INTO scheme is the first scheme for which the new short term claim process is being rolled out. Cornmarket and the insurer, Irish Life, is committed to the new process and making it work for the INTO scheme.

Overall, the INTO Salary Protection Scheme is performing strongly compared to other similar schemes, following the new sick pay arrangements. Some of these schemes have received premium increases of 40%. There are two factors which have a strong influence on a schemes health; (1) average age of the insured members and (2) membership uptake.

Continued take up of cover by INTO members and engagement by the CEC and INTO officials will help ensure the scheme will continue to provide much needed assistance to members when needed.

INTO­advice

Buying online? Know your rights Do you know what your options are if something you buy online turns out to be faulty, or if you simply change your mind about your purchase?

Firstly it’s important to know that you have very strong rights when shopping online from a business based in the EU. Follow the Competition and Consumer Protection Commission’s (CCPC) guide to find out exactly what your rights are when you buy from an EU based website: Check the site before you buy You do not have the same protections if you buy from a website outside of the EU so make sure you know where the site is located. Just because the website has an .ie or .co.uk domain does not always mean it’s an EU site. Make sure that you check the retailer’s geographic address on the website. If the site you buy from is within the EU, the seller must give you specific information before you complete an online purchase including: the price, any taxes, any delivery costs, details of what to do if you change your mind and a copy of the cancellation form for returning goods. Don’t give bank details to a company you don’t know without doing some research on them first. Search the company online to see if there are any negative reviews before you buy.

If you bought something that is faulty If you bought something and it is faulty, the same rights apply as if you had bought it in a shop. You should

contact the retailer by phone or email immediately and ask for a refund or replacement. Where a refund has been agreed, the seller must refund you your money within 14 days and they should pay for any return shipping costs.

When you change your mind about something you bought online For most products and services, if you change your mind, for any reason, about something you bought you have the right to cancel up to 14 days from when your purchase is delivered. Before the end of the 14 days, you can return the item and get a refund. But you may have to pay for the cost of returning it.

In some circumstances you do not have the right to cancel if you buy: • Goods that are customised especially for you. For example, this could be a piece of jewellery that you have had engraved or clothing made to your specific design and size.

• Sealed goods that are not suitable for return for health protection and hygiene reasons and were unsealed after delivery. This may include cosmetics, earrings, swimwear or underwear, which normally arrive in sealed packaging. In these instances, once the product packaging is opened, the right to cancel no longer applies, even if these items are unworn or unused.

When your goods are not delivered If you bought goods online from a website within the EU, it should be delivered within 30 days unless you agreed otherwise with the seller. If your goods are not delivered you have the right to a refund. The retailer may have included a notification on their site of a last day to order to guarantee delivery of goods before Christmas. If you ordered goods by this stated deadline and the goods don’t arrive by the guaranteed date then you are entitled to cancel the contract and seek a refund (even if the period is within 30 days).

If you bought something online from another consumer, your consumer rights do not apply If you bought something from an individual, either directly or through a website, consumer rights legislation does not apply. Be aware that: • Items bought from an online auction where the seller was another consumer are not covered by consumer law, so you can’t avail of the right to cancel.

• Auction sites usually take no responsibility for the quality of the items for sale, or accuracy of the listings. When buying from an auction website always check the terms and conditions before making a bid. Many sites are self-regulated and use a star system to rate users so check the comments on a user’s profile before you buy from them to ensure they are reputable.

For more information on your rights when buying online visit the CCPC’s consumer website www.consumerhelp.ie

If you bought something and it is faulty, the same rights apply as if you had bought it in a shop INTOUCH

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Newsdesk { News from the world of education and trade unionism, at home and abroad }

Education at a Glance 2016 Education at a Glance 2016, published by the OECD, is a source of information on the state of education around the world.

It provides data on the structure, finances and performance of education systems in the 35 OECD countries as well as in a number of other countries.

Ireland Overall expenditure per student on education from primary to third level is lower in Ireland than in the OECD average and has fallen between 2008 and 2013 as student numbers have increased.

Irish teachers are younger than average and earn more than colleagues in some other OECD countries after 15 years’ experience. However teachers’ statutory starting salaries are lower in Ireland than the OECD average.

Ireland invests less in early childhood education than most other OECD countries and has one of the lowest enrolment rates of three year olds in early childhood education.

Ireland spends more per student than the OECD average at second level. At primary level, Ireland’s annual

expenditure per student is below average.

In 2013 expenditure per student had fallen by 7% in Ireland compared to 2008 levels while on average across the OECD expenditure per student increased by 8% over the same period.

Teaching hours in Ireland are significantly longer than the OECD average at 915 hours per year at primary level compared to the EU 22 average of 757 hours.

Ireland has a relatively young primary level teaching work force in contrast to the general picture across the OECD. In Ireland 60% of teachers are under the age of 40 compared to 40% on average across the OECD. On average a primary teacher in Ireland earns 80% of the annual salary of a similarly qualified worker outside teaching.

In the teaching workforce across the OECD women are over represented in teaching but as teachers rise in successive levels of education the percentage levels of women shrinks and salaries rise.

Principal teachers are less likely to be women.

INTO reaction Speaking following the publication of Education at a Glance, Sheila Nunan, INTO General Secretary, strongly criticised what she called the unfair funding of Irish primary education. She pointed out that in Ireland for every €8 spent on a primary pupil €11 is spent at second level and €14 at third level. Ms Nunan said it was unacceptable that other levels of education are better funded and she called for unequal funding to be addressed in Budget 2017.

In OECD countries expenditure per student averages 22% of per capita GDP at primary level in Ireland the proportion is 17% at primary level.

Ms Nunan said the report showed clearly that Irish primary teachers are among the most productive in any education system. They teach more pupils than teachers in other countries. The average class size in Irish primary schools is 25 compared to the EU 22 average of 20 pupils per class.

Teaching time ireland weeks teaching weeks in school year

ireland hours

37

915

eu 22 average weeks

eu 22 average hours

37

754

ireland days

number of teaching days in school year

number of teaching hours

ireland hours

183

1225

eu 22 average days

eu 22 average hours

182

1107 INTOUCH

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Working time required at school

Ócáidí­nuachta

In touch with Brendan Maher …

INTO member, Tipperary hurler and this year’s All-Ireland Hurling winning captain Brendan Maher is a primary teacher in Clonmore NS in Co Tipperary better known as the man who captained Tipperary hurlers to victory in Croke Park last month.

Brendan first played inter-county hurling at the age of 16 on the Tipperary minor team winning All-Irelands in 2006 and 2007 as captain. He joined the senior team in 2009 and won an All-Ireland in 2010 when he was named Young Hurler of the Year. Last month he became only the fifth player in GAA history to captain both a minor and senior hurling team to AllIreland victory, matching an achievement of former INTO member and Kilkenny manager Brian Cody.

He trained as a primary teacher in Mary Immaculate College in Limerick from 2006 - 2009 where he also won a Ryan Cup medal. After several years of substitute and temporary teaching he now teaches in an ASD unit in Clonmore NS, a small, vibrant, rural school in the village of Clonmore, near Templemore in Co Tipperary.

After coming down to earth Brendan took the InTouch rapid response quiz.

Left:­Tipperary­captain Brendan­Maher­lifts­the Liam­McCarthy­cup­after the­GAA­Hurling­AllIreland­Senior Championship­Final­2016.

(Photo:­Mcmanus/ Sportsfile) Below:­Brendan­pictured with­Templemore­branch members­at­a­recent lobbying­meeting­with Jackie­Cahill­T.D. L-R:­Brian­Kenny­(Branch Chairperson­and principal­of­Clonmore NS),­Jackie­Cahill­TD,­John Meagher­(NQT, Loughmore­NS),­Brendan Maher­(Loughmore­NS) and­Angela­Dunne (principal­of­Loughmore NS).

What songs would be on the soundtrack of your life? Don’t look back in anger.

(Oasis) and Highway to hell! (AC/DC) What’s your favourite stress buster?

A night out with friends.

What is your most prized possession?

My phone!

What’s your all-time favourite TV show?

Friends.

What subject did you like best or least when you were in school? My best was geography. My least favourite was science.

Where do you see yourself in ten years?

Still teaching in Loughmore NS and running a gym.

year? A few more songs.

What is your best advice for children in the area of sport? Practise the skills of the game first.

Who was your biggest inspiration growing up? My brothers and parents.

Who was the toughest opponent you ever played against? Eddie Brennan of Kilkenny.

What’s the app you just can’t live without at the moment? Twitter!

What was the children’s reaction to this year’s All-Ireland win? They were all very excited. It was nice to bring the cup to the school after the disappointment of 2014.

What’s your guilty pleasure? Keeping up with the Kardashians (my girlfriend is a big fan!)

What is your work/ hurling life balance like? It’s tough going, not much free time but I love it.

Name one thing you’d like to learn this

What’s your favourite class level to teach?

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I’m teaching in an ASD unit and it has been an unbelievable experience so far.

What’s your favourite thing about teaching? When you see a child succeed at something.

When you’re thirsty what’s the remedy?

Water!

Who was the most influential teacher in your life? Clare Hanley – principal in Barnane NS at present.

Where’s your favourite holiday place?

Zell Am See, Austria. Ski resort.

Choices – Apple or Android; red or white wine; brown or white bread? Apple, red wine, brown bread!

Newsdesk

Protecting teachers and pupils from radon WHAT IS THE PROBLEM? WHAT IS BEINg DONE? WHAT SHOuLD My SCHOOL BE DOINg?

All indoor spaces in Ireland have radon, but in some buildings this can accumulate to unacceptable levels posing a health risk to the occupants. Schools are no different.

WHAT IS RADON AND WHy MIgHT IT BE A HEALTH RISK IN SCHOOLS? Radon is a naturally occurring radioactive gas with no taste, colour or smell. Radon has been categorised by the World Health Organisation as a carcinogen and, in Ireland, up to 250 cases of lung cancer each year are linked to exposure to radon.

It is formed in the ground by the radioactive decay of uranium which is present in all rocks and soils. It seeps up through the foundations of buildings and can accumulate to unacceptable levels.

There is a synergistic effect between radon and tobacco smoke. This means that smokers are at much greater risk of developing radon related lung cancer than non-smokers.

IS My SCHOOL AT RISK? Some parts of the country are more likely to have a radon problem than others. These parts of the country are called High Radon Areas. You can check the interactive map at www.epa.ie/radiation/radonmap to see whether your school is in a High Radon Area.

HAS My SCHOOL BEEN TESTED FOR RADON? Between 1998 and 2004 all schools were invited to be tested for radon. 38,531 ground floor classrooms and offices were tested in this survey. All schools with radon levels above the reference level were remediated. Reports of the results were issued to each school at the time.

For more information on the results of this survey read the full report at www.epa.ie/pubs/reports/radiation/ radoninschools2004.html. The Department of Education and Science’s commissioning of this work was ground-breaking at the time. In fact, many European countries are only beginning to address radon in schools.

At present, all newly built schools have radon preventive measures installed and

are tested for radon within five months of completion. Where radon exceeds the reference level, work is carried to reduce these levels.

WHAT LEVEL OF RADON IS ACCEPTABLE IN A SCHOOL? As schools are workplaces, the legally binding reference level for radon in workplaces of 400 becquerels per cubic metre (Bq/m3) applies. However, in 1998, the DES set an advisory reference level of 200 Bq/m3 for schools in order to ensure that the level of protection from radon in schools is the same as that in homes. The reference level is the level above which action to reduce radon is advised.

HOW IS RADON TESTED? A radon test is carried out by placing a small detector, about the size of a matchbox, in every occupied ground floor classroom and office for three months. After three months, when the detectors are posted back to the laboratory, they are analysed to see how much radon they have been exposed to. A copy of the results is then sent to both your school and the DES. Where radon levels are above 200 Bq/m3, remedial work should be carried out.

For a radon test or re-test to be carried out in your school, please contact the Devolved and Rental Payments Section of the DES who will fund any testing and remediation work required.

HOW ARE RADON LEVELS REDuCED? When your school was tested, if the results for one or more of the rooms in the school were above 400 Bq/m3, it is likely that the school was remediated through the installation of an active sump system. In this case, it is recommended that the school is retested every five years and that the fan used with this system is serviced in accordance with the manufacturer’s instructions (usually every five years).

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When your school was tested, if the results for one or more of the rooms in the school were between 200 and 400 Bq/m3, it is likely that these rooms were remediated by fitting air vents to improve ventilation. In this case, retesting is not required; however, vents should be checked on a regular basis to ensure that they have not been blocked up or damaged and fans on sumps should be maintained.

STEPHANIE LONg (Environmental Protection Agency) and JACKy HyNES (Department of Education and Skills).

Find out more about radon at www.radon.ie, call 1800 300 600 or email radon@epa.ie

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Newsdesk

Cornmarket Cumann na mBunscol Awards 2017 Fail to Prepare… Prepare to Fail. How often how we trotted out this old adage in our classrooms and staffrooms? is year, the Coiste Náisiunta of Cumann na mBunscol hopes that, by giving plenty of time to prepare, there will be a record number of entries for the Cornmarket Cumann na mBunscol Awards. “ese awards have been growing in popularity over the last decade,” according to Bernadette Ryan, Cathaoirleach of Allianz Cumann na mBunscol. “In recent years, we have held the Awards night on the Friday night preceding the AGM and this has been a great success. It is a chance to celebrate excellence and to meet up with friends, both old and new.” e AGM and awards banquet are scheduled for the Killyhevlin Hotel, Fermanagh in 2017. e awards banquet on Friday 10 March and the AGM on Saturday 11 March. e School of the Year Awards attracts a large number of entries. ere are two categories: Small School Award for schools of fewer than 150 pupils and Large School Award for schools with more than 150 pupils on roll. Kilcoole NS were winners of the Large School Category at the 2016 Cumann na mBunscol Awards while Dualla NS scooped first prize in the Small School of the Year category in 2016. A visit to GAA Headquarters was part of the prize for the winning schools. e 2017 awards reflect feedback An Coiste Náisiunta has received from units throughout the country.

Categories for the 2017 awards 1 Pat Trainor Hall of Fame Award (awarded for lifetime contribution to Gaelic games in primary school). is award recognises a teacher who has given outstanding service to the promotion of Gaelic games at primary school level. County and provincial Coistí are invited to nominate suitable candidates. Entries will explain in no more than 1,000 words why their nominee is worthy of this award.

2 Public Relations. Entries in this category highlight coverage of Cumann na mBunscol affairs in a county or province. Scrapbooks, ring binders etc. featuring examples of press coverage of Cumann na mBunscol activities in 2016 are ideal for this category. Websites

Above:­INTO President,­Rosena Jordan­is­pictured with­GAA President,­Aogán­Ó Fearghaíl,­at­Croke Park.

Happy­groups­from­(1)­Sciath­na­Scol­after­accepting­their­award,­and­(2)­Cumann­na mBunscol­Chill­Chainnigh­after­receiving­their­award­in­the­Best­Publication­Section­of the­2016­Cornmarket­Awards,­at­the­2016­Cumann­na­mBunscol­Awards­sponsored­by Cornmarket­Financial­Services

may be included but cannot replace newspaper coverage.

3 County Publication. County histories, magazines, fixtures booklets for 2016 may be submitted for inclusion in this category.

4 Promotion of Gaelic Games and Culture – county and provincial committees. Committees are asked to show innovative work in promoting Gaelic games and culture.

5 Promotion of Gaelic Games – individual schools. As Category 4.

Submissions in these categories will consist of l Document outlining details of the promotion (500 words approx). l Photographic evidence. l Entries may focus on a single area or a number of areas such as coaching initiatives, table quizzes, promotion of handball, rounders, camogie etc.

6 School of the Year (150 pupils or less) 7 School of the Year (More than 150 pupils) Entries in categories 6 and 7 will show how Gaelic games and culture are promoted in the school. e project may consist of articles, photographs and/or INTOUCH

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examples of children’s work. l e winning schools in categories 6 and 7 will be invited to Croke Park. l 30 pupils from each school will enjoy a stadium and museum tour. l €500 per school to cover bus transport to Croke Park. l 30 pupils and three staff from each school will have lunch in Croke Park.

Entries to the following members of An Coiste Náisiúnta: Connacht: Bernadette Ryan, Holy Family NS, Tobbercurry, Co Sligo.

Leinster: Jim Fennelly, Churchill NS, Cuffes Grange, Co Kilkenny.

Ulster: Gary Farrell, 75 Annvale Road, Keady, Co Armagh.

Munster: Joe Lyons, Ballybrown NS, Clarina, Co Limerick.

Along with a trophy, the winning entry in categories 2, 3, 4 and 5 will receive a prize of €700. Second prize is €600 and third prize €500. Closing date: Wednesday, 11 January 2017 Further updates will be posted on the website www.cnmbnaisiunta.com and on Twitter @cnambnaisiunta.

JOE LyONS, PRO An Coiste Náisiunta

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Newsdesk

Your move – Chess for Learning The idea of Chess for Learning came out of an Erasmus + project with a number of Eastern European countries where chess is as common as GAA is in Ireland. It is based on the idea of using chess to improve logical thinking, numeracy, problem solving and entrepreneurial skills.

However, the benefits of teaching chess go well beyond this. Chess improves attention span and provides a challenge for children with exceptional ability. There are attractions for certain children with special needs and it is inclusive especially for non-sporting pupils. Many pupils who find language a challenge can find an outlet through chess.

Non-competitive and self-directed learning strategies allow a teacher to introduce the game simply. Use of paired learning and ICT make learning chess easy. Pawn Wars, Knight Attacks and Bishops Battle all are short games to keep it simple, interesting and, most important

Full details of this initiative from John Conlan, St Clare’s Primary School, Sligo.

John can be contacted on conlon.jmm@gmail.com or 083 4473875.

Sponsored­by­Comhar­Linn INTO­Credit­Union,­the credit­union­for­INTO members­and­their families.

for class timetables or lunchtimes, …short.

Wet break times are no concern in classrooms where children are engrossed with finding the right move.

A nice incentive is the visit to another classroom, another school nearby or a trip

to a big chess event. The CFL events are different in that although every child plays five games, the event is over in approximately one hour.

This year it is hoped to bring CFL to as many classrooms as possible nationwide.

TMS to put on Sweeney Todd The Teachers’ Musical Society is proud to announce their new show for 2017 Sweeney Todd The Demon Barber of Fleet Street.

This dark and dramatic thriller with music and lyrics by Stephen Sondheim will surely be a fantastic and memorable production.

Auditions will be held on Sunday, 9 October. If you are interested in auditioning then please email teacher.ms@gmail.com for times, location, and audition materials.

TMS is a great way to make new friends and be part of an amazing professional show. New members are welcome so don’t be afraid to come and try out!

For all TMS updates follow Facebook @teachersms and Instagram @teachersmusical.

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Are you a primary school teacher that would like to engage a professional craftsperson in a Visual Arts project?

Learning skills for life

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2016 RDS STEM Learning National Conference Funded residencies available through the CRAFTed Programme

Featuring keynote speaker Sam Kendall from the Eden Project, UK, the 2016­RDS­STEM­Learning­National­Conference will take place on November 26 at the RDS, Dublin. This one day conference entitled ‘The Outdoor Classroom on your Doorstep’ will explore creative approaches to teaching the primary curriculum using the outdoor environment and is designed to bring together a community of primary school teachers to learn through shared experience. The RDS STEM Learning Programme is an innovative and interactive professional development programme aimed at developing primary school teachers' pedagogical and conceptual knowledge of science and mathematics. A professional development programme with a dierence – developed by teachers, for teachers – it challenges teachers to embrace children’s natural curiosity and to focus on how they think, not what they know.

To participate, contact your local Education Centre www.ateci.ie Discover more about CRAFTed www.learncraftdesign.com/learn/crafted

For more information on the conference: STEMLearning@rds.ie 01­240­7206 www.rds.ie/STEMLearning INTOUCH

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Teaching matters 3 Articles and opinions on primary teaching, with tips and ideas for the classroom 4

Intent on learning‌ La Liniere Refugee Camp, Dunkirk

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Cúrsaí­teagaisc

life of chaos

Almost a year ago, a young toddler washed up on a beach in Greece, his short life ripped from his small body, so near the end of what must have been a harrowing trip. He was a small Syrian boy named Aylan Kurdi who had, with his family, made the long journey from Syria to Europe in search of safety. is photo was jarring. None of us wanted to look at it.

But it resonated in many of us because he was so much like our own children, dressed in a colourful t-shirt and shorts, clothing we might have bought.

At the time, I put it in the nice tidy box where we all compartmentalise difficult things we don’t want to face, but it stuck with me. Sometime in the spring, I started to research ways in which I might help children like Aylan. I finally settled on going to the La Liniere Camp in northern France, outside the small city of Dunkirk, just down the road from the camp in Calais, known as e Jungle. e Dunkirk camp – originally of tents and mud – had, at the beginning of 2016, been relocated. MSF (Medicins san Frontiere: www.msf.ie) built it at the new location, the first officially built refugee camp to meet international humanitarian standards. e camp was being run by MSF and an NGO called Utopia56. I wrote to them and was referred on to the Edlumino School. e Edlumino School was founded by a former English principal named Dr Rory Fox and only accepted qualified teachers as volunteers. My plan was to work in the school for three weeks during the summer holidays.

Galway teacher’s experience at La Liniere Refugee Camp, Dunkirk

Not the most welcoming of places

When the day finally arrived, I was filled with trepidation and quite frankly fear at what I’d face in the camp. e entrance to the camp is through a slip road off a roundabout populated by the French police in large riot trucks. Not the most welcoming of places! Located between a large motorway and a train line, it is a long sliver of gravel and rocks – not a single blade of grass grows there. As I entered and registered, I could hear a jumble of many languages, French, English, Sorani Kurdish, German and, to my pleasure, Farsi (the language of Iran) which is my native language. Never before had having Farsi as my first language been of any use but when I told the co-ordinators that I could speak Farsi, their eyes lit up!

Working in the school

located between a large motorway and a train line, it is a long sliver of gravel and rocks – not a single blade of grass grows there INTOUCH

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For the next three weeks, I worked as a teacher in the school, interpreted for refugees who spoke Farsi (Iranians, some Kurds and Afghanis) and helped clean up after the evening meal. It was busy!

Working in the school was different to any other teaching I’d ever done. Each child was given individualised instruction in English and maths but their attendance was optional. is was a major challenge as many of the children were not even awake until after 10 a.m. as they’d spent the previous evening, with their parents, trying to get onto a lorry to make the crossing to England. I made a lot of efforts to gain the trust of the parents

OC TOber 2016

Teaching­matters

…many of the children were not even awake until after 10 a.m. as they’d spent the previous evening, with their parents, trying to get onto a lorry to make the crossing to England. and get their support in making sure the children attended school daily. is involved walking to the residents’ houses, knocking on the door, introducing myself and asking if the children were ready for school. After a few days, many of the residents became familiar with me and encouraged the children to go to school. e menacing presence of gangs of smugglers who infiltrated the camps was always one of the children’s main worries. ey play acted scenes of smuggling, knives and threatening behaviour which was tragic to see. e smuggling gangs were constantly intimidating the residents to force them to pay exorbitant prices to bring them across to the UK. e school’s only objective was to, as much as possible, normalise life for the children for a few hours each day.

Many of the children had been in the camp for more than six months and a few were there for a year! As you can see from the photos, the families are housed in poorly built sheds with no electricity or heating. ey have to use outdoor communal toilet and shower facilities. ey are given ingredients for which they had to queue daily to cook for themselves in community kitchens. ere was a ‘snack shack’ where they could get rice and beans for most meals with salad occasionally.

Children were given fresh fruit most days as well. Since the large increase in numbers in Calais and Dunkirk camps, the food stores have decreased considerably.

This is a girl from Iraq, with whom I could speak Farsi as her dad was a Kurd who had lived in Iran. I worked with her most days, though she was hesitant at first.

Her news was dictated to me as she had only learned basic English at the previous camp she was in and could not read or write independently. It tells the story of her journey to get to France.

Several days after this news was written she and her family made an unsuccessful attempt to cross to the uK. They were then held in a detention centre in another part of France for several days, released and then had to make their own way back to Dunkirk.

These tales were so difficult to listen to as I reflected on the comfort and security my own children have living in Ireland.

The future

As of September 2016, the Edlumino* School at La Liniere Camp has closed so that the children at the camp can attend local public French schools. is is far better for their development and will bring them a few hours of relief from being on the camp. Many of the families were reticent to send the children to the French schools as they had no intention of staying in France. is is the only chance these children will have to be children. eir lives are chaotic at best and full of fear of police, smugglers and tear gas. is is not the way any child should have to live, particularly in the European Union.

I wish I could end this piece with some good or hopeful news but, if you’ve been reading the news, you’ll know that the problem is getting worse, not better for

people seeking refuge in Europe. As I sit here on a wet afternoon in Galway in early September, trying to get my head around new pupils, lesson plans and resources, my three weeks of volunteering at La Liniere

Refugee Camp in Dunkirk seems a million miles away. But, I am so glad I went.

ANNIE ASgARD, EAL teacher, Claddagh NS, galway City.

If you are interested in volunteering in refugee camps in greece, Annie is considering bringing a group of Irish teachers there during the Easter holidays in April. Fundraising needs to begin as soon as possible, so please get in touch with Annie by email at a.asgard@gmail.com if you are interested in finding out more.

Annie writes, “I was fortunate to receive a contribution from the INTO Solidarity Fund. I’m very grateful to the Solidarity Fund and all those who contribute towards it who supported my trip.” Find out more about the INTO Solidarity Fund at www.into.ie/ROI/INTOSolidarityFund *Edlumino is a UK-based group with charity status who have begun working in camps in Greece as well as on projects to provide education to unaccompanied minors in the UK. You can find out more about them on www.edlumino.org INTOUCH

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Cúrsaí­teagaisc

Managing Dyspraxia in the classroom What is Dyspraxia/ Developmental Coordination disorder (DCD)?

l Working in groups can help develop their ability to work with others. Teach social skills explicitly if behaviour is inappropriate.

Dyspraxia/DCD describes children who present with significant problems of motor function. As it occurs in about 56% of the population, there may potentially be a child with Dyspraxia/DCD in every class in Ireland.

Room arrangements

Indicators of Dyspraxia/DCD

…in the pre-school child Indicators may include: l History of lateness reaching milestones. l May not be able to run, hop or jump. l Appears not to be able to learn anything instinctively but must be taught skills. l Poor at dressing. l Slow and hesitant in most actions. l Poor pencil grip. l Cannot do jigsaw or sorting games. l Art work is very immature. l Has no understanding of in/on/behind/ in front of etc. l Unable to kick or catch a ball.

l Place the pupil near the front where they have less distraction. They also benefit from having a seat they can easily access to limit manoeuvring around objects, which may prevent injuries to themselves and others. l Reduce the amount of distracting visual stimuli close to the child’s desk.

Allow the child to keep only needed items on the desk. l For modelling purposes, seat the child next to an organised, productive peer. l Ensure the child is sitting in the correct position on their chair. A ‘move and sit’ cushion and slope board can support writing. l Try to avoid sitting them under very bright lights or next to noise. Many pupils have sensory issues and are particularly sensitive to light and sound.

Awareness month D C /D ia x ra sp y D is r Octobe

…in the school-age child Indicators may include: l Physical education is avoided. l The child does badly in class but significantly better on a one-to-one basis. l Attention span is poor and the child may react to stimuli without discrimination. l May have trouble with maths, copying from the blackboard. l Writing is laborious and immature. l Unable to remember and/or follow instruction. l Generally poorly organised. l Commonly anxious and distractible. l Finds it difficult to keep friends or judge how to behave in company. l Difficulty sitting for long periods.

General classroom support strategies for pupils with Dyspraxia /DCD l Try to understand the nature of the difficulty. Give genuine praise for all efforts rather than a focus on the end product. l Modify your responses – reassure

rather than criticise. Be patient – Pupils may look like they are being lazy or uncooperative but this is not the case. l Be consistent and structured when teaching a task. Where possible, use multi-sensory approaches. Remember, pupils can struggle during transitions and self-directed activity where they have to organise/sequence and monitor their teacher and classmates. l A buddy system may help to build selfesteem and improve social skills. l Use a reward system in conjunction with home and agree with parents a reasonable time commitment for homework.

Organisation l Encourage the child to do as much as they can for themselves. Encourage goal setting, self-monitoring and problem solving. l Encourage pupils to use this four-step strategy to approach their work: STOP – What am I going to do?

PLAN – How am I going to do it?

DO – Go ahead and do it and CHECK – How did my plan go? Could I have done it better? (You could use red for stop/amber for think and plan and green for do as a visual cue) l Provide organisational support around homework – recording and bringing the right books home. l Try using an egg timer/stopwatch for pacing and getting tasks completed in a certain amount of time.

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Curriculum modification l In PE allow lots of time to practice a new skill, use larger balls/equipment to support. Encourage pupils to verbalise how they are performing. Participation, not competition is the key. l Plan the most challenging activities in the morning. l Teach pupils in manageable steps and break steps down using clear short instructions. Pupils need lots of repetition and overlearning with reinforcement opportunities. l Allow the pupil extra time to get work completed. Focus on quality rather than quantity. At the start of new learning experiences, allow for a lower accuracy rate but gradually increase expectations with time. l Use ICT to increase motivation.

JENNy FINNAN, B.A. (Psych), B. ED., Dip SEN, MSEN, is a resource teacher in Rathdrum and is on the board of Dyspraxia/DCD Ireland. More information on Dyspraxia/ DCD can be found on their website: www.dyspraxia.ie

Teaching­matters

Seventy years on the teachers’ strike of 1946 Anniversary

Seventy years ago this month saw the end of the INTO strike of 1946. For more than seven months, Dublin teachers had sustained a dispute to win pay demands from government.

But after 30 weeks – during which they were paid at 90 per cent of salary funded mainly through a levy on members outside the capital – the strikers returned to work empty-handed. ey did so at the request of their powerful ally, the Archbishop of Dublin John Charles McQuaid.

… rarely do strikes end in total victory or defeat; the immediate failure of 1946 has to be balanced against subsequent linked achievements

Why is 1946 commemorated?

If this strike failed to deliver on INTO demands, why is it still remembered, even celebrated, and referenced in debates?

Many unions assess their histories through the lens of great struggles and strikes. e strike remains the ultimate weapon in a union’s arsenal but can also represent a failure of negotiation. And rarely do strikes end in total victory or defeat; the immediate failure of 1946 has to be balanced against subsequent linked achievements.

Historically, key INTO advances – achieving redeployment panels and gender-equal pay scales are examples – were achieved through negotiation. But 1946 is still recalled with pride; it has to be acknowledged that sustaining an indefinite strike (which ultimately lasted from March to October) required deep reserves of solidarity, stamina and support. e dispute is the subject of a book by Eugene McCormick (available to download as an INTO publication from 2006).

And John Mac Gahern set his short story Crossing the Line in the aftermath of the dispute.

“Desperation has lent them courage”

e dispute had long roots. Pay cuts in the early years of the Irish Free State were contrasted with a marker pay settlement of 1920. An economic downturn in the 1930s was followed by the rationing and inflation of the world war years, teachers noting better treatment for other public servants.

As the strike began, INTO President Kathleen Clarke (also quoted in the heading above) characterised it as a culmination: “And now the patient waiting of years has come to a head… It is going to be a fight to a finish.”

Features of the strike

e 1946 events were of their time in that some aspects are unimaginable now while others show the value of innovation.

Among the outstanding features were: l Press support: is was almost unequivocal, the Irish Independent, Times, provincial and Catholic papers backing the strikers, and even the government-supporting Irish Press distancing itself from the Fianna Fáil administration. l Church backing: e redoubtable Archbishop of Dublin was clearly on the teachers’ side, the Presbyterian General Assembly for Dublin endorsed INTO demands, and a wellattended public rally of support was INTOUCH

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addressed by a Methodist clergyman. l Maintaining visibility: e INTO throughout adopted innovative publicity strategies, from the use of newspaper advertising to holding public meetings, to a demonstration at the All-Ireland football final.

Looking back to learn

Scarcely any INTO strikers from 1946 are still with us. But a number gathered in the 1990s in the Teachers’ Club to commemorate the events. ey recalled the difficulty of sustaining the dispute, the devastation of its failure to achieve immediate gains but also the emergence of a new generation of leaders and eventual progress on demands regarding pay scales and negotiating machinery.

In INTO debates of the late 1970s, younger activists expressed frustration at a harking back to the supposed glories of 1946 and demanded focus on current challenges. We have plenty of the latter today but perhaps through a 70-year time lens we can both commemorate and assess the contribution of our forebears who lived in such straitened times. ey were part of a marker event in an INTO story that now extends to a century and a half.

NOEL WARD, INTO Deputy general Secretary/general Treasurer

Cúrsaí­teagaisc

Masquerade Since early times in nearly all human cultures masks have been worn, for a wide variety of reasons. Around the globe they have been, and continue to be, worn as forms of disguise and by actors in performances, as part of religious ceremonies and as symbols of Carnival­Mask membership in secret societies or in celebration of holidays, festivals and carnivals.

We are all very familiar with the ancient Egyptian masks used as part of burial ceremonies. Possibly the most famous mask of all is the gold funerary mask of the pharaoh Tutankhamun. These masks, placed upon the faces of the deceased, often

contained spells intended to protect the spirit on its journey into the afterlife.

In many African cultures masks are used as part of religious ceremonies, as well as being part of ceremonial costume. They often represent the spirits of ancestors or of local deities. Often the dancer wearing the mask was sometimes thought to be possessed by the spirit represented by the mask being worn. Native American masks were used in a similar INTOUCH

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manner to the masks in Africa but, in addition to its spiritual function, the Native American mask was sometimes used for entertainment or for medicinal purposes In many parts of Asia, masks also had religious purposes but are also a vital part of traditional theatre. Many of these masks are influenced by Buddhist, Hindu and Indian literature, and were inspirations for many European modernist artists such as Picasso.

Chinese­Theatre­Mask The dual symbol of the comedy and the tragedy mask has come to represent theatre in western art.

These masks were first developed in ancient Greece and yet again had both an entertainment and religious function. A similar tradition is that of the masked fool. The figure of the masked fool is found throughout many cultures and on many continents. The masked fool’s purpose in theatre was to keep order.

The fool kept children from being unruly and distracted the audience from the dressing room or scene changes. In society, the fool questioned the status quo without the repercussions others might have faced. Many famous monarchs such as Henry VIII and Mary Queen of Scots employed a masked fool at court.

In medieval Europe, a punishment often meted out was that of forcing the criminal to wear a shame mask.

Wrong doers were made to wear these metal constructions in public displays and types included the ‘swine mask’ for a man who

Teaching­matters

explore the history of masks at Halloween had mistreated a woman or the ‘hood of shame’ for a student who had performed poorly. In later centuries masked balls were popular with the aristocracy and today we can get some idea of the elaborate masks worn by looking at modern-day Venetian masks.

The tradition of Halloween masks and Halloween costumes has its origins in our own Celtic culture. Disguises were used to confuse the ghosts that came out on Samhain, a festival at the end of the harvest season, later claimed by the Christian tradition as the day of the dead or all souls day. Frightening masks were often used because these were believed to scare away malicious spirits.

Try out some of the following mask making techniques with your class at Halloween.

Paper Bag Masks are probably the simplest mask form to explore at any class level. Various sizes of bags can be used, small ones that cover the head only or even giant ones to cover the whole body. The bags can be decorated simply with drawing and painting or can be added to by sticking on paper cutout shapes, bits of fabric or even sewing construction materials to them (buttons, beads, foam pieces, etc.).

PROJECT IDEA With a senior class, give each group a paragraph from this brief history of masks as a starting point. ask the group to research the type of mask/s mentioned, to compile a report for presentation to the class and to construct a sample mask for display.

pictures of native or tribal masks from various cultures.

Box Masks are a great way to explore themes such as robots or monsters.

Simply select boxes that fit snugly over the head, mark and cut out eye-holes, cover the boxes with plain paper and decorate them with all types of art material e.g. pipe cleaners and polystyrene balls for antennae on aliens, tin foil for robots, wool for hair, let the children’s own imaginations run wild.

Blank­mask­form Vaseline/oil, small strips of bandaging are soaked in water and layered onto the mask.

Only two to three layers are needed. The masks dry very quickly and the plastic

Clay Masks can be created by molding clay over a basic mask shape and decorating it with coils and pellets of clay (using slip to attach these firmly).

Vaseline,­modroc­strips­and­water

A­teacher­at­CPD­course.­Kildare­Education Centre Dame Edna Glasses are very easy to construct. Blank spectacle shapes are cut from card and these are decorated with a variety of small construction /fabric items such as beads, buttons, ribbons, wool, feathers, etc.

Card Masks or 2D card constructions can be constructed by the children as a response to

Above:­Clay­masks.

Below:­Box­masks Modroc Masks are the antidote to the masks made with paper mache and balloons that we struggled with for years.

Modroc is the art name for plaster-ofparis bandaging. Blank plastic masks are coated with a thin layer of INTOUCH

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mask mould is removed to reveal a strong, durable mask that can be very successfully decorated with poster paint. Again various other construction items can be added to great Clown­figure­created­with effect.

Modroc­­ MICHAEL O’REILLy, a retired teacher, has worked with the NCCA and PCSP on the design implementation of the arts curricula. He has worked in a wide variety of schools and other educational settings and is currently working with Scoilnet as a subject expert, continuing to update the I Am An Artist website. Michael also developed, with INTO, a new online summer course ‘Intouch with Visual Arts’.

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Teaching­matters

Bees are buzzing want to become a beekeeper? here’s how…

Becoming a beekeeper is like joining a secret society; there are people quietly keeping bees in backyards and on bits of land up and down the country. It was only when I started keeping my own bees that I discovered that beekeepers are everywhere! It seems nearly everyone has a father, husband, aunt or neighbour with a hive or two on the go. Who knew?

I had a mild curiosity about bees for a while. I had heard that bees were in decline, I liked honey and was entertained by the idea of dressing up in a white space suit. Then I thought no more about it until last year when I discovered the Federation of Irish Beekeepers’ Associations (FIBKA) were running a week-long beekeeping summer course in Gormanston, Co Meath, at the end of July.

So I signed up, packed my bags and went off to become a proper beekeeper.

FIBKA have been running beekeeping summer courses for the last 70 years and the Franciscan College in Gormanston has been home to the course since 1961. Over 600 people attended this year, from newbies, like myself, to OABs (Old Aged Beekeepers) who have been going to Gormanston for years. There are three streams of lectures running at any time including a full beginners’ course, complete with guided practical sessions and optional exams at the end of the week.

Over the course of the week I went from knowing next to nothing about the inner workings of a hive to confidently handling and inspecting the contents of one. I learned to recognise the different types of bees, to spot eggs a fraction of the size of a grain of rice and to pick out the queen bee hiding among thousands of workers.

I left the course last year eager to get started. I went to my local beekeeping association meetings throughout the winter and, this spring, got started with two hives of my own. I went back to

Gormanston in July this year and attended intermediate lectures on topics such as record-keeping and management of bee diseases. The learning never stops!

The summer is the busiest time in the beekeeping year but, even then, the time commitment is manageable. I inspect my bees about once a fortnight through the warmer times of year. Over the winter, I’ll leave them undisturbed other than to feed them some sugar syrup or fondant if they haven’t enough of their own stores to keep them going. I’ve made lots of mistakes so far but thankfully my bees are a very forgiving lot and they even gave me a crop of honey at the end of this summer.

I highly recommend beekeeping as a hobby but, be warned, it sucks you in!

You’ll find yourself looking at every plant you pass and considering how useful it will be for your bees. Or you’ll start to check the weather, not to see if you need to wear a jacket, but to assess the likelihood of your bees getting out to forage. You’ll find yourself talking about bees to anyone who’ll listen but, in doing so, you’ll discover there are a lot more people into bees than you’d ever have imagined…

Prices for the FIBKA Annual Summer

You’ll find yourself talking about bees to anyone who’ll listen but, in doing so, you’ll discover there are a lot more people into bees than you’d ever have imagined…

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Beekeeping Course vary from €25 per day for lectures only to €485 for a week’s meals, lectures and accommodation in an en-suite room. More information at www.irishbeekeeping.ie Facts about bees: l Each bee will only produce about 1/12th of a teaspoon of honey in its lifetime. l There are three castes of bees in a hive; the queen bee, workers and drones.

The queen and workers are female. The drones are male. l Drones don’t have a sting. l A worker bee dies after stinging. l Bees do a ‘waggle’ dance to share the location and distance of nectar and pollen sources with other bees in the hive. l There are 101 different species of bees in Ireland. Ireland has only one native species of honey bee and about 19 species of bumble bee. Most of the other 81 species of bees are solitary bees. l Bumble bees and solitary bees produce little or no honey.

SÍNE FRIEL, Letterkenny Branch, INTO

Cúrsaí­teagaisc

Mindfulness at school A health and wellbeing project by the professional aimed to explore the benefits of introducing mindfulness at school and to enable teachers to lead a mindfulness programme in their own schools.

Professional development provision for health and wellbeing is a national priority area within the work of the Professional Development Service for Teachers (PDST) and spans a broad range of areas including physical education, SPHE, child protection, anti-bullying, RSE, mental health and teacher wellbeing. Each year, PDST advisors collaborate with education centres on a range of local projects to provide unique learning and support opportunities for teachers.

‘Mindfulness at School’ is a project undertaken by Ciara Delaney – PDST Advisor for Health and Wellbeing – in collaboration with Athlone Education Centre and the Mullingar School Completion Programme. The project

WHAT IS MINDFuLNESS AND WHERE DOES IT FIT INTO SCHOOL LIFE? Mindfulness means paying attention to what’s happening in the present moment in the mind, body and external environment with an attitude of curiosity and kindness. It is typically cultivated by a range of simple meditation practices, which aim to bring a greater awareness of thinking, feeling and behaviour patterns, and to develop the capacity to manage these with greater skill and compassion.

This is found to lead to an expansion of choice and capacity in how to meet and respond to life’s challenges and therefore live with greater wellbeing, mental clarity and care for yourself and others. (Mindful Nation UK, The Mindfulness Institute).

The purpose of teaching mindfulness at school is to give children skills to develop an awareness of their inner and outer experiences, to understand how emotions manifest in their bodies, to recognise when their attention has wandered, and to provide tools for impulse control. In short, it helps with emotional regulation and cognitive focus.

It has been proven that negative and destructive emotions inhibit our ability to learn and hold information. It is therefore

Mindful children • • • • • •

are better able to focus and concentrate experience increased calm experience decreased stress and anxiety experience improved impulse control Have increased self-awareness find skilful ways to respond to difficult emotions • are empathetic and understanding of others • Have natural conflict resolution skills INTOUCH

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invaluable to teach children the ability to navigate and manage their emotional lives. Mindful children are better able to concentrate, experience increased calm and are more empathetic and understanding of others.

Mindfulness creates space, thereby changing impulsive reactions to thoughtful responses.

Mindfulness compliments the work of the SPHE curriculum by helping students cultivate awareness of themselves, others, and the world around them and develop a range of important life skills to enable them to lead happy, healthy lives.

PROFESSIONAL DEVELOPMENT PROVISION This project promoted a cross-sectoral approach to mindfulness and invited participants from both the primary and post-primary sectors. At the introductory workshop, teachers were shown how to introduce mindfulness to children through a suite of mindfulness activities – meditation, breathing, art, story and movement. A resource pack was provided

Teaching­matters

development service for Teachers TAKE 5 Becoming aware of your breath JuST A MINuTE and learning to control it is an essential Mindfulness is noticing our component of mindfulness that allows children to thoughts, what our body feels like, gain composure, develop correct posture, relax, and to what our ears are hearing, and bring about a calm mind. Simply count silently to five as you anything else that is around us and breathe in and count silently to eight as you breathe out. happening right now. A minute is made up POCKET PEBBLE Counting helps to keep your mind on the simple act of of many experiences; sights, sounds, When we get worried, angry breathing. Importantly, the technique naturally lights, shadow, temperature, sensation. or upset during the day, it can be difficult brings about a longer out-breath. Children can Invite the children to notice these to remember to stop and breathe. Keep a use the breath to deal with anxiety, anger and experiences, to connect to what is pebble in your pocket and take it with you tension. They can be taught how to apply an happening in their body and wherever you go. When something happens awareness of breath to stressful situations around them, settling into during the day that makes you unhappy or angry, such as dealing with exams, spelling and that one minute, becoming put your hand in your pocket, take hold of the pebble table tests, conflicts, being bullied, still as they do. and breathe deeply, saying ‘Breathing in, I tension, headaches and anger, as well as know I am (angry). Breathing out, I for performing or presenting to their am taking good care of my peers and parents.

MINDFuL COLOuRINg (anger)’, until you feel MIND JAR Concentrating on colouring an calm again.

Mind jars are easy to make and image can facilitate the replacement of are a great sensory experience for negative thoughts and images with children. The glitter inside the jar represents pleasant ones. Opportunities for mindful your feelings, thoughts and emotions. Shake the colouring could be distinguished from other jar when you are feeling agitated, frustrated, angry periods of colouring during the day by playing or upset. Place the jar on a flat surface and soothing background music or lighting a gently watch the glitter settle to the scented candle, and bottom of the jar. As the glitter inviting the children settles, so do your emotions, to colour in leading you to feel calm and FIvE SIMPLE WAyS TO PRACTISE silence. ready to learn, or ready to MINDFuLNESS IN yOuR CLASSROOM face your challenges with Mindfulness can be seamlessly integrated into the daily awareness and activities of school and classroom life. Above are a few consideration. suggestions for developing a ‘mindful classroom’. and the teachers were invited to put the programme into practice for six weeks in their own school. A follow up workshop concluded the project and teachers were invited to evaluate the experience by completing a questionnaire. Responses were overwhelmingly positive and all participants agreed to continue to make mindfulness a daily part of their classroom life.

“I was nervous the first time as I didn't know how students would react but I grew increasingly confident and positive as it continued. The children were giddy at first when mindful breathing was introduced but very quickly adapted to it and said that they found it very relaxing. It was a very positive experience for both myself and my class.”

In addition to exploring the concept of mindfulness with their students, teachers were also invited to engage with a

personal mindfulness practice over the course of the project. This would help them to build a strong foundation and to enable them to authentically share the practice with others. As a result of developing this personal practice, teachers reported feeling more at ease, focused, calm, and organised at school, as well as sleeping better, coping better with stress and anxiety, and experiencing a greater sense of gratitude and appreciation.

“Just getting a chance to breath and be calm is extremely beneficial, so I end up feeling less worried, more relaxed and more productive.”

Teachers even highlighted the benefits of practising mindfulness in the car on the way to school!

“I found my mind wasn’t racing as much by the time I arrived at school, and it has allowed me to focus more, to take INTOUCH

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time out and to bring my thoughts back to the present.”

All respondents reported participation in the project to be a positive experience.

“I have enjoyed the process and so have my class. Over all it has been very beneficial and it is easy to fit in moments of mindfulness during a busy day once you are exposed to this philosophy.”

If you would like to find out about other collaborative projects presented by the PDST, contact your local education centre. To apply for in-school support in all aspects of health and wellbeing, visit http://dmsnew.pdst.ie/school/register.

You will need your school roll number and the password schoolsupport2016. We look forward to working with you!

CIARA DELANEy is a Health and Wellbeing Advisor with the PDST, providing support to schools in all areas of health and wellbeing.

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Teaching­matters

The land of fire and ice

Hallgrimskirkja­Church­ Iceland is expensive so doing some research before you go is worthwhile. Hotels are pricey so it’s worth looking online for deals. While not being a vegan myself I loved Glo, a vegetarian/ vegan casual restaurant hidden off the main street at Laugavegur 20b where the food was delicious and reasonable.

The app ‘Appy Hour’ helps you to make the most of any drinks deals in local bars as alcohol is not cheap.

A highlight of the visit was the snowy landscape of Þingvellir National Park, the start of the Golden Circle Tour. Þingvellir National Park is the site of the Mid-Atlantic Ridge crest and the boundary between North American and Eurasian tectonic plates.

Not only that but it is the location of the first national parliament and the largest natural lake in Iceland. It’s kind of a big deal!

A stop at Gullfoss waterfall for some ‘Instagramable’ photos is a must. But, a

word of warning, I foolishly took my gloves off for a minute to photograph the falls and spent the rest of the stop trying to get feeling back into them! On to the Haukadalur valley and Strokkur, the faithfully erupting geyser. The larger geyser hasn’t erupted for a number of years now due to silica build up but Strokkur is on cue every five to ten minutes. It’s a fairly spectacular reminder of the power of nature.

The unforgettable part of the visit for me was an excursion to see the Northern Lights. The lights cannot be guaranteed but we were treated to the faintest of glimmers turning into long streams of dancing green light. The vivid green ribbons edged with pink tinges stretching across the sky above us are a memory I know I will always cherish.

The next day we explored the city and took in an exhibit at the modern, glass concert hall at the harbour.

An­Iceland­waterfall We also paid a visit to the famous Blue Lagoon. The basic entry deal of €40 included a towel and silica face mask. The cloudy

Bathing­in­the­Blue­Lagoon

The cloudy blue waters and stunning views made this a fantastic experience INTOUCH

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blue waters and stunning views made this a fantastic experience before it was time to towel off and head back to the airport.

Iceland has sights and adventures for all! November to March is the aurora season and is very cold. Pack plenty of layers and shoes with a good grip. And gloves. Don’t forget your gloves!

We booked a three night package with www.traveldepartment.ie in March. When you have so much to see and do in such a short space of time a package option, though expensive, can be the best deal. If you want to research booking everything separately be flexible with your holiday dates for better deals. At the moment return flights in November are priced at about €350 return and €295 in January with wowair.

CIARA McNALLy teaches in greystones you can read more about Iceland on Ciara’s travel blog at https://mysuitcasediariesorg.wordpress.com

Constantin­Stanciu­/­Shutterstock.com

RnDmS­/­Shutterstock.com

A short two hour and fifteen minute flight from Dublin and I was disembarking at Reykjavik airport. The journey to the lovely Grand Hotel in Iceland’s capital city took in the iconic Hallgrimskirkja church, stunning glacier views, historical sites and the harbour area. The hotel, a 35 minute walk from the city centre, provided a free shuttle bus into town.

Cúrsaí­teagaisc

In June 2015, a team of consultants (Dr Bernie Collins, Dr Seline Keating and Prof Mark Morgan) was appointed by BeLonG To Youth Services to develop materials to target bullying behaviours and attitudes based on actual or perceived sexual orientation or gender in primary schools.

This article describes the pilot project on homophobic and transphobic bullying in fifth and sixth classes that was undertaken in a sample of Irish primary school classrooms. The name chosen for the initiative was All Together Now! Why now?

Teachers and school principals are well aware of the taunting that goes on in classrooms and school yards where the word ‘gay’ is frequently used in a derogatory way. Farrelly’s research found that 70% of his respondents (primary school principals) were aware of children using homophobic language to label a peer’s behaviour (see InTouch September 2015). The most recent study of Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI) lives (Higgins et al. 2016) suggests that schools are not the safe spaces they should be. This study highlights that 12 is the most common age for awareness of one’s LGBTI identity which places the work undertaken firmly within the primary school arena. This study also

identifies a higher than usual risk of selfharm and suicide ideation and attempts among LGBTI young people.

From a policy perspective, this pilot project addressed an imperative from the DES to tackle homophobic and transphobic bullying outlined in Circular 0045/2013 and the revised Anti-bullying Procedures for Primary and Post-primary Schools (2013). The latter clearly states that schools are now obliged not only to name homophobic and transphobic bullying in their anti-bullying policies but to: “… explicitly address the issues of cyberbullying and identity-based bullying including in particular, homophobic and transphobic bullying...” (p.18) The importance of school climate is also highlighted: “A cornerstone in the prevention of bullying is a positive school culture and climate that is welcoming of difference and diversity and is based on inclusivity and respect.” (p.21) We were aware of the INTO LGBT Teachers’ Group materials (Different Families Same Love) and the GLEN/INTO resource Respect, both of which can be accessed through the INTO website. The pilot project sought to build on existing resources in this area by developing specific lessons for use in fifth and sixth classes in primary schools.

underpinning principles A human rights and equality approach was adopted which referenced legal instruments [such as the Equality Act (2004) and the Gender Recognition Act (2015)] and also the United Nations Convention on Human Rights and The Charter of Children’s Rights.

The pilot project Prior to piloting, a training module was facilitated in Dublin, Wexford and Donegal with participating principals and class teachers. Parents were also asked for permission for their children to participate in the lessons. In all, 27 class teachers piloted the lessons and provided detailed feedback on their own and the children’s responses to the materials. This was invaluable in refining the lessons and we are grateful to the schools, teachers and pupils who participated in this ground-breaking project.

A taster of the materials The consultants developed four key lessons for piloting with the assistance of the Advisory Group*. The following samples give a flavour of the content and approaches that were deemed ageappropriate and engaging for children. *The­Advisory­Group­for­this­project­­included­the­INTO.

Lesson 1: Human rights (sample) Activity 1: The Charter of Children’s Rights The teacher writes the words ‘Rights’ on the board to stimulate discussion.

Key questions

Does anyone know what a right is?

Who decides what a right is?

Have you ever heard of the Universal Declaration of Human Rights?

What does universal mean?

Does that apply to Ireland then?

What about The Charter of Children’s Rights – do you know anything about this?

the summary sheet: Children’s Rights can be displayed or distributed. Emphasis is placed on the right to be safe; to be treated equally in spite of any differences; to express yourself (for example).

The teacher provides background information to the pupils about The Charter of Children’s Rights (information provided for teachers).

A poster can be displayed and discussed – see link under ‘Resources’. In addition,

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Key questions What is your favourite right of those highlighted?

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Is there anything not there that you think should be there?

Whole class discussion can follow on how we may sometimes talk about things we want/need (e.g. I want/need a new playstation) as if they are a right – it’s a good idea to know the difference between wants and rights!

Teaching­matters

All Together Now! Pilot project tackles homophobic and transphobic bullying in primary schools Lesson 2: Bullying (sample)

Lesson 4: all together now! (Sample)

lesson 2: Activity 3 Resource Sheet hurt Scale

Activity 4: Rainbows

Children rate a range of behaviours in relation to what effect they might have on an individual.

Lesson 3: responding to bullying (sample) Activity 2: Scenario Placemats The class are divided into groups of five. Each pupil is allocated a number between one and five with a colour. A3 placemat scenarios are dispersed on desks around the classroom. The groups of five rotate clockwise from table to table where they read the scenario and write their personal response in their numbered and coloured box.

Feedback from piloting teachers Feedback was sought from principals, teachers and members of the Advisory Group*. All commented very favourably on the training, resources and overall management of the project. Included here are some examples of the teacher feedback: “…where we thought they would giggle, they didn’t even blink an eye! It seems that when things are just explained to them, they are not taboo and it’s not as likely that they will use those words to tease someone especially at school.” (Sixth class teacher) “I liked that we were told to refer to the school’s anti-bullying policy and it gave us an opportunity to explain what it is and why it’s in place” (Fourth/fifth class teacher) “The children came out of the lesson with a hugely positive attitude towards making a stand against bullying and to me that was a success.” (Sixth class teacher) The main criticism of the lessons was the length of time it took to complete each one. In some instances this was because of the reaction of the children:

“I don’t think there is any part of this lesson that didn’t go well. Personally, I timed it quite wrong. The children became so involved that I found I went way over time and had to continue this lesson the next day.” (sixth class teacher) The issue of the length of the lessons and all other feedback has been addressed in the revised materials, and we are confident that teachers will find the All Together Now! classroom materials an invaluable resource to tackle all kinds of bullying in schools and, in particular, homophobic and transphobic bullying.

The lessons will be available to download after the launch on 7 October at www.belongto.org (see ‘Primary School Project’ under ‘Resources’). It is hoped that teacher training can take place for those who are interested in this area, and plans are afoot to offer training in a variety of formats. Teachers interested in training or hearing more about the project can contact: info@belongto.org.

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Key questions

Where have you seen the rainbow symbol displayed?

What does it mean to be an ally?

Denise­Tyrrell,­Sixth­Class,­St­Senan’s­PS,­ Enniscorthy,­Co­Wexford Dr BERNIE COLLINS, Dr SELINE KEATINg and Prof MARK MORgAN

Access to the lessons

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The teacher displays and introduces the symbol of the rainbow. Its significance is explained to the pupils in terms of the range of colours (diversity) that together form a beautiful phenomenon in the sky on a rainy day. Other places where rainbow symbols are seen are also explored. Its significance for the LGBT community is discussed. The pupils are shown some pictures of people wearing/using the symbol who are not LGBT – but who are LGBT allies. The concept of an ally can be explored.

The whiteboard could be used to display some of these images to the children (see for example belongto.org for posters/video clips).

OC TOber 2016

References Farrelly, G. (2014). Homophobic bullying in Irish primary schools.

Unpublished Doctoral Thesis, St Patrick’s College, Dublin.

Higgins, A., Doyle, L., Downes, C., Murphy, R., Sharek, D., DeVries, J., Begley, T., McCann, E., Sheerin, F., and Smyth, S. (2016). The LGBTIreland report: national study of the mental health and well-being of lesbian, gay, bisexual, transgender and intersex people in Ireland. Dublin: GLEN and BelonG To. Ireland, Department of Education and Skills (2013). Action Plan on Bullying.

Dublin:.

Ireland, Department of Education and Skills, (2013). Circular 0045/2013.

Dublin.

Cúrsaí­teagaisc

ClEITE An Clár Luathléitheoireachta Is iontach go bhfuil Banda 3 de CLEITE ón Áisaonad (le maoiniú ó COGG) ar fáil anois. Clár struchtúrtha atá in CLEITE a chabhraíonn agus a fhorbraíonn scileanna léitheoireachta.

60 leabhar atá ann agus fágann sé sin go bhfuil 180 leabhar ann san iomlán anois.

Tá idir fhicsean agus neamhfhicsean sna leabhair tharraingteacha seo, rud a thugann taithí leathan don túsléitheoir agus cleachtadh ar éagsúlacht téacs agus seánraí. Tá béim ar spriocfhocail agus spriocfhrásaí áirithe agus láimhsítear focail fuaime agus focail suime go comhthreomhar. Tá sé mar aidhm scileanna tuisceana agus scileanna díchódaithe a fhorbairt le chéile chun léitheoireacht neamhspleách a spreagadh. Tá béim ar athrá agus athúsáid frásaí tríd síos, rud a chuidíonn le hathchleachtadh, sealbhú agus daingniú teanga. Tá na leabhair maisithe go gleoite, cuid le grianghraif agus cuid eile le pictiúir. Tá neart ábhar plé sna pictiúir mar shíneadh ar an téacs. Tá treoracha ar chlúdach cúil/tosaigh gach leabhair maidir le conas na leabhair a úsáid. Tá dhá leagan de na leabhair ar fáil, leagan Ultach agus leagan deisceartach le freastal ar na difríochtaí teanga atá ann. Ina theannta sin tá greamáin ar fáil do roinnt leabhar agus is féidir an leagan mí-oiriúnach a chlúdach agus an leagan is oiriúnaí a thaispeáint, m.sh. féach/amhairc, go tapa/go gasta, ag cabhrú/ag cuidiú. Tá comhad do gach banda le háiseanna tacaíochta agus gníomhachtaí ar fáil go leictreonach.

Chomh maith leis sin tá nótaí breise múinteora ar fáil ar shuíomh an Áisaonaid – www.aisaonad.org. Cé go

bhfuil CLEITE dírithe ar thús na léitheoireachta sa chóras tumoideachais tá go leor féidearthachtaí ann na leabhair a úsáid sna bunranganna in aon scoil. Úsáid sa rang

l Bain úsáid as cur chuige léitheoireacht faoi threoir. Bíodh 4-6 páistí i ngrúpa léitheoireachta agus leabhar ag gach páiste. Roinn na páistí ina ngrúpaí de réir a gcumas léitheoireachta nuair atá an seisiúin faoi threoir a eagrú. Caith 10-15 nóiméad leis an ngrúpa faoi threoir. l Úsáid na leathnaigh mheasúnaithe atá ar fáil leis na háiseanna tacaíochta le leibhéal léitheoireachta na bpáistí a mheas. l Eagraigh na grúpaí eile le bheith ag obair ar ghníomhaíochtaí réamhphleanáilte bunaithe ar leabhair atá léite cheana. Bain leas as an ábhar tacaíochta ar líne le cúnamh ó mhúinteoir tacaíochta agus/nó cúntóir ranga. l Bíodh ionchur teanga soiléir agus sonrach déanta ag tús an cheachta chun a chinntiú go bhfuil an teanga atá de dhíth chun na leabhair a léamh sealbhaithe ag na páistí. l Spreag spéis na bpáistí ag an tús le

l

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l

l l

ceisteanna agus le comhrá ginearálta.

Téigh ar shiúlóid tríd an leabhar.

Pléigh na pictiúir agus an foclóir a bhaineann leo. Treoraigh na páistí le focail suime a léamh ag úsáid pictiúrleide agus de réir a chéile, leideanna eile téacs ar nós comhthéacs.

Léigh an leabhar os ard le páistí chun nósanna léitheoireachta a eiseamlárú, ansin spreag iad leis an téacs a léamh go neamhspléach nó le cara. Úsáid pictiúir eile mar ábhar plé chun teanga nua a mhúineadh, a chleachtadh agus a dhaingniú.

Iarr ar na páistí an scéal a athinsint ina bhfocail féin.

Dírigh aird na bpáistí ar úsáid poncaíochta chun léamh le rithim agus le mothú.

Ar fáil ón Áisaonad eolas@aisaonad.org.

Curtha le chéile ag MáIRE NIC AN RÍ faoi choimirce COgg

www.seideansi.ie Ábhar tacaíochta do Ranganna na Naíonán – Rang 2

Cleachtaí, cluichí agus craic!

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Teaching­matters

Reviews A clash of loyalties Rugby Flyer is the fourth in the Eoin Madden series of books by Gerard Siggins. Eoin, a loyal Munster supporter, is a boarder at a Dublin secondary school, who faces a dilemma when he is invited to attend a Leinster Rugby Youth Academy summer school. Eoin’s best friend from home, Dylan, ironically, receives a similar invitation from the Munster Rugby Youth Academy. If both are good enough to be selected to represent their respective provinces, they could end up opposing each other in a European Youths’ Challenge Cup in Twickenham!

Not only is Eoin facing a clash of loyalties, but is there some ghostly connection between the old abandoned house near his home and the great rugby stadium in London where he, a Munster teenager, might yet play in the blue of Leinster, before the end of the summer?

This action-packed novel moves at the speed of top class rugby. It would appeal to pupils in senior classes, especially those with an interest in sport, and in particular rugby.

Training sessions, coaching and matches become real in this fast-paced narrative. A must read for all young rugby fans!

O’Brien Press, ISBN: 978-1-84717-819-0, Cost: €8.99 Reviewed by CIARáN ByRNE, Rathdrum, Co Wicklow

Kerry 1916 : histories and Legacies of the easter rising In April, I accompanied students from CBS Primary, Tralee, to the impressive State Commemoration of the centenary of the unsuccessful attempt by Roger Casement and his colleagues to land arms at Banna Strand, Co Kerry. With An t-Uachtaran, Michael D. Higgins in attendance, this was a most impressive commemoration interspersed with military inspections, music, poetry and a re-enactment of Casement’s speech from the Dock and, to conclude, a fly past by the Air Corps.

On the bus to Banna, chatting to the driver, he told me about various family connections as well as local history relating to the period. “How about yourself?” he enquired. “Nah, I replied, “but my Aunt May did see Casement being brought into the old RIC Barracks in Tralee.”

The driver indicated he had heard that there were children playing outside at the time and that Casement called over one of the group, gave him two shillings and asked him to buy chocolate and return.

The young boy did so and on his return was allowed enter the Barracks where Casement kept one bar and instructed the boy to share the rest with the other children outside.

The boy was no other that my own wife’s father who, on a Good Friday morning, was able to procure the request at his father’s shop, McCann’s of Castle St.

ruaille Buaille Leabhar taitneamhach atá anseo againn. Meascán cliste ealaíonta de scéalta, nua agus seanaimseartha atá ann. Tá sé deacair, ar an ábhar sin, aon scéal a roghú amach. Thaitin gach uile scéal leis an léirmheastóir seo. Tá moladh speisialta ag dul do Mhuireann Lalor a rinne an dearadh don leabhar. Rinne sí éacht oibre ar na léaráidí, agus cuireann a cuid oibre go mór leis an téacs. Is féidir le páiste na scéalta seo a thuiscint fiú amháin, beag beann ar an téacs. Sa scéal Saoirse agus An Phluais Mhistéireach, buaileann beirt pháistí lena chéile agus tugann siad aghaidh ar phluais draíochta. Bíonn turas mistéireach tríd an bpluais ag na leanaí. Bíonn an léitheoir ar tinneall agus é ag faire orthu agus iad ag dul suas síos ’sna tolláin faoin talamh. Ach baineann siad na cosa leo as an gcruachás ina rabhadar i ndeireadh thiar thall.

Bhain an léitheoir seo an-taitneamh as an scéal La na ngairmeacha. Lá amháin chuaigh buachaill

óg chuig taispeántas gairmeacha. Chonaic an buachaill an-chuid daoine a bhí éirimiúil agus gairmiúil, ach faraor dóite níor thaitin aon cheann de na postanna a bhí acu leis. Bheadh an scéal seo an-suimiúil do dhéagóirí sa mheánscoil ach go háirithe. Ach mo léan cráite, níor cuireadh clabhsúr ceart leis an scéal dár liom. Tháinig scéal eile, nó b’fhéidir cuid de scéal eile salach air, ach ní fhaca an léirmheastóir seo aon cheangal idir an dá scéal. Is cosúil gur fágadh leathanaigh áirithe ar lár as an dá scéal. Is mór an trua é seo mar is leabhar gleoite é. Tá súil agam go gcuirfear leigheas ar an bhfadhb seo níos déanaí. Bheadh Ruaille Buaille oiriúnach do na ranganna sínsearacha sa bhunscoil ach go háirithe.

Comicí gael, ISBN: 978-0-9934873-0-9, €8.00 Reviewed by DONALL O’FIONNAIN, Coláiste Hibernia.

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I only hope he passed some chocolate on to my Aunt May. My apologies to Bridget Mc Auliffe, Mary Mc Auliffe and Owen O’Shea, joint editors of Kerry 1916 – Histories and Legacies of the Easter Rising, for using so much space with the above anecdote in reviewing this most valuable and engrossing book. The book has an impressive list of contributors, including the above mentioned editors, Ryle T Dwyer, J. Anthony Gaughan, Gordon Revington, eyewitness Pat ‘Aeroplane’ O’Shea and many more.

The reader will be both educated and enthused by the variety of essays and the topics explored. These include an overview of the social and political life of the period, the role of women in the Rising, as well as that of the GAA and, of course, detail on the many Volunteers including Roger Casement, Austin Stack, Thomas Ashe, Fionán Lynch and many others.

The essays will be of interest and value not just to Kerry readers, but to all readers interested in the story of the Rising and its aftermath. Kerry was central to the planning of the Rising and this book helps us understand the how and the why of what happened nationwide ‘In their own words’ (p207-222) details first-hand accounts of the tumultuous events by a variety of eyewitnesses giving the reader a unique insight into what motivated the volunteers and how events transpired.

Kerry 1916 is, in this reader’s opinion, a very important record.

A review such as this could never do justice to the meticulous research, the balanced accounts of the contributors, the quality and variety of photographs but, most especially, to the integrity and valour of the many men and women volunteers who were the catalysts for change in Ireland in the early 20th century.

Irish Historical Publications, ISBN: 978-09927487-8-4, Cost: €25 Reviewed by PAT COSTELLO, CBS, Tralee, Co Kerry.

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Each year Sightsavers celebrates the creativity of Irelandâ&#x20AC;&#x2122;s children through its Closing date Junior Painter 25 November Awards competition.

Open to primary school students across Ireland, this yearâ&#x20AC;&#x2122;s theme is â&#x20AC;&#x2DC;Framing the Futureâ&#x20AC;&#x2122;. Sightsavers invites Irish children to let their imaginations run wild and create their own masterpiece which envisions what they see when they think of the future. Entrants have the chance to win cash prizes for their schools and â&#x20AC;&#x2DC;toolboxesâ&#x20AC;&#x2122; full of arts and crafts materials. Visit www.sightsavers.ie/juniorpainter

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sightsavers Junior painter Awards

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Use Irish Designed Software!

Maths Tracker CD ROM Numeracy Toolkit CD ROM www.aiseanna.com

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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 Dean of Studies, Christian Leadership in Education Office (CLEO), Mardyke House, Cork Tel/fax: 021-4271729.

E-mail: directorcleocork@gmail.com www.cleocork.com

Finishing Touches x Resources for teachers, noticeboard of upcoming events and the Comhar Linn Crossword x

Noticeboard into StSg events

copy date

sidered Copy you wish to have con ber for publication in the Novem in ve issue of InTouch should arri er. tob Head Office by 10 Oc ber The deadline for the Decem . ber vem issue is 14 No

er Away meeting – 14 - 16 Octob

lway.

Venue: Ardilaun Hotel, Ga 14 Oct on . p.m Check in from 2.30 p.m.

7.30 at ht nig t and dinner tha a.m.

11 at er tob Oc 15 Sat Meeting: in er Dinner on Saturday 15 Octob . p.m 7.30 at the Galleon Restaurant

AGM – 19 November

teachers against Bullying helpline The Teachers against Bullying helpline aims to help teachers and principals who have been, or are being bullied by member/s of school staff and/or inspectors and/or BOM. Contact Teresa McMahon at 01 2883062 (7 p.m. to 9 p.m. Monday and Wednesday only).

ber 2016.

Date: Saturday, 19 Novem rs’ Club, che Tea ue: Ven .

Time: 7 p.m Parnell Square, Dublin 1 Club.

Followed by supper in the owed, wid ed, Separated, divorc I, TUI AST O, INT m lone parents fro l nua An . me lco and IFUT we r subscription €20. For furthe Moloney kie Jac t: tac con n atio inform lt Iseu or 9 01 6247476/087-975284 9.

206 516 01Bourke, 085-2394661/

World’s largest lesson Take part in the World’s largest lesson this October. Teach one lesson about the Global Goals for Sustainable Development between 5 and 17 October 2016.

Weblink: https://www.into.ie/ROI/GlobalCitiz enshipSchool/Lessonplansotherreso urces/GCS_Lessons.pdf or see details in last month’s InTouch.

reunions Final call-out to the Carysfort class of 86

cork teachers’ golf So

ciety

ay, 15 October 2016. . Macroom Golf Club. Saturd First outing of new season official club (no ers particularly welcome Tee: 11.45 - 12.45. New memb .net/~ctgs om eirc ge. info visit: http://homepa handicap necessary). For

30 year reunion on 12 Novem ber in the Talbot Hotel, Stillorgan. For booking details, get your em ail address to carysfort86@gma il.com Hurry Get in touch!! Time is run ning out!!

Reunion – St Pat’s Class of 1986 Venue: Club na Múinteoirí Date: Saturday 26 November at 7.30pm Meet friends for drinks, finger food and a chat.

Contact: stpatsclass1986@gmail.com or St Pats Reunion Eightysix on Facebook

navan theatre group present the Plough and the Stars This year Navan Theatre Group presents The Plough and the Stars by Seán O’Casey, directed by Caitríona Heslin. It will run from Wed 23 November to Sun 27 November. Details and booking: www.solsticeartscentre.ie The production commemorates the centenary of the 1916 Rising and also celebrates Navan Theatre Group’s 25th Anniversary.

Many members of our group are INTO members.

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Nótaí­deiridh

Two pages with Comhar linn prizewinners, Crossword, resources for the classroom … from training courses to helpful hints and useful links

comhar Linn draw winners JUly

Left:­June­Draw­car­winner, Mairead­Whelan,­St Aidan’s Parish School, Enniscorthy, Co Wexford.

Car – Toyota Auris Áine Bn Uí Dhuinn, Sutton, Dublin 13.

Weekends for Two plus two All Ireland Football Final tickets

aUgUsT Car – Toyota Auris Muriel Weekes, Scoil Chiaráin, Baile Átha Cliath 5.

Weekends for Two in Jury’s Inn

Mairéad Burke, Scoil Naomh Éanna, Carraroe, Co. Sligo.

Seán O’Cearnaigh, Gaelscoil na Lochanna, Blessington, Co. Wicklow

Deirdre O’Connor, Castleshane, Co. Monaghan.

Sinéad Duffy, Castleblayney Convent School, Castleblayney, Co Monaghan.

Right:­July­car­winner, Áine­Bn­Uí­Dhuinn,­Sutton, Dublin­13­

Cash – € 750 Sinéad O’Meara, Belmayne ETNS, Belmayne North, Dublin 13.

Cash – € 1500 Michael McCabe, Raheny, Dublin 5.

Comhar Linn Crossword no 175 A draw for 2 x €100 will be made from all correct entries.

Simply complete the crossword and send it to ‘InTouch Crossword’, INTO, 35 Parnell Square, Dublin 1, before Monday 31st October 2016 1

2

3

4

8

5

6

7

9

10

11 13

12

14

15

16

17

18 19 21

24

26

20 22

23

25

27

NaMe:

ACROSS

DOWN

1. Little­Dorothy­in­Morse­code.­(3) 3. This­number­is­fractionally­lower!­(11) 8. Horse­noise­that­is­more­gorse-like?­(6) 9. It­trades­up­-­that's­the­latest.­(8) 10. Card­game­by­the­fire.­(5) 11. Parts­of­a­tree­running­on­out­through soil,­initially.­(5) 13. The­trainee­acted­strangely.­(5) 15. Make­a­GI­calm­like­this?­How enchanting?­(7) 16. Counsellor­who­provides­commercial eye-protection.­(7) 20. Being­virile,­quite­a­few­surround­the novice.­(5) 21. One­understands­these­are­small branches.­(5) 23. The­canine­mother­provides­the­creed.

(5) 24. Many­repeat,­although­being­wellread.­(8) 25. Bottle­which­has­a­right­to­be­in­a­3 down.­(6) 26. Will­this­tell­you­how­long­the­cassette is?­(4,7) 27. Addition­sum­for­a­little­child.­(3)

1. A­deposit­-­of­feathers?­(4,7) ­­­2,­4d­&­6d.­When­not­in­the­penalty­area, ­­­­­­­using­your­head­is­the­essence­of ­­­­­­­innovation.­(8,7,3,3) 3. One­who­is­eating­in­red­set-up.­(5) 4. See­2­down.

5. The­lowest­point­of­the­broken­drain.

(5) 6. See­2­down.

7. Turn­up­a­rock?­Nonsense!­(3) 12. But­in­public­does­the­spy­appear­as­a lady?­(6,5) 13. Allege­one­is­stuck­in­a­scallop.­(5) 14. Drink­is­divine­with­a­plaything around.­(5) 17. Rank­achieved­by­a­material­worker.

(8) 18. Les­rang­up­some­fishermen.­(7) 19. Circus­tent­that­creates­huge­spin?­(3,3) 22. The­saint­has­a­strange­way­of­playing the­guitar.­(5) 23. Will­he­duck­the­article­in­'Doctor Kildare'?­(5) 24. Permit­the­dramatic­prince,­in­the­end.

(3)

Crossword no 174 Solutions

choir 13. Spade 14. Valid 17. Spider 19. Worst 20. Radon 28. Rehab 30. Axel 31. Arch 32. Whoa 35. Lit

Across Paradise Lost 7. Aid 9. Clot 10. Danube 11. Hoki 14. Vegan 15. Recap 16. Espy 18. Lower 22. Adieu 23. Eider 24. Male 25. Ovens 26. Scart lead 33. Mother 34. Half 36. She 37. Learn by heart Down 1. Pal 2. Rite 3. Dido 4. Singe 5. Libya 6. Taco 8. Do-it-yourself 9. Cirrocumulus cloud 12. School

address:

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Winners of Crossword no 174 will be announced in the next InTouch issue due to print deadlines preceding crossword deadlines.

Finishing­touches

COMPETITION

The­most­viewed­links­for­the­first­two weeks­of­September

School­Essay­Competition­for­5&6­classes

1

Irish Christmas Tree Growers are inviting pupils from the 32 counties to take part in an essay competition “A­real­Irish Christmas­Tree­– Simply­the­Best!” where they will give the reasons why they would like a real Irish Christmas tree for Christmas.

MÉ FÉIN BINgO scoilnet.ie/uploads/resources/12887/12524. docx Cluiche bingo bunaithe ar an téama darbh ainm Mé Féin.

2

MÉ FÉIN SCEAL scoilnet.ie/uploads/resources/6230/6039. pdf Liosta de thearmai a bheadh usáideach d’aisti a scríobh.

3

MOTHER TERESA: OuR MODERN DAy SAINT scoilnet.ie/uploads/resources/17104/16781. pptx PowerPoint presentation on the life of the saint.

4

MÉ FEIN 2 stmarys-belfast.ac.uk/aisaonad/iosloid/ Me_fein2.pdf Leabhar oibre ar lámha, ar ghruaig agus ar shúile le hIoslódáil.

5

IRISH LESSONS FROM IS FÉIDIR LIOM isfeidirliom.ie/lessons/lesson1 Set of 10 free Irish lessons by Seamus O’Neill.

6

COuNTIES OF IRELAND toporopa.eu/en/uk_ireland_counties.html Interactive point and click game.

7

SCIENCE HOOKS www.sciencehooks.scoilnet.ie Science videos – Primary – recently added.

8

SALMON OF KNOWLEDgE resources.teachnet.ie/pcoleman/mark2/ pages/readsalmon.htm Teacher-created resource.

9

A HISTORy OF IRELAND IN 100 OBJECTS 100objects.ie Online version of the book by Fintan O’Toole

How to take part (Only ONE Entry Per School) T Pupils of 5&6 classes are invited to write an essay individually, or as a collaborative exercise of up to 4 pupils maximum T All participating schools will pick an overall winner and submit their entry to joepflynn@gmail.com T This exercise challenges pupils in key areas such as: English/Literacy Development, Geography, Enterprise Ed./Commerce, Science, I T Skills, Environmental Ed., T Please visit www.christmastreesireland.com for teacher resources, research topics, links to useful sites, and more …

ST PATRICK’S NS, CHARLSTON, CO MAyO http://www.cloonlyonns.ie Website of a school that is very digitally active. Contains lots of short pieces of information with multiple images and videos.

ONes TO waTCH

The prizes l 32 County Winners, will each receive a Christmas Tree (€60.00) for both family and school l National Winner awarded €150.00 l Four Provincial Winners awarded €50.

Deadline Friday 4th November 2016 email entries to joepflynn@gmail.com

Mell NS Students Collaborate for National Essay Success Four Sixth Class students at St Joseph’s NS, Mell, Co. Louth, worked together to research and present their entry in the Irish ‘Christmas­ Tree­ Growers’ (ICTG) Essay Competition. Patrick Keane, Best Ahcin and Antonio Ofodile were joined by Luka Suraityte, the only girl in the group, to give a really international blás to the collaboration, involving Nigeria, Lithuania and Ireland. Their teacher, Paula Galavan, was delighted with the win, as the students really did produce a great deal of research to explain why: “All I Want for Christmas is a Real Irish Christmas Tree”.

On December 4 at Government Buildings, the Taoiseach, Mr Enda Kenny, accompanied by Joe Flynn ICTG, Coordinator, presented them with their award. They had great fun in deciding how to spend the €150, eventually agreeing to purchase a wide selection of books in Waterstones for the school library. In addition, each of the four families and the school received a Real Irish Christmas Tree from local producer, John White. The prize fund is sponsored by the growers, allowing for each of the 32 County Winners to secure a Christmas Tree for both their family and school – a prize fund valued in excess of €4,000.

PEAR DECK peardeck.com Create presentations with student interaction and responses monitored.

EDPuzzLE edpuzzle.com­ Engage students in videos by embedding questions to answer.

EDMODO edmodo.com A virtual classroom to store resources, assignments, quizzes and polls.

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10 VERBS AS gAEILgE weandus.ie/files/br_cut_outs.pdf Covers first conjugation; second conjugation and irregular verbs.