229 - Tallaght Community School

Balrothery, Dublin 24

My Timetable

Tallaght Community School

Balrothery, Tallaght, D24 X759

Principal: Aidan Lynch Deputy Principals: Claire Greene, Ryan McCarthy

Name:

Address:

Contact No: (1)

Contact No: (2)

Student Email Address:

Year Head:

Tutor: T: 01 451 5566 E: Office@TallaghtCS.ie

Student Record

Class:

Contact Name:

Contact Name:

My Attendance Log

Absent means you have been absent for the whole school day.

Partial absence means you have been absent for any part of the school day [including being late].

Present means you have attended

WELL DONE

Tallaght Community School

Date

Well Done

Comment

Initials

The Journal for Learning

The student’s Journal for Learning is the daily link between home and school.

Parents are asked to check the journal daily to support students in their homework and to note any comments from teachers.

Notes from parents/guardians regarding lates or absences should be written in the appropriate section at the back of the journal.

Parents may write to or receive notes from class teachers concerning their child’s work or behaviour in the “Notes to/from Parents and Guardians” section.

Using your Journal for Learning

• Students must have the Journal each day and must place it on the desk at the start of each class.

• The Journal for Learning is an important means of communication during your school life. It serves the following functions:

– Record of all Homework

– Means of communication between Parents and your Year Head/Teachers

– Record of class punctuality and permissions for absence

– A record of the Homework given in each class is to be kept in the Journal.

• Homework consists of:

– A review of all work covered in class

– Set written and oral work

– Revision

• In the case of Homework undone, a written excuse must be given in the Journal by a parent.

• When a student is late for school, late for class or requires permission to leave class the relevant forms in the Journal must be completed.

Care of Journal

• Under no circumstances should pages be removed from this book. Each student is responsible for the condition of their Journal. A lost or defaced Journal must be replaced at a cost of €10.00.

• Students are not allowed to write in another student’s Journal.

Morning Checklist

Full uniform

School bag

Journal

Right books for right day

Copies, pens, pencils and equipment

Bus ticket/money

Locker keys

House keys

PE Gear

Home Economics ingredients/equipment

Art equipment

Absence notes

Lunch Permission note

Good Study Practice

In School

1. Carefully record homework from each class period.

2. If you are absent from school ensure you get notes and exercises from friends and ask for help if required.

3. Full concentration in class reduces stress in homework.

At Home

• Sit at a table in good light but not facing a window.

• Remove distractions, radio, television, mobile phone etc. from study area. Selfdiscipline about a definite starting time, finishing time, phone calls etc. is essential ... You have to be able to say no.

• Set definite goals e.g. Geography 30 mins. Ask, “What do I intend to learn?”, and at the end of the period, “What have I learned?”. (Creating a study timetable helps you to establish a routine.)

• Use active study methods e.g. tackle questions, assignments, make note, mind maps etc. Don’t just sit and read.

• Short bursts of concentration e.g. 20 mins is beneficial. Take short breaks e.g. get up and walk around, stretch.

• Organise your subjects/notes so that revision is easier.

• Give yourself a reward when you have finished 3 or 4 subjects e.g. watch a television programme, have a snack or take some exercise.

Sign up for Homework Club or After-school Study – Mon, Tues, Thurs

The Mission Statement

Tallaght Community School is a co-educational, multidenominational school under the trusteeship of Le Chéile Trust, Marist Brothers and Dublin & Dun Laoghaire ETB.

Tallaght Community School is a partnership of students, staff, parents/guardians, Board of Management and our local community. Our mission is to promote and foster a sense of mutual respect within this community. We aim to develop each person’s academic, physical, moral, cultural and spiritual potential by providing a broad-based education in a safe and supportive environment.

Tallaght Community School encourages all students to become confident, responsible and successful individuals who will make a positive contribution to society.

Our School Motto

Our School Motto “Dúchas, Dílse, Dóchas” sums up the ideals and goals of Tallaght Community School:

Dúchas

Dílse

Dóchas

• This word means “heritage” and it encourages us to “cherish our roots” and be thankful for everything we have received in life to this moment.

“Hold fast to all that is good” (1 Thess.5:21)

• This word means “faithfulness, loyalty, sincerity”

• It encourages us to have faith in ourselves and become mature persons

• Be a loyal friend – really nice to know!

“Love must be sincere” (Romans 12:9)

• This word means “hope” and it encourages us to be optimistic always

• To have trust and confidence in ourselves and others.

“We have this hope as an anchor for our lives” (Hebrews 6:19)

School Calendar 2024 – 2025

August

September

October

March

March/

April

May

June

ROUTIN

Enter quietly and take your seat

Toilets

Keep the area clean and t idy Report graffiti

Canteen

Say Please and Thank You

Corridor/Malls

Follow all staff requests Use inside voice

Classroom

One voice Hands up

Walk calmly to the back of the Use the toilets at break and queue lunch times

Be considerate to others' personal space Walk slowly and be mindful of others

Report any intimidating behaviour in the toilets

Have your lunch ticket ready

Be patient Help keep your canteen clean Put your rubbish in the bin Push in your chair I f necessary, get teacher perm i ssion and journal signed Return directly to class

Use your locker at the appropriate times Put your litter in the correct bin

Listen Be on time Have all your books and equipment

Have homework attempted Be ready to learn

Help keep the classroom clean Be friendly to all

1 Show respect to yourself and all in the school community. 2 Attend school every day and arrive on time for all your classes. 3 Bring all your materials and your journal to class every day. 4 Wear full school uniform. 5 Contribute to a healthy and safe environment.

Tallaght Community School

1. Show respect to yourself and all in the school community.

This means that you:

• Are mannerly and courteous to others

• Follow all staff requests

• Respect diversity

• Listen to others

• Respect our Green School environment

• Use appropriate language and behaviour to all in the school community

• Communicate respectfully to one another including written, verbal, texting and social media

Because:

• Everyone should be comfortable and confident in their environment

• Every individual has the right to learn

• It shows pride in yourself and your school community

2. Attend school every day and arrive on time for all your classes.

This means that you:

• Arrive on time for roll call at 8:40am

• Arrive on time for all remaining classes

Because:

• Being at roll call is essential to record your attendance

• The class is disrupted if students are late

• Good attendance and good timekeeping are important life skills

• Unauthorised absences are not permitted

3. Bring all your materials and your journal to class every day.

This means that you:

• Bring your pens, books, copies and all other relevant materials to class

• Use your locker at the appropriate time

• Have your journal at all times

Tallaght Community School

Because:

• It is important to be prepared for each individual subject

• The class is disrupted if students are not organised

• You need your books and copies to learn

• You need your journal to record your homework

4. Wear full school uniform.

This means that you:

• Arrive to school in full uniform - school jumper, shirt, tie, trousers/skirt and black shoes

• Place jackets in lockers when you arrive

• Students may wear - one pair of stud earrings only and one ring

Because:

• You are representing your school at all times

• Excessive jewellery poses a health and safety risk to students

• All students are part of the TCS community

5. Contribute to a healthy and safe environment.

This means that:

• You respect the rights of others to a healthy and safe environment by:

Not smoking

Not having alcohol or drugs

Not bringing objects that can cause harm

Turning off all electronic devices

Not consuming energy drinks in class or in the school Eg. Red Bull/ Monster/ Lucozade etc. These items may be confiscated from students.

Because:

• Everyone should be comfortable and safe in their environment

• Everyone has the right to privacy

• Everyone in our school community has the right to healthy and safe environment.

Responses to Behaviour

Encouragements and Rewards

Awards and Rewards

• Student newsletter (print)

• Parents’ newsletter (digital)

• Website

• Twitter

• Students’ work exhibited around the school

• PA announcements

• Assemblies

• BOM Commendation awards during the year

• End of year awards

Ongoing Encouragements and Acknowledgements

• Quiet word of praise from teacher/year head

• Postcard home

• Positive note in journal

• Positive phone call/text home

Responding to Inappropriate Behaviour

Low Level Behaviour - Subject Teacher and Tutor

Examples of Low Level Behaviour

• Talking out of turn

• Not following instruction

• Distracting others in class

• Inappropriate language or comments

• Not being in correct uniform

• Littering

• Not having class materials/journal

• Inappropriate behaviour on the corridors

• Chewing gum

• Consuming energy drinks

Sample Sanctions

• Proximity

• Quiet word/ reminder

• Change seating

• Social skill reminder

• Signal/gesture/look

• Record misbehaviour in the journal

• Humour

• Model/practice expectation

• Work sheet

• Subject teacher detention

• Confiscation of energy drinks

Sample interventions/supports for low level behaviour

• SEN supports

• Tutor support

• Inductionprogramme - 1st year students

• Level 1 support

During class if the student does not respond to the above sanctions and continues to repeat the behaviour, a referral to year head form should be completed.

Tallaght Community School

Medium Level Behaviour - Subject Teacher and Year Head

Examples of Medium Level Behaviour

• Continued engagement in low level behaviours following appropriate sanctions/supports

• Disruption of teaching and learning

• Absent from class

• Verbal and/or physical aggression

• Unauthorised use of electronic devices

Sample Sanctions

• Continued application of low level sanctions

• Detention

• Temporary withdrawal to another class by agreement

• Confiscation of device

• Phone call to the parent/guardian

• Subject teacher written referral to YH (blue referral form)

• Meeting with parent/guardian

• Suspension

Sample interventions/ supports for medium level behaviour

• SEN supports

• Restorative approaches

• Progress reports

• Student Support Services

• Student behaviour plan - Behavioural Report Card

• Level two targeted group work (BFL)

• Check and Connect (BFL)

• Level 2 support

The subject teacher consults with the Year Head regarding the supports and interventions available. These interventions are designed to help the student develop skills that should enable them to engage with teaching and learning.

High Level Behaviour

Vear Head/Deputy Principal/Principal

Examples of High Level Behaviour Sample Sanctions

• Persistent engagement in medium level behaviour following appropriate sanctions/supports

• Fighting

• Theft

• Throwing an object likely to cause injury

• Leaving school without permission

• Behaviour that constitutes a significant threat to health and safety

• Serious damage to property

• Verbal and/or physical aggression

• Smoking, possessing alcohol and/or illicit substances

• Sending/posting offensive or inappropriate messages/images

• Unresolved/persistent bullying

• Behaviour which happens either on or off school grounds which impacts on school life or brings the name of the school into disrepute

• Continued application of medium level sanctions

• Direct referral to DP/P (pink referral form)

• Suspension

• Suspension meeting attended by parent/guardian, student, YH and DP

• Referral to the Disciplinary Committee

• Expulsion

Sample interventions/ supports for high level behaviour

• SEN Supports

• Restorative approaches

• Progress reports

• Student Support Services

• Referral to BFL teacher by DP

• Student behaviour plan - Behavioural Report Card

• Restricted timetable

• Behavioural contract

• Level 3 support

Referral Process

Referral Process

SUPPORTS

+ Student Support Services Team +Restorative ap Pf oa ch es + P r og r ess Reports +B etis viou r P l a n/ R e pcr i Card +Cheak & Connect + L eve l 2 Support + L e v e l 2 Group Work ( B il ) + R efer r a l t o B fl by OP + L eve l 3 Support + R es tr i cted TT +Ye a r Head +Deputy P

Tutor suppt SEN supports L e v e l 1 Supp0fl I nducii0'1 ( 1st Yr)

issue:s P I Oll,1 65 Reports to bi!ach.:r;;.

+ R e f e r r a l t o P / DP + M eet i n g with p ar e n ts / g uar dia ns +Referral to OC Expu ls ion

+Ranging from te m porar y wit hdraw a l th r oug h to Sus pe ns ion

Rang i ng from Veroa l r em i nd e r ttvough to Oetent10n

SANCTIONS

Tallaght Community School

Restorative Practice

In Tallaght Community School we use Restorative Practice to resolve conflict when it arises. Restorative Practice helps us to develop a strong, positive and happy school community by

• Actively developing good relationships.

• Preventing and resolving conflict in a healthy manner when it does arise.

The following questions are used to help us resolve conflict:

1. What happened?

2. What were you thinking of at the time?

3. What have you thought about it since?

4. Who has been affected and in what way?

5. How could things have been done differently?

6. What do you think needs to happen next?

In our school RP will look like:

• Respect

• Interconnectedness

• Fairness

• Personal Accountability

• Honesty

• Collaboration

• Problem-solving

Mobile Phones

Expectations for a positive and effective learning environment

Please Turn off Your Mobile Phones

1. Phones should be switched off and put away while you are at school.

2. Phones may be used in class for educational purposes only with the permission of your teacher.

3. Phones must be switched off and put away when your teacher instructs you to do so.

I agree

Student signature

Parent signature

Tallaght Community School Acceptable Use Policy

Before signing, the AUP should be read carefully to ensure that the conditions of use are accepted and understood.

AUP Aim:

The aim of this Acceptable Use Policy is to ensure that pupils will benefit from learning opportunities offered by the school’s ICT facilities and Internet resources in a safe and effective manner. Internet use and access is considered a school resource and privilege. Therefore, if the school AUP is not adhered to this privilege will be withdrawn and appropriate sanctions – as outlined in the AUP – will be imposed. It is envisaged that the ICT Policy Group will revise the AUP annually. This version of the AUP was created by the ICT Policy Group.

The school employs a number of strategies in order to maximise learning opportunities and reduce risks associated with the Internet. These strategies are as follows:

General

• Internet sessions will always be supervised by a teacher.

• Filtering software and/or equivalent systems will be used in order to minimise the risk of exposure to inappropriate material.

• The school will regularly monitor pupils’ Internet usage.

• Students and teachers will be provided with training in the area of Internet safety.

• Uploading and downloading of non-approved software will not be permitted.

• Virus protection software will be used and updated on a regular basis.

• The use of personal disks, memory sticks, CD-ROMs, or other digital storage media in school is not permitted. Such disks, memory sticks or CD-Roms may be confiscated.

• Students will treat others with respect at all times and will not undertake any actions that may bring the school into disrepute.

• Students will not open e-mail attachments from unknown or unsolicited sources and will immediately alert the teacher.

• Adherence to the school’s anti-bullying policy is implicit in this policy.

• ICT facilities will be used appropriately at all times.

Tallaght Community School

World Wide Web

Students will not intentionally visit Internet sites that contain obscene, illegal, hateful or otherwise objectionable materials.

Students will report accidental accessing of inappropriate materials directly to the class teacher. Students will use the Internet for educational purposes only.

Students will not copy information into assignments and fail to acknowledge the source (plagiarism and copyright infringement).

Students will never disclose or publicise personal information.

Downloading materials or images not relevant to their studies, is in direct breach of the school’s acceptable use policy.

Students will be aware that any usage, including distributing or receiving information, school-related or personal, may be monitored for unusual activity, security and/or network management reasons.

Email

Students will use approved class email accounts under supervision by or permission from a teacher. Students will not send or receive any material that is illegal, obscene, defamatory or that is intended to annoy or intimidate another person.

Students will not reveal their own or other people’s personal details; such as addresses or telephone numbers or pictures.

Students will never arrange a face-to-face meeting with someone they only know through emails or the internet.

Students will note that sending and receiving email attachments is subject to permission from their teacher.

Internet Chat

Students will only have access to chat rooms, discussion forums, messaging or other electronic communication forums that have been approved by the school.

Chat rooms, discussion forums and other electronic communication forums will only be used for educational purposes and will always be supervised.

Face-to-face meetings with someone organised via Internet chat will be forbidden. Facebook is not permitted in the school, and students breaching this rule will face sanctions.

Tallaght Community School

School Website and World Wide Web

Pupils’ projects, artwork or school work may be published on the school website and this will be co- ordinated by the site administrator.

The website will be regularly checked to ensure that there is no content that compromises the safety of pupils or staff.

Websites using facilities such as guestbooks, noticeboards or weblogs will be checked frequently to ensure that they do not contain personal details.

The school will endeavour to use digital photographs, audio or video clips focusing on group activities. Content focusing on individual students will not be published on the school website without parental permission. Content focusing on individual staff members will not be published on the school website without the permission of the site administrator.

Personal pupil information including home address and contact details will be omitted from school web pages.

The school website will avoid publishing the first name and last name of individuals in a photograph. The school will ensure that the image files are appropriately named –will not use pupils’ names in image file names or ALT tags if published on the web.

Pupils will continue to own the copyright on any work published.

Students will be encouraged to engage with Web 2.0 technologies for educational benefit, eg creating e-portfolios, managing research, developing personal learning networks (PLN), publication of school work.

Personal Devices

Pupils’ will only use personal electronic devices when authorised and directed by a teacher for a specific learning activity. Unauthorised use of personal electronic devices is expressly forbidden.

Tallaght Community School

Sexting

Sexting is the sharing of sexual text, video, and photographic content using mobile phones, apps, social networking services and other internet technologies. The sharing of explicit text, images and/or video, is an unacceptable and absolutely prohibited behaviour and will have serious consequences and sanctions for those involved in accordance with the school’s Code of Behaviour.

Please note that:

• All incidents involving creating, storing, or sharing of explicit text, images and/ or video of children under the age of 17 years will be reported as an incident to the Gardaí and Tusla and the State Claims Agency (to the latter as there is the potential to cause injury/harm to the individual).

• Sharing of explicit text, images and/or videos of pupils in the school will incur serious sanctions including suspension and up to expulsion as determined by the Board of Management.

Legislation

The school will provide information on the following legislation relating to use of the Internet which teachers, students and parents should familiarise themselves with:

The Data Protection Act 1988 & Data Protection (Amendment) Act 2003 Video Recordings Act 1989

Interception Act 1993

Child Trafficking and Pornography Act 1998

Sanctions

Misuse of the internet may result in relevant sanctions being applied as per school Code of Behaviour.

Misuse of ICT and Internet facilities may result in disciplinary action, including written warnings, withdrawal of access privileges and, in extreme cases, suspension or expulsion. The school also reserves the right to report any illegal activities to the appropriate authorities.

Tallaght Community School

Anti-Bullying Policy

1. In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board of Management of Tallaght Community School has adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.

2. The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:

• A positive school culture and climate which:

– is welcoming of difference and diversity and is based on inclusivity;

– encourages pupils to disclose and discuss incidents of bullying behaviour in a non- threatening environment; and

– promotes respectful relationships across the school community;

• Effective leadership;

• A school-wide approach;

• A shared understanding of what bullying is and its impact;

• Implementation of education and prevention strategies (including awareness raising measures) that:

– build empathy, respect and resilience in pupils; and

– explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.

• Effective supervision and monitoring of pupils;

• Supports for staff;

• Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and

• On-going evaluation of the effectiveness of the anti-bullying policy.

3. In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:

Bullying is unwanted negative behaviour, verbal, psychological or physical conducted, by an individual or group against another person (or persons) and which is repeated over time.

Tallaght Community School

The following types of bullying behaviour are included in the definition of bullying:

• deliberate exclusion, malicious gossip and other forms of relational bullying,

• cyber-bullying and

• identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.

Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of behaviour.

However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.

Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.

Additional information on different types of bullying is set out in Section 2 of the AntiBullying Procedures for Primary and Post-Primary Schools.

4. The relevant teacher(s) for investigating and dealing with bullying is (are) as follows: (see Section 6.8 of the Anti-Bullying Procedures for Primary and PostPrimary Schools):

• The teacher who discovers the bullying behaviour

• The Year Head

• Counsellors

• HSCL co-ordinator

• Chaplain

• The Deputy Principal

• Principal

Tallaght Community School

5. The education and prevention strategies (including strategies specifically aimed at cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying) that will be used by the school are as follows (see Section 6.5 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):

• Respect for all at the heart of the Code of Behaviour

• Induction for new students

• Profiling of new students

• Team-building days for new students

• Provision of SPHE classes (including visiting speakers and presentations

• Pastoral care classes First Years

• Bully4U programme in Junior Cycle

• AUP policy

• Cyber-safety talks

• Wide range of extra-curricular activities

• Posters around the school

6. The school’s procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour are as follows (see Section 6.8 of the AntiBullying Procedures for Primary and Post-Primary Schools):

Investigation:

All reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher. In that way pupils will gain confidence in ‘telling’. This confidence factor is of vital importance. It should be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly;

The primary aim for the relevant teacher in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame);

In investigating and dealing with bullying, the teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved;

Parents and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible;

Teachers should take a calm, unemotional problem-solving approach when dealing with incidents of alleged bullying behaviour reported by pupils, staff or parents;

Tallaght Community School

Incidents are generally best investigated outside the classroom situation to ensure the privacy of all involved;

All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way;

When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when, who and why. This should be done in a calm manner, setting an example in dealing effectively with a conflict in a nonaggressive manner;

If a group is involved, each member should be interviewed individually at first. Thereafter, all those involved should be met as a group. At the group meeting, each member should be asked for his/her account of what happened to ensure that everyone in the group is clear about each other’s statements;

Each member of a group should be supported through the possible pressures that they may face them from the other members of the group after interview by the teacher; It may also be appropriate or helpful to ask those involved to write down their account of the incident(s);

In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parents of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy). The school should give parents an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports for their pupils;

Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to him/her how he/she is in breach of the school’s anti-bullying policy and efforts should be made to try to get him/her to see the situation from the perspective of the pupil being bullied;

It must also be made clear to all involved (each set of pupils and parents) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parents and the school.

Follow-up:

Follow-up meetings with the relevant parties involved should be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable. This can have a therapeutic effect; In cases where the relevant teacher considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour has occurred, it must be recorded by the relevant teacher in the recording bullying behaviour form.

Tallaght Community School

In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement, take the following factors into account:

• Whether the bullying behaviour has ceased;

• Whether any issues between the parties have been resolved as far as is practicable;

• Whether the relationships between the parties have been restored as far as is practicable; and

Any feedback received from the parties involved, their parents or the school Principal or Deputy Principal;

Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents must be referred, as appropriate, to the school’s complaints procedures;

In the event that a parent has exhausted the school’s complaints procedures and is still not satisfied, the school must advise the parents of their right to make a complaint to the Ombudsman for Children.

Recording procedures:

1. All records must be maintained in accordance with relevant data protection legislation.

2. While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher will use his/her professional judgement in relation to the records to be kept of these reports, the actions taken and any discussions with those involved regarding same; the Recording Bullying Behaviour Form should be used at the initial stages of the investigation to record the pertinent details of the case.

3. If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.

4. The relevant teacher must use the Recording Bullying Behaviour Form to record the bullying behaviour in the following circumstances:

(a) where the relevant teacher is satisfied that bullying has occurred, and (b) in cases where he/she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred;

5. In each of the circumstances at (a) and (b) above, the Recording Bullying Behaviour Form must be completed in full and retained by the teacher in

Tallaght Community School

question and a copy provided to the Principal or Deputy Principal as applicable. It should also be noted that the timeline for recording bullying behaviour in the Recording Bullying Behaviour Form does not in any way preclude the relevant teacher from consulting the Principal or Deputy Principal at an earlier stage in relation to a case.

6. Serious instances of bullying behaviour should, in accordance with the Children First and the Child Protection Procedures for Primary and Post-Primary Schools, be referred to the HSE Children and Family Services and/or Gardaí as appropriate, by the Designated Liaison Person.

7. The school’s programme of support for working with pupils affected by bullying is as follows (see Section 6.8 of the Anti-Bullying Procedures for Primary and PostPrimary Schools):

• Developing strategies for dealing with bullying behaviour

• Developing coping skills

• Counselling (referral to external agencies where the school does not have the capacity to provide this) for the perpetrators and the targets of bullying behaviour

• SPHE classes (including visiting speakers and presentations)

• Extra-curricular activities

8. Supervision and Monitoring of Pupils

The Board of Management confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.

9. Prevention of Harassment

The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.

10. This policy was adopted by the Board of Management on 08 April 2014.

11. This policy has been made available to school personnel, published on the school website and provided to the Parents’ Association. A copy of this policy will be made available to the Department and the patron if requested.

12. This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, published on the school website and provided to the Parents’ Association. A record of the review and its outcome will be made available, if requested, to the patron and the Department.

Be praised Be seen Be Acknowledged

The Commendation Awards

Be acknowledged for the good you do, be praised for your contributions and embody the T.C.S spirit. Be seen as a student who makes every moment count.

In Tallaght Community School we aim to acknowledge and reward positive behaviour. The Commendation Awards, as a scheme, seeks to reward genuine students who display consistently excellent levels of positive behaviour in four categories.

Categories

Excellent levels of cooperation and maturity in class

This involves:

• Being respectful towards staff and students.

• Being on time, having all your materials and following instructions.

• Being ready to learn with all books and equipment.

• Learning together

• Taking pride in your work and always doing your best.

• Displaying maturity.

• Making a positive impact on Tallaght Community School.

Excellent Attendance Record

This involves:

• Attending school every day on time

Every Moment Counts Award

This involves one of the following:

• Extra-Curricular Activities

• Sports

• Student Council

• Peer Mentoring

• Representing the school in competitions

• General contribution to school life

• Being a positive power of change

• CFES Scholars

• Green schools

• BT Young Scientist

• School shows

• Being a helping hand

• Being a positive presence in the school

Outstanding Achievement Outside School Life

This involves:

Making every moment outside school count this can be any positive contribution you have made to society or your local area.

Who Nominates

Teachers in the school nominate students from each year group in one of four categories. This is then approved by the Year Head and presented to the Board of Management. One student from each term is then selected as Student of the Term. This student and their parents are invited for a presentation ceremony before the Board of Management of Tallaght Community School in order for the Principal, Chairperson of the Board and other board members to personally commend the student on this achievement.

Conditions of Rental of School Lockers

1. Lockers are the property of the school and should be treated with care

2. There will be a charge of €25 for the rental of the lockers. This includes a charge of €3 per year and a €7 deposit.

3. Students may not access their lockers between or during classes. There are set times for students to access their lockers, (before roll call, at small break, at lunch time or after school) students may only access their lockers at these times. Students who repeatedly flaunt this rule will have their locker taken back from them and they shall forfeit their deposit.

4. The school will not accept any responsibility for items damaged or stolen from the locker.

5. A student may not open, or try to open any locker other than their own. Students who are caught doing this for the first time will have their locker taken from them for a month, if they do it a second time they will have their locker taken back from them and they shall forfeit their deposit

6. Students are required to pay for any damage they do to their own or any other locker.

7. Only materials or clothes related to school or school activities may be kept in the lockers.

8. The school authorities retain the right to open any locker without or notice or permission of the student renting that locker.

9. Students may not swop lockers, students who swap lockers will have their locker taken back from them and they shall forfeit their deposit.

10. It is the responsibility for students to remember their key each day, students who regularly forget their key cannot expect their lockers to be opened every time they forget their key.

11. Students who loose keys can purchase a replacement from Mr Long. Keys can be ordered before roll call every morning and students must have the cost of the replacement when ordering.

12. Lockers must be cleaned out and the key returned before 6th year Graduation. Anything found in lockers after Graduation will be disposed of and the deposit forfeit.

Emergency Regulations

Emergency Drill Practice takes place in Tallaght Community School from time to time. This is to train students in evacuating the building in an orderly fashion in case of fire or other emergency.

Students are reminded of Rule 3 in our Code of Behaviour: “Interference with the Fire Alarm or Equipment will result in suspension/expulsion.”

There will also be severe sanctions for any student who makes Emergency Drill Practice an occasion for fooling or joking.

When the Fire Alarm is Sounded, Indicating an Emergency:

• All stand – do not touch, coats, bags, books, etc.

• Teacher will indicate to class which exit door is being used.

• Teacher takes register and moves to door. Students line up, in twos, behind teacher.

• Students move towards Exit on instructions of the teacher.

• Last student out closes the classroom door.

• Each class proceeds to appointed place in the Assembly Area in silence and in an orderly fashion.

• Last person to leave building closes Exit Door.

• Teacher checks for missing students. If any student is missing report to Principal.

• No person is to return to the building until instructed to do so.

Tallaght Community School

Essential Information

1. Uniform

All students in Tallaght Community School are required to wear the full school uniform.

UNIFORM SPECIFICATION:

• Grey Jumper (Junior Cycle)/Navy Jumper (Senior Cycle) with school crest

• Blue shirt

• Grey Trousers/Skirt (Skirts: knee length, with grey socks or black tights)

• Black Shoes

• School Tie

• Plain navy jacket

PE UNIFORM SPECIFICATION:

• Official TCS PE sweatshirt

• Official TCS PE bottoms

• Plain white t-shirt

Failure by student to present in full uniform will result in sanctions.

2. Attendance

Absences are monitored and submitted to the EWO as required by law. All student absences must be explained in writing. All students absences must be explained and submitted on VsWare.

3. School Bus Regulations

TCS in conjunction with Dublin Bus provide school buses which service several routes in the Tallaght area. Standards of behaviour, as set out in the Code of Behaviour, are expected to be upheld on the buses. Any students who act otherwise will be warned, reprimanded, and if necessary, required to seek another means of transport. It is important that we have the co- operation of every student and parent to ensure a maximum degree of safety on the buses.

4. Bicycles

Students may store and lock their bicycles in the area provided at their own risk.

Tallaght Community School

5. Student Council

Students are invited to participate in the student council.

6. Religious Education

Tallaght Community School, in line with its deeds of trust, provides 3 class periods a week in Religious Education for all students. At Junior Cycle students engage with the Department of Education examination syllabus. This syllabus is for those of all faiths and none. At Senior Cycle students engage in a programme that includes elements of philosophy, ethics, moral decision making, spirituality and active citizenship. In keeping with the diversity within our student body this programme is for those of all faiths and none. Religious Education is a core subject in the Tallaght Community School curriculum in which all students participate.

7. Extra-Curricular Code

The purpose of extra-curricular activities within TCS is to promote the participation of all students and develop the talents and skills of each student.

Students who choose to participate in extra-curricular activities must accept the following expectations:

• It is an honor to represent TCS, not a right. This privilege may or may not be granted to me.

• All schoolwork must come first. It is expected that I work consistently to the best of my ability and that I meet the standards as decided by my teachers.

• In order to participate in an extra-curricular activity, I must be in school the whole day of the activity, the exception being a school related absence.

• It is my responsibility to catch up on any class work or homework I have missed due to my involvement in an extra-curricular activity.

• My behaviour is to be at its very best, as expected from all TCS students. This positive behaviour is expected when away from school, as well as at home events.

8. Communicable Diseases

Parents are obliged to inform the school when their child has any communicable disease that may affect the school community.

Rules for PE Class

1. Correct PE gear to be worn to each PE lesson. Official TCS tracksuit bottoms, TCS PE sweatshirt, plain white t-shirt.

2. Medical Certs are COMPULSORY for NON-PARTICIPANTS.

3. Written work will be given to ALL Non-Participants during class time.

4. School journal is to be brought to every PE class.

5. Enter and leave sports complex in a QUIET and ORDERLY manner.

6. No jewellery, watches, earrings are to be worn in class.

7. Students are expected to behave in an appropriate manner in the changing rooms

8. Students who have asthma must bring their inhaler to PE.

9. Students with long hair must wear their hair tied up for PE.

Physical Education Department

Policy on Participation

As students only have a certain amount of time for PE each week, it is vitally important that they participate to the best of their ability in all PE classes.

Many international studies site a reduction in levels of physical activity in older adolescents, particularly female adolescents. The aim of our participation policy is to act as a preventative measure against this decline happening within our PE classes.

In order to optimise the time for maximum participation within all PE classes, it is necessary for us to have a formal participation policy in operation. Be ready, be involved, be respectful.

1. All students should participate in PE class to the best of their ability.

2. All students should arrive to school in their TCS PE uniform on their PE day/s only. This includes appropriate footwear, and the PE uniform which is a TCS PE top and bottoms. A white t-shirt should be worn underneath the top.

Tallaght Community School

3. If a student has an illness (common cold, sore throat, etc.) which reduces their ability to participate, parents/guardians should provide a note stating the nature of the illness. Students must still come in in PE uniform and participate to the best of their ability where appropriate.

4. If a student has a minor injury, they should have a note from their parent/guardian, and, where relevant, a letter from a medical professional/physiotherapist stating the nature of the injury and what they are unable to do. The student can participate in whatever elements of the class that are suitable, particularly the low impact parts of the warm-up. The PE teachers will modify their lesson so that, if possible, a suitable role will be given to the student with the injury.

5. If the student feels uncomfortable during any part of the class, they will be allowed to opt out of the physical part of the class. They will then engage in a more theoretical based lesson, usually by recording information about the relevant topic being covered in class.

6. If a student has a serious injury which makes it unsafe for them to participate in the PE class (such as a broken limb), the student will participate in learning about the theory elements of the current activity being covered in PE class. This task will be set by the class teacher at the time.

Please see also our PE expectations on page 38.

This policy has been created so as to maximise participation in Physical Education Classes and also to maximise the teaching and learning time available to students within their weekly Physical Education Class.

“I acknowledge that I have received a copy of the Physical Education Participation Policy.”

Parents/School:

Partners in Education

• You, the Parents of our students, are the prime educators and the School works in partnership with you as co-educators. This partnership is based on mutual respect and support. The school welcomes and encourages the involvement of parents.

• Parents’ Association: The school works closely with the Parents’ Association and encourages all parents to get involved with the Association.

• Meeting Year Heads and Class Teachers: Teachers welcome and encourage regular contact with parents of individual students so that by working together the best interests of the student can be served. As Year Heads and teachers are involved in teaching classes most of the time, it is advisable to make appointments to discuss a student’s progress or any problem.

• Meeting Principal/Deputy Principals: The Principal/Deputy Principals may not be available at a given time without making an appointment. However, should a parent be upset or seriously concerned, he/she should contact the school or come in and the matter will always be dealt with promptly by the school authority.

• Formal Meetings: A Parent/Teacher meeting is held for each year group on an assigned afternoon, indicated in the School Calendar, when parents have the opportunity to meet each subject teacher and receive a report. Evening meetings are held during the year for Parents and Students.

• The Home/School/Community Liaison Teacher: Ms Michelle Hegarty is our present H.S.C.L, parents should feel free to contcat her at anytime.

• Appointments with Student Support Team: The Home/School Liaison Teacher, Chaplain and Counsellors are available to help and discuss any area of concern to parents, by appointment.

Vsware Parent App

Everything you need to know

Everything you need to know about the VSware Parent App

It is free to use and is now available on iOS and Android as well as desktop. Log on to the web address below to access to learn more about the Parent App, click into the links https://support.vsware.ie/en/parent-app-overview

Our school has opted to use our Communications Package, you will have access to these two features:

• VS-Mail - Sending & receiving messages through VSware

• Submit an Absence Request

Parent App - Downloading the app and logging in How to download and log into the app, how to enable notifications, how to use VSware on desktop. This guide is intended for parents.

In order to access VSware, you will need a username and password. If it is your first time logging into VSware, the school must give you:

• Your unique username. For example this might be L.Adams

• You create your own unique password via the login screen. Explanation on how to do this is below

Downloading the app and logging in via a device (phone/tablet etc.)

• For Android devices: Visit the Google Play Store on your device and search for ‘VSware’

• For iOS devices (Apple): Visit the App Store on your device and search for ‘VSware

• Tap ‘Install’.

• If you have already downloaded and an update is available, you can tap ‘Update’ instead.

• Once the app is on your device, start typing the name of your school, then select it from the dropdown list when it appears.

Tallaght Community School

When searching for your school, you can either type -

1. the VSware URL i.e. tallaghtcs.vsware.ie

2. The ‘official’ school name i.e. Tallaght Community School

• Enter your username and password and hit Login

How to create your password if you don’t yet have one.

• If you don’t yet have a password, click Create or reset your password

• Enter your username and the last 4 digits of your mobile number, hit Send Code

• You will receive an SMS code on your mobile phone which you then enter, along with your new chosen password. Follow the instructions on screen and hit Change Password

• You will be brought back to the login screen where you can enter your username, new password and hit Login

Your Your Your mental health is a priority. is an happiness essential. is a self-care necessity.

- Author Unknown

Wellbeing

DIET, SLEEP & EXERCISE

To fully understand the importance of being healthy, you will now have the opportunity to learn about physical and mental health and the impact both have on your overall wellbeing.

One way that you can look after your physical health is by eating a balanced diet, getting sufficient sleep and doing some exercise each day. Good diet, sleep and exercise have countless physical and mental benefits.

Physical Benefits

• Helps to build and maintain healthy bones, muscles and joints

• Helps to control weight, build lean muscle and reduce fat

• Prevents and reduces high blood pressure

Mental Benefits

• Improves your memory and lengthens your attention span

• Improves your decision-making, planning and multi-tasking skills

• Increases your production of new nerve, blood and brain cells

Looking after your Physical Health

Ensure you have a healthy diet.

Scan this bar code to access the food pyramid, which shows how often you should eat different food groups.

Ensure you get a good night’s sleep. Avoid being on a screen before you go to bed, and it’s best not to bring your phone into your bedroom.

Try to get the daily recommended physical activity of 30 minutes of exercise. Consider including a column for physical activity in your study timetable so you can actively make it part of your daily routine.

BUILDING RESILIENCE

Unfortunately, negative things happen to everyone in life; however, some people seem to bounce back quicker than others. This is referred to as resilience - your ability to bounce back after setbacks.

One useful way of understanding how to develop resilience is to use the acronym BOUNCE.

Bad things and times happen, but things do get better. Others are there to help you, but you need to let them know.

Unhelpful thoughts don’t make things better. Nobody is perfect.

Concentrate on the good things in your life, it’s not all bad. Everybody has setbacks or struggles. You are not on your own here.

Here are five useful ways that you can build your own personal resilience. In the space provided, identify one way you could incorporate each one into your own life!

GETTING HELP

The most important thing about mental health is being aware of your feelings as they arise. This helps you identify stress triggers and how you react to them. It is important that you have people around you that you can talk to about these things.

assistance advice support

So, let’s identify people in your life that you can go to in the three categories below.

People in your life with whom you can talk about anything.

People in your life who you can go to for advice.

1 2 3 1 2 3

Names of agencies / support services available to you if you need them.

WHO CAN you GO TO when you NEED HELP?

In the diagram below, fill in each circle with the various people in your life.

We a ll need

whe re we

feel safe

- Emma Thompson

Emma is a British actress, screenwriter, activist, author and comedian. She is a winner of Academy Awards, BAFTA Awards and Golden Globe Awards.

PERSONAL SAFETY

At the heart of your own wellbeing, and your physical and mental health, is your personal safety. It is important to feel safe in many different aspects of your life. Here are some tips for ensuring your personal safety in different circumstances.

SAFETY TIPS FOR TRAVELLING WITH OTHERS

• Never, ever take a lift from a driver that has taken drink or drugs.

• Speed kills, so ensure your driver always strictly keeps to the speed limits.

SAFETY TIPS FOR CYCLING

• Never cycle in the dark without adequate lights.

• Wear a reflective jacket, armbands and belt if cycling at night.

• Obey traffic signs and signals and watch out for traffic.

• Ensure your bike is in working order.

• Keep to the left.

• Wear a helmet.

• Do not wear headphones.

• Take your time.

SAFETY TIPS FOR WALKING

• Always walk facing traffic so that a car can’t come up behind you.

• Don’t cross the road on a corner or a bend.

• Don’t walk on dark roads on your own at night – stick to walking in daylight.

• Always walk on the footpaths.

BULLYING

Sadly, bullying can be a feature of school life. It is important to understand these facts about bullying so that you can:

(a) Recognise it

(b) Take action and know where to ask for help

What are the main types of bullying?

Physical Bullying

Hitting, pushing, spitting, stealing or breaking others’ belongings, making mean hand gestures

Where can bullying happen?

Bullying can happen…..

• To anyone

• Anytime

• Anywhere

• In any way

Verbal Bullying Social Bullying

Threatening, teasing, name calling, making sexual remarks

Spreading rumours, encouraging others to reject or exclude someone, embarrassing someone in public

How can I deal with bullying?

• Report it to someone you can trust.

• Stay calm and in control.

• Talk to friends you can trust and ask them for help.

• Don’t show emotions like anger, fear or upset.

• Be assertive – speak clearly and firmly.

• Show confidence – use positive body language.

CYBERBULLYING

Cyberbullying is where information and communication technology is used to deliberately hurt someone’s feelings. Cyberbullying can take place through instant messaging, social networks, emails or anywhere else online..

Cyberbullying can be very dangerous because it is:

• Invasive

• Often anonymous

• Difficult to escape from or stop

• Sometimes a criminal act

• Communicated quickly and to a wide audience

THANKFULLY, THERE ARE LOTS OF WAYS YOU CAN PROTECT YOURSELF FROM CYBERBULLYING.

Here are some tips for staying safe on the internet:

Do’s

HIDE YOUR PERSONAL DETAILS:

Password, PIN, username and real name, email address, home address, mobile number, personal photos.

FOLLOW NETIQUETTE:

Communicate clearly, use emoticons, be polite.

Don’ts

• React appropriately

• Block any sender of nasty messages

• Set your sites/profiles to private

• Save nasty links/texts etc.

• Ask permission before you share anyone else’s details

• Change your password often.

• Open a message from someone you don’t know

• Give details to anyone that you don’t know in real life.

the most impor tant thing,

no matter how you do it, or where you do it, or who you do it with.

- Saoirse Ronan

An Irish actress who has received many accolades, including a Golden Globe Award, four Academy Award nominations and British Academy Film Awards.

Your Learning Strengths

GROWTH MINDSET

Earlier on in this module, you learned the meaning of the word resilience. People who display resilience have a ‘growth mindset’. Let’s find out a little more about this….

What is a mindset?

A mindset is a person’s approach or attitude.

What are the different types of mindset?

There are two main types of mindset. They are known as a Fixed Mindset and a Growth Mindset .

WHAT IS THE DIFFERENCE BETWEEN A FIXED MINDSET AND A GROWTH MINDSET?

“I learn nothing from mistakes.”

“I am not good at some things.”

“When I am frustrated, I give up.”

“I learn from my mistakes.”

“When I am frustrated, I persevere.”

“I can learn anything if I try hard enough.”

Examine the diagram above to identify what type of mindset you have. What techniques can you use to develop a growth mindset?

Your INTELLIGENCES

A psychologist known as Howard Gardner identified eight different types of intelligences. Research now suggests that different intelligences occur in different parts of your brain.

Here are the eight intelligences identified by Gardner:

The ability to understand yourself, to be reflective, know what you can or can’t do and where to get help. Used by philosophers, psychologists and church ministers.

The ability to think musically and to hear, recognise and remember patterns. Used by musicians, mathematicians, artists and dancers.

The ability to understand cause and effect; to manipulate numbers. Used by scientists, mathematicians and engineers.

The ability to interpret space and to navigate. Used by pilots, artists, architects and racing drivers.

The ability to understand and relate to others. Used by teachers, salespeople, politicians, human resource managers, doctors and psychologists.

The ability to control body movement and the capacity to handle objects skilfully. Used by athletes, actors and dancers.

The ability to use language. Being able to express what’s on your mind and to understand others. Used by poets, novelists, politicians and lawyers.

The ability to discriminate between living things and be sensitive to the natural world. Used by botanists, ornithologists, beauticians and top chefs.

Reflecting on YOUR strengths

Developing a growth mindset by recognising your intelligences

A person with a growth mindset will ask themselves “In which ways am I intelligent?” and not “How intelligent am I?”

Use the diagram below to identify which intelligences most apply to you. Reflect on times when you have used this intelligence by giving a specific example.

NATURALIST VISUAL-SPATIAL INTERPERSONAL LINGUISTIC

Is this intelligence one of your strengths?

Give an example of when you have used this intelligence:

Is this intelligence one of your strengths?

Give an example of when you have used this intelligence:

- Malala Yousafzai

I raise my voice but so that those without a voice CAN BE heard. not so that I can shout,

Malala is a Pakistani activist for female education and the youngest-ever Nobel Prize laureate.

This

content has been developed in partnership with The Irish Second-Level Students’ Union (ISSU).

What is the ISSU?

Did you know that there is a union that represents you?

The Irish Second-Level Students’ Union (ISSU) is a union representing students, run by students.

They are the national representative body for you, second-level students in Ireland. Their membership is based on the student council model, and they aim to provide support, training and assistance to member student councils.

They aim to build a stronger student voice at all levels of the education system.

They are there for you, they are your union. Reach out, get involved, ask for their help. Engage with them. #Expressyourself

How can you strengthen the student voice in your school?

Make sure there is a representative, democratic student council in your school. Get involved in your student council.

JOIN THE ISSU (issu.ie/ membership)

Consult students about the changes they’d like to see in your school.

Connect with other student councils in your area to find ways you can work together. Contact your ISSU Regional Officers. Attend the ISSU Regional Council event in your region (issu.ie/rcs) Get involved in local and national campaigns. (Visit issu.ie)

How can you find out more about the ISSU?

Follow ISSU on social media:

@ISSU4u Irish Second-Level www.issu.ie studentvoice@issu.ie Students’ Union

You can make a difference, young people don’t realise, if you have a proactive attitude, if you’re willing to try to find a solution - you can do it. My advice: find other people who want to see a change, bring them together, write on a giant piece of paper “What do we want to do?”

-

Reuben Murray, President of the ISSU

SDGs & Climate Activism

In 2015, 193 countries agreed on Agenda 2030 and the Sustainable Development Goals (SDGs) in order to create a better world by 2030. The 17 goals cover a wide range of areas, and address many of the causes of inequality, poverty, and injustice in our world. All of the goals are linked, and we can’t achieve any of them without achieving the others. If you want to get involved in sustainability, you can:

• Contact an organisation currently working to help us achieve the SDGs, e.g. UNICEF or ISSU.

• Organise action in your own area.

• Research the SDGs at sdgs.un.org or download the SDGs in Action App to learn more and find action around you!

How can you engage in climate activism?

Engaging in climate activism is for everyone; get involved, learn, and make your voice heard!

• Get involved with groups involved in climate activism - usually through social media, or attend a demonstration!

• Organise community actions like beach clean-ups!

• Write to your councillors and TDs! (whoismytd.com)

• Promote awareness in your school, community, and online!

• Take small steps such as recycling, growing your own food, or shopping sustainably, and encourage friends and family to join you!

Gaeilge Activism

Conas do ghuth a úsáid chun an Ghaeilge a chur chun cinn!

How to use your voice to promote the Irish language! Ar scoil:

• Establish an Irish Officer / Oifigeach Gaeilge in your student council.

• Use Gaeilge with your friends and encourage others - have fun with it!

Lasmuigh den scoil:

• Keep up to date with Gaeilge and Gaeltacht issues and write to your public representatives!

• Attend events in your area and get involved on a local level as much as you canar scáth a chéile a mhaireann na daoine!

• Use Gaeilge online and join the Irish-speaking community on social media!

ISSU agus an Ghaeilge:

• The ISSU is a strong advocate for the Irish language, and has worked with multiple organisations to promote and work on behalf of the language.

• In conjunction with Conradh na Gaeilge, we offer training days for students who want to get involved with the language - keep an eye on www.issu.ie and our social media accounts for exciting upcoming opportunities!

Is é an rud is tábhachtaí ná do ghuth a úsáid - labhair amach ar do shon agus ar son na Gaeilge!

“

We are more alike, my friends, than we are unalike, We are more alike, my friends, than we are unalike

“

Maya Angelou

Culture is the shared characteristics of a group of people, which encompasses place of birth, religion, language, food, social behaviours, art, literature, and music.

Whether a culture is widespread or kept within a small region, is young or old, or has changed over time or stayed the same, every culture can teach us about ourselves, others, and the global community.

Activity

WHAT DOES culture MEAN TO YOU?

Pick one culture (yours, your friend’s or any culture you like) and illustrate or write anything that you feel represents the culture you have chosen.

Culture:

“A people without the knowledge of their past history, origin and culture is like a tree without roots.” – Marcus Garvey

The harp is the emblem of Ireland.

IRISH Culture

Ireland has two official languages: English and Gaelic.

Poetry and Literature

One very famous Irish poet was Seamus Heaney, who won a Nobel Prize for his work. His words have been quoted by everyone from Bono to Joe Biden. Listen to Liam Neeson read some of his favourites ...

Traveller Culture

Why not take a listen?

Liam Neeson reads Seamus Heaney

Ireland’s population is made up of over 180 different nationalities.

Ireland has been home to more brilliant writers than a country ten times its size! Some of the most famous are Oscar Wilde, James Joyce and, today, award winners such as Paul Murray and Claire Keegan.

The Traveller community in Ireland have a shared history, identity, language and value system, which makes them a distinct group. The language, known as Cant (or Shelta, or Mincéir Thari …), is an ancient indigenous language.

It is used less often these days, although most Travellers would have some words. It is usually spoken rather than written down. Traveller ethnicity was recognised by the Irish State on the 1st of March 2017.

CHECK IT OUT HERE

Watch ‘A Short History of Irish Travellers’ for a colourful introduction to the history of the Travelling community.

IRISH SPORT

Hurling, Camogie and Gaelic Football are our traditional sports and are a huge part of Irish culture. The Gaelic Athletics Association (GAA) was founded in 1884 to make sure that Ireland did not lose its sporting culture and traditions. Croke Park is the home of the GAA, and is where the busiest matches are held: the all-Ireland football, hurling and camogie finals.

1 1

Hurling is believed to be the fastest team sport on grass in the world.

DID YOU KNOW?

2 2

When the GAA was founded, it was only for men. It would take almost 90 years for women to be able to play our native sports officially.

Music

Irish traditional music began as an oral tradition of storytelling. Irish people sing ballads, songs and laments. Our music speaks of our history of love, loss, pride and much more.

Today, Ireland continues to ‘punch above its weight’ in the music world, with bands and singers from this small Island attracting millions of fans globally.

Irish traditional musical instruments include the fiddle, bodhrán (drum) and harp.

BYSTANDERS, UPSTANDERS

AND Using Your Voice to Effect Change

A leader is one who knows the way, goes the way and shows the way.’

An inclusive environment is one that celebrates and appreciates all cultures. Every person has the power within them to create an inclusive atmosphere, where all people from different cultural backgrounds feel accepted, safe, valued and respected.

Ireland is a land of diversity, to find out more about migration and diversity, visit the CSO website.

People express their beliefs and their culture in different ways; this is not always welcomed and can trigger bullying or a harmful response. This bullying is known as identity-based bullying, which targets people based on their race, ethnicity, religion, gender, sexual orientation, or other personal characteristics. Bullying in all forms is never acceptable and can often occur when people are negatively informed about cultural practices, traditions, religions and beliefs.

Why not learn more about ways to tackle identitybased bullying?

In order to create a safe, inclusive environment, people must stand up and not be bystanders

A bystander is a person who stands back, one who witnesses a situation but does not intervene or actively take part. By not speaking out, this can cause even more damage. Read the poem which follows, and consider why it is important to speak out and use your voice to prevent harm.

CSO

FIRST THEY CAME

By Martin Niemöller, Lutheran Pastor

“First they came for the Communists, And I did not speak out, Because I was not a Communist.

Then they came for the Socialists And I did not speak out Because I was not a Socialist

Then they came for the trade unionists And I did not speak out Because I was not a trade unionist

Then they came for the Jews And I did not speak out Because I was not a Jew

Then they came for me And there was no one left To speak out for me.

Our voices are powerful tools to create and encourage an inclusive atmosphere. They allow us to speak out when things are wrong.

An upstander, on the other hand, is someone who ‘shows the way’ – they speak out against bullying in all forms. They challenge hurtful, unfair, harmful, or inappropriate comments and behaviours. Upstanders respect the rights of all. They are compassionate and lead others by showing empathy, understanding, inclusion, and respect in society. Watch the following clip about Oscar Schindler to learn about the lives he saved by standing up.

HOW WAS OSCAR SCHINDLER AN UPSTANDER?

When the whole world is silent, even one voice becomes powerful.’

Here are some phrases to help you use your voice to challenge harmful and hateful words.

I don’t like when you speak like that, it's not okay to treat others like that.’

How would you feel if someone made a comment like that about you?’

"Let’s change the topic. I don't feel comfortable with this conversation."

‘It’s not a joke when it hurts people; let's treat everyone with respect."

Take a pen and share your voice. What one issue in the world would you like to speak about today?

- Malala Yousafzai

"I don't find this funny; it's hurtful and disrespectful. How would you feel?"

"I don't think making fun of others is funny; it just causes harm."

"I'm going to report this to a teacher or another adult because what's happening is not okay."

Upstanders are everywhere in society, from mothers such as Jackie Fox to Blinne Ní Ghrálaigh, an Irish lawyer fighting for the rights of Palestinian civilians.

Change Agent WAYS TO BECOME A

“I alone cannot change the world, but I can cast a stone across the waters to create many ripples.”

Mother Theresa

Becoming an agent for change involves taking proactive steps to create a positive and meaningful impact in various aspects of life. Here are several ways people can become agents for change to create inclusive environments:

EDUCATION AND AWARENESS

Stay informed about social and environmental issues. In a digital age, you can share information to raise awareness among friends, family, and community. Be aware that not everything you see is fact. Seek information from reputable sources and ensure the algorithm on your social media accounts is not just showing you one side.

Why not put pen to paper and write for human rights around the world?

ADVOCACY

Speak up for causes you believe in. Join or support advocacy groups working towards positive change. Not sure where to start? Browse through the Amnesty International website – they are an independent organisation that support human rights all over the world.

Go to amnesty.ie to read the stories and write a letter to support them.

POLITICAL ENGAGEMENT

When you turn 18, you can have your say! Vote in elections to support candidates who align with your values. Engage in grassroots political activism and encourage others to do the same.

Ireland’s independent electoral commission prepares impartial and unbiased information about the referendum proposals and makes that information available to the public.

Why not learn as you go?

Referendums explained - Electoral Commission https://shorturl.at/wyUW3

The Universal Declaration of Human Rights is a document drafted by representatives with different legal and cultural backgrounds from all regions of the world. It is used as a common standard of rights for all peoples and all nations. Some countries don’t allow for freedom of expression the way Ireland does, and there can be harsh consequences for people who stand up for what they believe in.

PEACEFUL PROTEST AND ACTIVISM

Participate in peaceful protests to raise awareness for your cause. Advocate for change through organised activism. There are many ways to protest peacefully – most people will be familiar with the bus boycott led by Martin Luther King and Rosa Parks during the American Civil Rights Movement. Can you think of any other ways to protest peacefully for a cause?

Remember that individual actions, no matter how small, can contribute to positive change. It's often a combination of various efforts that leads to significant impact.

Make yourself heard!

There are marches and demonstrations held all over Ireland to show solidarity and support where it’s needed. There is strength in numbers, so join in and speak out!

CHANGE AND ACTIVISM THROUGH ART

Andrew Byrne (Hozier)

‘NINA CRIED POWER’ is a song written by Irish singer, songwriter and human rights activist Hozier. Nina Simone, who inspired the song, was a key figure in the American civil rights movement. Listen to the song and write down the lyrics that stand out to you.

What do you think this song is about?

Do you think this song holds importance? If so, why?

EMMALENE BLAKE

Emmalene Blake is an artist based in Dublin. Blake creates murals around Ireland raising awareness of social issues, climate activism and human rights. Some of their works include raising awareness for World Down Syndrome Day and creating visibility for people with disabilities.

If you were to create a mural, what would your cause be? What or who would you like to raise awareness for?

Learning to respect different cultures opens up your mind to new experiences and broadens your horizons. Today, living in a technologically advanced world, you will encounter all cultures through the screen of your phone and you will work in a global workforce. Fostering respect for different cultures means accepting that ‘everyone is different, yet the same’.

How to build cultural respect following the 4 L’s

Learn Learn Lead Lead

about other cultures.

Language Language should be inclusive and respectful, not hateful.

4L’s 4L’s

Slam poetry is a way for artists to express themselves on a topic that is important.

Watch and listen to these powerful words ...

Activity

GET CREATIVE

Listen Listen

to friends about their culture. by example and show respect for different cultures.

Write your own slam poem on ‘Respecting Different Cultures’

• Watch a slam poem

• Pick a topic

• Consider the techniques you want to use

• Be original and be yourself

• Edit and practise

• Perform

MY BELIEFS

Muslim

God: Allah

Pray at a Mosque

Sacred text: Qur'an

Symbol: The star and crescent moon

Jewish

God: Yahweh

Pray at a Synagogue

Sacred text: the Tenakh

Symbol: Star of David

Hindu

God: Brahman and his many different forms

Pray at a Mandir and have a small shrine at home to perform Puja (a prayer for me)

Beliefs: The Five Pillars of Islam, which teaches how to live a good life. You must show faith in Allah, pray, give to charity, fast and go on pilgrimage.

Beliefs: There is a single God who not only created the universe, but with whom every Jew can have an individual and personal relationship.

Sacred Texts: Vedas and the Bhagavad Gita.

Beliefs: Sansaar – life is a cycle.

Reincarnation

Karma – actions in this life will determine your next life.

Buddhist

God: Buddhists don’t worship a God, Siddhartha Guatama found the religion in India and he is called the Buddha.

Pray at a Temple or Vihara.

Christian

God: one who takes the form of the Father, Son and Holy Spirit

Pray at a church or cathedral

Humanist

God: Humanists do not believe in a god; instead they believe in the goodness of people and human experience.

Symbol: the happy human

Symbol: Dharma Wheel and the Lotus Flower

Beliefs: The Five Precepts, a moral code that helps living in a good way. One of the precepts teaches that Buddhists should avoid killing a life.

Sacred text: the Bible

Beliefs: follows the Bible to live a good life, using, for example, the 10 commandments.

Beliefs: based on evidence and science and that humans are born with a natural ability to tell right from wrong. Do not believe that religious laws are needed to be a good person.

OUR GLOBAL VILLAGE

Just some of those that call Ireland home ...

Polish Brazil

Official language: Polish

Capital city: Warsaw

National dish: bigos

Official language: Ukrainian

Capital city: Kyiv

National dish: beet soup

Official language: Portuguese

Capital city: Brasília

National dish: Feijoada

Official language: Hindi/English

Capital city: New Delhi

National dish: Khichdi

Official language: English

Although there are over 500 indigenous languages, like Yoruba and Igbo

Capital city: Abuja

National dish: Jollof rice

Official language: Romanian

Capital city: Bucharest

National dish: Sarmale

Lithuanian China

Official language: Lithuanian

Capital city: Vilnius

National dish: Cepelinai

Official language: Mandarin

Capital city: Beijing

National dish: Peking Duck

Buna ziua

HELLO HELLO

Dia dhuit Dee-aa gwit

Conas tá tú? Kunnass taw too?

cześć chech-sh-ch

Jak się masz? Yack sheh mash?

Cad is ainm duit? Cod iss an-im dit?

Jak masz na imię? Yack mash na eemyeh?

Go raibh maith agat Guh rev mahh agut Slán Slawn

Dziękuję Ci Jen-koo-yeh chee

Do widzenia Doh vid-tsen-yah Привіт Pray-ve-ut

ти? Yack tih?

Sveiki Svay-kee

Olá Oh-laa

Na-mass-tay

Hallo Haa-lo

Привет Pree-vyet

Buna ziua Boo-na zee-wa

你好 Nee-ee how

Sveiki Svay-ee-kee

Kaip laikaisi? Kipe loy-koy-see

Como você está? Como vwu-say ess-tah?

? Aap kaise ho?

Wie geht es dir? Vee gayt ez deer?

звати? Yack vas zva-tih

Koks tavo vardas? Kooks tavo var-dass

Qual é seu nome? Kwa-ow eh say-oo noh-me

?

AAp ka kya naam hai?

Wie heißen Sie? Vee high-sen zee?

Как дела? kak dyLAH Как

зовут? Kack vass za-voot?

Ce mai faci?

Cheh my fach?

你好吗?

Nee-ee how ma?

Kā tev iet? Ka tev-ee-ut

Care e numele tău?

Careh eh noom-elleh tay-oo?

谢谢?

Nee-ee jow shenmah ming-zuh?

Da-koo-yu

Ačiū Ah-choo

Obrigado(a) Oh-bree-ga-do/ Oh-bree-ga-da

Dan-ya-vadd

Danke dir Dan-kah deer

Спасибо Spass-eeh-bah

Doh poba-chen-ya

Viso gero Vee-saw gheh-raw

Tchau shee-ow

All-vidda

Auf Wiedersehen Owf vee-der-zayn

свидания Doh svee-danya

Mulțumesc Mull-tsu-mesk La revedere La rev-eh-deray

Shyeh-shyeh 再见 Tsai-jen

Kā tevi sauc? Ka tevee sauce? Paldies Pal-dee-ess

Uz redzēšanos Uz radz-esha-noss

OPEN YOUR MIND, ARMS, AND HEART TO NEW THINGS AND PEOPLE, BECAUSE WE ARE UNITED IN OUR DIFFERENCES.

Ask the questions that have no answers.

Pursue the unexplored.

Embrace the unknown.

TOLISTEN YOUR HEART.

Suzy Kassem

august

Lúnasa

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

/

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

september Meán Fómhair

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

The rights of every person are diminished when the rights of one person are threatened. - John F. Kennedy

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Due/ Dlite

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor: Days

september Meán Fómhair

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

/

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

september Meán Fómhair

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

/

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

/

Remember / Cuimhnigh:

Remember / Cuimhnigh:

You

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor: Days

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

/

Remember / Cuimhnigh:

Remember / Cuimhnigh:

When the whole world is silent, even one voice becomes powerful. - Malala Yousafzai

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

/

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Agnes de Mille

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Due/ Dlite

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

/

Remember / Cuimhnigh:

Remember / Cuimhnigh:

You

- Carl Jung

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor: Days absent

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

/

Remember / Cuimhnigh:

Remember / Cuimhnigh:

- Debasish Mridha

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Days

Signed by Teacher/Tutor:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor: Days

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor: Days absent

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

- William James

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Signed by Parent/Guardian:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

If you could kick the person responsible for most of your trouble, you wouldn’t sit for a month. - Teddy Roosevelt

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor: Days

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

I raise up my voice – not so that I can shout, but so that those without a voice can be heard. - Malala Yousafzai

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Days absent this week:

Signed by Teacher/Tutor:

Total days absent this year:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor: Days

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Due/ Dlite

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor: Days

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian: Signed by Teacher/Tutor:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

- Ola Joseph

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor: Days

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Due/ Dlite

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor: Days

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Cultural

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Due/ Dlite

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Days absent this week:

Signed by Teacher/Tutor:

Total days absent this year:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Signed by Parent/Guardian: Signed by Teacher/Tutor:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication

Signed by Parent/Guardian:

Signed by Teacher/Tutor:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Due/ Dlite

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Due/ Dlite

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication

Signed by Parent/Guardian:

Signed by Teacher/Tutor: Days

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Due/ Dlite

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Murakami

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Due/ Dlite

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor: Days

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

To be one, to be united, is a great thing. But to respect the right to be different is maybe even greater. - Bono

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Due/ Dlite

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Days absent this week:

Signed by Teacher/Tutor:

Total days absent this year:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Cultural differences should not separate us from each other, but rather cultural diversity brings a collective strength that can benefit all of humanity. - Robert Alan Arthur

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Due/ Dlite

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Days absent this week:

Signed by Teacher/Tutor:

Total days absent this year:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Where, after all, do universal human rights begin? In small places, close to home—so close and so small that they cannot be seen on any maps of the world. - Eleanor Roosevelt

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Due/ Dlite

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Days absent this week:

Signed by Teacher/Tutor:

Total days absent this year:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Due/ Dlite

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Due/ Dlite

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Due/ Dlite

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Due/ Dlite

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Communication by Teacher Communication by Parent/Guardian

Signed by Parent/Guardian:

Signed by Teacher/Tutor: Days

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Subject/Ábhar Homework and Learning/ Obair Bhaile agus Foghlama

Due/ Dlite

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Managing Your Learning

There are three main elements to managing your learning, these being:

1. Setting learning goals and planning your learning

2. Monitoring your progress

3. Reflecting on your learning and progress with a view to learning from past experience.

Learning how to manage yourself and your learning is a key skill for Junior Cycle and it will prepare you for success at Senior Cycle.

Below are links to tools/templates which will help you to manage your learning.

The templates are divided into the three elements of self-management for learning:

1. Setting learning goals and managing your learning, 2. Monitoring your progress, 3. Reflecting on your learning and progress.

When you select a QR Code for a particular template, it takes you to the online template and you can then print that resource and use it manage your learning.

Templates

1. Managing Myself - Setting learning goals and planning your learning

Template A Setting Your Learning Goals

Template B Your Study Timetable

2. Monitoring Your Progress and Recording Your Achievements

Template D Monthly Review

Template E Tracking Your Results by Subject

Template C Subject Revision Planner

Template F Other Areas of Learning

3. Reflecting on Your Learning and Progress - Reflections on your monthly learning

Template G Reflecting on Your Assessments

Template H Reflecting on Your Learning Goals

DATE

EXAM TIMETABLES

SUBJECT TIME

DATE

SUBJECT TIME

TOP EXAM TIPS

Read and Reread – Read all exam questions carefully, then read them again. The second time round, underline or highlight the key points.

Use Time Wisely – Take note of how many marks are awarded for each question and divide your time accordingly. If you feel you can’t fully answer a question, just try it, marks are awarded for attempts and partial answers.

Eat for Success – Fizzy energy drinks will only boost you for an hour, but by eating slow energy release foods such as porridge with nuts and fruit you will have the energy for a full day of exams.

JUNIOR CYCLE SUCCESS

Revision book series

QR codes to access online resources

Curriculum broken down, reducing students’ workload

Sample questions and answers to past papers

Student-friendly language and modern graphics

Teaching and Learning

The Traffic Lights System

I don’t understand - yet. 1

I don’t understand - yet.

I understand, and I can do this by myself.

I understand, and I can do this by myself.

I understand, and I can teach someone else.

Seeking Clarification: QUESTIONS

Permission to Leave Class

Permission to Leave Class

‘Everyone

Matters’ … We Care About Our Students

Would you like help or support? Fill in this appointment slip and leave it in the post box on the Guidance Counsellor, Chaplain or Year Head’s door.

APPOINTMENT SLIP

Student Name:

Type of Appointment - Please Tick

Class:

Guidance Counsellor Chaplain Year Head

I would like an appointment to discuss:

Do you have a question? Do you need help with anything?

Use this slip to write your question and post in the letterbox on your Year Head’s door.

Student Name:

Question:

QUESTION SLIP

Class:

Have you any suggestions for your school? We want to hear your voice!

Student Name:

Suggestions:

STUDENT VOICE

Class:

2 2

‘Everyone

Matters’ … We Care About Our Students

Would you like help or support? Fill in this appointment slip and leave it in the post box on the Guidance Counsellor, Chaplain or Year Head’s door.

APPOINTMENT SLIP

Student Name:

Type of Appointment - Please Tick

Class:

Guidance Counsellor Chaplain Year Head

I would like an appointment to discuss:

Do you have a question? Do you need help with anything?

Use this slip to write your question and post in the letterbox on your Year Head’s door.

Student Name:

Question:

QUESTION SLIP

Class:

Have you any suggestions for your school? We want to hear your voice!

Student Name:

Suggestions:

STUDENT VOICE

Class:

CODE OF BEHAVIOUR

Student Name:

Date: By signing below, I confirm that I have read and understand the above policy.

Signed by Parent/Guardian:

ACCEPTABLE USE POLICY

Student Name:

Date:

By signing below, I confirm that I have read and understand the above policy.

Signed by Parent/Guardian:

PARENTAL PERMISSION FOR SCHOOL TOURS/TRIPS

Student Name:

Date:

I give my permission for my son/daughter to attend such school trips/ activities as may arise during the school year. I understand that all such trips/activities are subject to the school Code of Behaviour.

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

1 2 3 4 1 2 3 4

Number of days absent: Reason for absence: Signed: Date: / / Number of days absent: Reason for absence: Signed: Date:

Record of Record of Record of Record of Number of days absent: Reason for absence: Signed: Date:

Number of days absent: Reason for absence: Signed: Date:

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details

Signed by Parent/Guardian:Date: / /

Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details

Signed by Parent/Guardian:Date: / /

Signed by Teacher:Date: / /

Student Name:

Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

5 6 7 8 5 6 7 8

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details

Signed by Parent/Guardian:Date: / /

Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Number of days absent: Reason for absence: Signed: Date:

/ Number of days absent: Reason for absence: Signed: Date:

Record of Record of Record of Record of Number of days absent: Reason for absence: Signed: Date:

Number of days absent: Reason for absence: Signed: Date:

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details

Signed by Parent/Guardian:Date: / /

Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / /

by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

9 10 11 12 9 10 11 12

Number of days absent: Reason for absence: Signed: Date: / / Number of days absent: Reason for absence: Signed: Date:

Record of Record of Record of Record of Number of days absent: Reason for absence: Signed: Date:

Number of days absent: Reason for absence: Signed: Date:

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details

Signed by Parent/Guardian:Date: / /

Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details

Signed by Parent/Guardian:Date: / /

Signed by Teacher:Date: / /

Student Name:

Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / /

by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details

Signed by Parent/Guardian:Date: / /

Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details

Signed by Parent/Guardian:Date: / /

Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days: Reason: Illness Urgent Family Reason Holiday

Other

PERIODIC TABLE

Balrothery, Dublin 24, D24 X759, Ireland

Tel.: 01 451 5566

E-mail: Office@TallaghtCS.ie

www.4schools.ie

Web: www.tallaghtcs.ie X: @TCSTallaght