Issue No 150 January/February 2015 ISSN 1393-4813 (Print) ISSN 2009-6887 (Online) Succeeding in reading Counting on success Keeping in Touch Interactive dialogue with members, and key news items GENERAL SECRETARY’S COMMENT WSE (Whole System Evaluation) REPORT 5 Date of inspection: January 201 h primary A WSE was carried out on the Iris of January th mon the education system during 2015. endations Summary of findings and recomm for further development s of the The following are the main strength system: pupils in There are more higher performing were five e ther than y erac num in literacy and years ago. ils are scoring at the lowest level. l Fewer pup ils progressed in all areas of l Primary pup eracy assessed. num literacy and taught by fully qualified, now are ses clas l All . highly dedicated primary teachers ing literacy standards. rais in e ctiv effe is t por l Learning sup e. s combat educational disadvantag l DEIS help l ns are made: The following main recommendatio pt a proactive approach to It is recommended that the DES ado in committed timeframes. with ensure that increments are paid occur, steps are ended that where systems failures l It is recomm those affected in a speedy taken to inform and apologise to manner. than the EU which remain significantly higher l Class sizes d improvements. aine sust re ensu to ced average should be redu primary is formula that delivers a fair deal for l A funding urgently required. g increased primary school leadership includin l Supports for ls and an end to the release time for teaching principa irement to ensure system requ a are ion mot pro moratorium on functionality. l InTouch January/February 2015 Teacher Jenny McCarthy and pupils from North Kildare Educate Together NS, Celbridge, Co Kildare. Read reports on literacy and numeracy on pages 13 and 34 Happy new year and continued success to INTO members in 2015 3 Contents Keeping InTouch 3 Editorial WSE on the education system What you need to know 7 • Congress 2015 Literacy and Numeracy Report pgs 13, 34, 35 Yoga in the classroom pg 51 • INTO Special Education Conference for Limerick • New handwriting competition for children • 10 things you should know 9 • Letters page Tell us what you think and have a chance to win a 50 voucher Keep up-to-date via website, Twitter, Flickr and YouTube 10 •Wellness365 programme for INTO members and their partners PRINCIPALS’ SEMINARS PG INTO News In the News 13 • General secretary on literacy and numeracy 14 • Vacancies in INTO 15 • Early years education 16 17 18 19 20 advisory group • School placement seminar • Minor Works Grant paid • Take home pay • Pregnancy related sick leave • INTO AVC Plan report • INTO interns and their experience of working in Head Office • Second volume of Irish Teachers’ Journal launched • NCCA Conference on maths • Positions for interns in Head Office • Increments delayed • Courses for principals • INTO members wins discrimination case 21 In the Media • Recent media coverage 22 Solidarity • Two pages of solidarity news Register for a wellness seminar pg 10 24 Health Insurance • Arrangements for INTO members Competition Win a family break in the City North Hotel, Dublin pg 60 25 Membership Plus InTouch General Editor: Sheila Nunan circulated education magazine in Ireland. Editor: Peter Mullan Articles published in InTouch are also available Assistant Editor: Lori Kealy on our website www.into.ie Editorial Assistants: Yvonne Kenny, Niamh Corduff, Aoife Carton Advertising: Mary Bird Smyth, Aoife Carton Design: David Cooke 4 endorsed by the INTO. While every care has been taken to ensure that the information contained in this Correspondence to: The Editor, InTouch, publication is up to date and correct, no INTO Head Office, Vere Foster House, responsibility will be taken by the Irish National 35 Parnell Square, Dublin 1 Teachers’ Organisation for any error which Fax: 01 872 2462 26 • Mary Costello wins Book of the individual authors and are not necessarily Photography: Moya Nolan, Shutterstock Telephone: 01 804 7700 Irish Teachers’ Journal launched pg 18 The views expressed in this journal are those • Benefits and discounts for members might occur. Except where the Irish National Teachers’ LoCall: 1850 708 708 Organisation has formally negotiated Email: [email protected] Website: www.into.ie/m.into.ie agreements as part of its services to members, InTouch is published by the Irish National any form of recommendation. While every Teachers’ Organisation and effort is made to ensure the reliability of distributed to members and educational advertisers, the INTO cannot accept liability for institutions. InTouch is the most widely the quality of goods and services offered. 27 33 34 40 inclusion of an advertisement does not imply 41 of the Year Award Comhar Linn draw winners • TMS 2015 production scheduled for March • Retirements • National assessments – literacy and numeracy • Tributes to deceased members • Vere Foster medal winners InTouch January/February 2015 The highs and lows of broadband – pg 49 Northern news January/February 2015 Newsdesk 29 • Education cuts in north 31 • Refurbished Northern Office officially opened • Dates for your diary 43 • Teaching Council news 45 47 Advice 48 37 School Leadership • POD, Energy efficiency reporting and seminars for principals 49 • Iniúchadh ar an gCumas Dátheangach • Niall O’Dowd honoured • FAI primary schools 5s for 2015 • Education news from around the world • Cumann na mBunscol – from the grassroots up • Extract from Seanad debate on ICT Teaching Matters 51 Yoga in the Classroom Claire Heneghan writes about a new kind of education 52 Bain Triail as! Content and language integrated learning from Siobhán Ní Mhurchú 55 FÍS Book Club Finishing Touches 69 Noticeboard Upcoming events. 70 Comhar Linn Crossword Plus resources 71 Scoilnet Panel plus notice of maths conference scheduled for St Patrick’s College. Encouraging pupils to read – some tips from PDST 38 Managing your Money 56 Energy • Planning a wedding? Advice from the Competition &Consumer Protection Commission Maeve Liston gives readers some tips on planning the topic in primary science 39 Mentoring 58 Teaching Music • What’s in it for your school? Niamh Kelliher investigates perceptions of the nonspecialist music teacher 61 Suffolkation Corpoideachas – trí mheán na Gaeilge pg 52 Drama with Detectives pg 62 Mary Finnegan is tempted by Suffolk TMS gets ‘all shook up’ pg 27 62 Detectives Drama tips from Susan Kennedy-Killian 64 School Gardening Notes Paddy Madden continues his series of SESE tips JOB ADS Officials, pg , Interns, pg General Secretary in RTAI, pg 66 Irish Resources Respect: Eight page supplement from GLEN – centre pages this issue 67 Book Reviews • Book of the year reviewed • Maths resource for schools Cover pic Teacher Cathy O’Brien teaching pupils from the North Kildare Educate Together NS, Celbridge NS, Co Kildare. Photographer: Moya Nolan InTouch January/February 2015 Tips from COGG. Health insurance insert this issue 5 Keeping InTouch Congress 2015 INTO Congress 2015 will be held in the West County Hotel, Ennis, from Monday 6 to Wednesday 8 April. Details of the Congress timetable for this year were given in the December issue of InTouch and are available on the INTO website. If you are not a delegate to Congress this year you will still be able to follow proceedings via a webcast of all public sessions available through the INTO website. Watch for details of entries, prizes The INTO is delighted to announce the launch of a children’s handwriting competition, to be run in partnership with An Post in February/March of this year. We look forward to working with An Post to promote handwriting skills through anpostschoolbag.ie the online resource for teachers and students. All schools will be invited to participate, with great prizes for classes, teachers and schools. Watch out for handwriting competition entry packs, which An Post will mail to schools straight after February mid-term. Visit anpostschoolbag.ie and the INTO website after February mid-term or see the March InTouch for full details. The closing date for submission of motions online via the Members’ Area is 5 p.m. on Wednesday, 4 February 2015. The deadline for submission of delegate names online is 5 p.m. on Tuesday, 3 March. Tutorials regarding submission of motions and delegate names are available online on the Officernet. Creating a welcoming and positive school climate to prevent homophobic and transphobic bullying INTO Special Education Conference scheduled for Limerick The next INTO Special Education Conference is due to take place on Saturday, 7 March 2015 in Mary Immaculate College in Limerick. This is a one-day delegate-only conference which will focus on the current issues of concern in the area of New children’s handwriting competition special education including autism. It is hoped to provide delegates with an opportunity to debate and share information as well as listening to keynote presentations. Please see the conference page of the INTO website for further details. The Anti-Bullying Procedures for Primary and Secondary Schools (DES 2013) require schools to address homophobic and transphobic bullying in schools. To support teachers in this work GLEN (Gay and Lesbian Equality Network), the INTO LGBT group and the INTO Equality Committee produced guidance which is part of this InTouch. This provides practical advice and suggestions to support primary school teachers in creating a positive school climate where homophobic and transphobic bullying is prevented and where respectful attitudes are developed. 10 THINGS you should know 1 The DES, in response to INTO pressure, has confirmed 12 February 2015 as the anticipated pay date for deferred increments, including arrears. Page 19 2 Budget 2015 changed rates and bands of taxation and USC. Check your salary to see that these have been applied correctly. Page 16. InTouch January/February 2015 3 4 5 A Wellness365 seminar is coming to a place near you. Page 10. Some progress on pregnancy related sick leave but more needed. Page 16. What’s the best health insurance policy for you and/or your family? New INTO service launched. Also see insert this issue. Page 24 6 7 8 INTO seminars for principals. Page 20. Testing times for INTO members in the north. Page 29. Opportunities to work in INTO Head Office. Pages 14 and 19. 9 10 Significant improvements in literacy and numeracy. Pages 13 and 34-35. The completed lists of potential candidates for job sharing or teacher exchange are available in the Members’ Area of the INTO website. The registers will remain online until 5 p.m. Friday, 27 February 2015. 7 Keeping InTouch Letters Stay informed Minor Works Grant – equality for all schools at last Dear Editor, Minister O'Sullivan conceding that there was every reason to issue the Minor Works Grant to all schools is a tremendous relief. My school is in the very lucky position as we are located in a new building. These funds, however, are still vitally important to our school. The Minor Works Grant will enable us to purchase much needed equipment essential to the delivery of the PE curriculum. It will allow our board to contribute funds to the resurfacing of a green area on our campus so that it may become more suitable for sports. The Minor Works Grant offers our board an opportunity to make improvements to our school; improvements that will all help promote a healthy lifestyle in our children. Ní neart go cur le chéile and so a huge thank you to all who made their voices heard on this issue. Thank you to the INTO for ensuring Minister O’Sullivan reflected on and changed her initial decision to limit access to this grant. Let us hope that equal access will remain at the forefront of the minister’s mind when issuing grants to schools in the future. Sinéad Ahern Portlaoise Educate Together NS Co Laois SubSearch – making life easier Dear Editor, As a recently appointed acting principal I am still regularly astounded at the amount of work attached to this job, so anything that makes life easier is most welcome! Last week I had desperate need for a substitute as two of my staff were certified ill. Every qualified teacher we had used over the past year was working, either as a long-term sub or a temporary teacher. Lucky for them but that left us totally in the lurch! What was I going to do? Nothing for it but to re-register the school with SubSearch. I am delighted to say that the process was completely painless. The instructions to register were easy to follow, even for a semi computer-literate person like myself! When a difficulty did arise my call to Head Office was returned promptly. The person I spoke to was extremely helpful and talked me through my problem quickly and efficiently. Then I was able to go straight onto SubSearch and a teacher was in the classroom before Sos Beag. I would highly recommend Subsearch to all principals as being both straightforward to use and time-saving in our busy lives. Thanks also to the INTO for providing the service. Mary Loftus St Fergal’s JNS, Bray Need a sub/Need sub work? Make SubSearch work for you INTO SubSearch is designed to help teachers find substitute work – whether just out of college or seeking part-time employment – and principals find subs. Substitutes register their profiles and availability on the site – while principals can search for registered substitutes in their area. Video tutorials and FAQs on how to use SubSearch are available on the website. Register on subsearch.into.ie InTouch January/February 2015 Check our website www.into.ie Subscribe to the INTO enewsletter into.newsweaver.ie Get news on the move at our mobile website m.into.ie Tell us what you think … Have you something to say about an article you have read in InTouch, or is there an issue on which you want to communicate with others? Email [email protected] or write to the Editor, InTouch, INTO, Vere Foster House, 35 Parnell Sq, Dublin 1. Mark all such communications ‘for publication’ and give a contact telephone number and your INTO membership number for verification. Long letters may be edited. Authors of letters published will have their names entered for a draw for a €50 voucher each month. Last month’s winner was Siobhán Conroy from Dublin. 9 u Yo r Now - Fo Fo r fe wellness Li Fo r I dteagmháil 365 Kick start 2015 with your free Wellness365 seminar Next Dates: 25 February Portlaoise Heritage Hotel, Laois 26 February Radisson Blu Hotel, Limerick Presented by KA R L HENRY FITNESS EXPERT, RADIO TV BROADCASTER, COLUMNIST & AUTHOR NEIL O’BRIEN 5051cb (rev 01-15) MENTAL FITNESS, HEALTH & WELLNESS EXPERT Register for your local seminar today at Wellness365.ie and use the registration code: Wellness365 Stay on track with Wellness365 2014 saw the launch of Wellness365, our new health and wellbeing programme for INTO members and their partners. It focuses on physical and mental health through exercise, diet and increasing mental resilience. 98% of attendees to date have rated the event either excellent or very good – the following are examples of some of the comments we received. entertaining night for teachers.” “I found the information was delivered in a very friendly way – with key points of information highlighted and reviewed. It was most enjoyable and encouraging.” “Really simplified information with basic tips! The advice/goals discussed “I thought every aspect of the organiare very achievable!” sation, communication and delivery of “Very well presented, the programme was excellent.” entertaining and “I was really impressed. I was happy factual. It was a great to share the information today in the opportunity to take time staff room. Both Neil and Karl were very out to reflect on changes Members enjoying the Wellness365 seminar in the Convention Centre impressive speakers. Their message was that you can realistically in November made simple and I’m definitely feeling make to improve your inspired and motivated to become health and wellbeing.” healthier in mind and body. So thank you, great nying book to get working on putting it in practice. “A really positive initiative run by the INTO and it’s project by the INTO.” Love the idea of the signing up to the six week plan to great to see our union provide such a quality seminar “Very inspiring event and very enjoyable. I stay motivated. Many many thanks to all involved.” that helps and equips us to deal with the challenges brought my husband and we immediately began “It was inspiring. It made everything simple to of teaching and life in general. making three small changes.” do, even signing up!” “Highly entertaining… although hilarious I got “Fantastic presentation and wonderful accompa“It was a positive, supportive, appreciative the message loud and clear.” 10 InTouch January/February 2015 INTO News The Irish National Teachers’ Organisation … who’s who, what’s new, and what’s happening Children benefit from investment in school system General secretary responds to literacy and numeracy report Thirty years ago the term dyslexia was hardly mentioned on an Irish teacher education course. Today’s teachers have an array of strategies to use in their classrooms to help children with this and other learning difficulties. Their expertise is continually evolving with many teachers regularly updating their knowledge though courses or in-school learning. Just as today’s engineers know more than their predecessors, today’s teachers have the benefit of a greatly increased knowledge base. This is just one development which might provide an explanation for a recent report which showed for the first time in three decades that pupils in second and sixth classes have significantly improved in almost every area of literacy and numeracy. In short, the tests show there are more higher performing pupils than there were five years ago and fewer pupils scoring at the lowest level. But while it’s tempting to look for a silver bullet to explain this, the reasons are complex, will take time to examine and in all likelihood are probably the result of a number of inter-related factors. Contrast the changes in teacher education with the recent past when because of a chronic shortage of teachers, many pupils were taught for significant periods of time by people with no qualifications. INTO research showed that a decade ago 1,600 classrooms did not have a qualified primary teacher. To those who might be tempted to downplay the importance of this let them first consider if they would allow themselves or their children to be operated on by an unqualified surgeon or transported by an unqualified pilot. While many of the enthusiastic amateurs undoubtedly did their best in the past, in truth this was little more than a child minding service. Today there is a significant level of learning support in primary schools to help children with learning difficulties, a InTouch January/February 2015 The tests show there are more higher performing pupils than there were five years ago and fewer pupils scoring at the lowest level service that prior to 1999 wasn’t even available in all primary schools. Indeed it was only in the last decade that there was a real and meaningful expansion of the service. Class sizes are smaller than they were three decades ago when classes of 40 plus were common place. Although still far higher than EU average gradual reductions have allowed many teachers to begin to use group and individual teaching on a more regular basis. There is still some way to go especially in classes with younger pupils where smaller classes make a real difference. A key development in recent years was the introduction of the DEIS strategy to help combat educational disadvantage. Along with additional funding and staffing crucially this strategy provided specific literacy and numeracy programmes for schools including learning targets and support and training for the teachers to help the pupils reach them. Other initiatives are also making a contribution. Attendance at school is now monitored closely and sanctions imposed on the small minority of parents who fail to send their children to school regularly. At a wider level there is a recognition that time in school matters with more parents thinking long and hard before booking holidays during term time. Primary schools have done a remarkable job in shielding children from the impact of austerity. In many cases this is because parents have subsidised essential classroom resources through fundraising or contributions. Many actively support schools through involvement in school management, parents’ associations and very directly with classroom activities. A sudden drop in PISA results in 2009 was the spur for a new national literacy and numeracy strategy. Although a more recent test showed that reports of a collapse in standards were exaggerated nevertheless it is clear that the strategy is having an effect. More time is now spent on literacy and numeracy in all schools. Through school self-evaluation schools are encouraged to focus on specific improvements in literacy and numeracy in their own schools. However, while these latest results are cause for celebration they must not give rise to complacency. Follow up research must clearly identify what works and teachers, parents and policy makers must use that to build a platform for further improvement. Sheila Nunan writing in the Irish Independent on Tuesday, 13 January. 13 Vacancy for INTO Officials Two permanent positions in INTO Head Office, Dublin The INTO is the largest teachers’ organisation in Ireland representing the trade union and professional interests of 40,000 members in the Republic of Ireland and Northern Ireland. The core mission of the INTO is to provide a quality service to members on employment and professional issues and is reflected in the organisation’s objectives as set out below. Key requirements and competencies The successful applicants will have: A knowledge of the INTO and an understanding of current issues in education. Excellent communication and interpersonal skills, including proficiency in IT. A commitment to working effectively in a team environment. High standards of research and writing skills. A minimum of five years’ relevant professional experience. An appropriate third level qualification. An ability to provide a quality service to individuals and groups of members. INTO Head Office is organised across a number of sections including Legal, Industrial Relations and Leadership, Communications and Learning, Professional and Educational, and Conditions of Employment. The successful candidates may be required to work across a number of these sections. Interviews will be held during the week beginning 16 March 2015. A full job description and conditions of service are available on request. Application and curriculum vitae together with the names and contact details of two referees should be submitted by 5 p.m. on Wednesday, 25 February 2015 to: The General Secretary INTO Vere Foster House 35 Parnell Square Dublin 1 or email: [email protected] 14 InTouch January/February 2015 INTO News INTO appointed to early years education advisory group The INTO has been appointed to membership of a new Early Years Education Advisory Group by Jan O’Sullivan, Minister for Education and Skills. The Group will provide advice to the minister on education issues in the early years sector (0-6 age group). According to the minister, “The Early Years Education Advisory Group will play an important part in guiding policy in this critical sector in the coming years.” Dr Deirbhile Nic Craith will represent the INTO on the committee.The full membership of the Early Years Education Advisory Group is: NCCA, SOLAS, Irish Universities Association, County Childcare Committees, Better Start, the National Early Years Quality Support Service, Tusla, the Child and Family Agency, parents’ representatives, Barnardos, Early Childhood Ireland, Start Strong, Association of Childcare Professionals, INTO, IMPACT, Department of Children and Youth Affairs, Department of Education and Skills, Department of Education Northern Ireland. The terms of reference for the Group are: To provide advice to the Department on education related issues in the early years sector. To strengthen the integration of early years education into the overall education continuum. To co-ordinate existing education related activity in this sector. The Group has the authority to invite other stakeholders to meetings where relevant issues are on the agenda. To complement the work of the advisory group it is also intending to hold an annual forum on early years to which a wider range of stakeholders will be invited. School placement: roles and relationships – challenges and possibilities From teaching practice to school placement partnership On Saturday 29 November, teachers, lecturers, students, and education partners gathered in the newlyrefurbished McGahern Theatre, St Patrick’s College, for a seminar on school placement. The seminar, held jointly by the INTO and St Patrick’s, looked at the partnerships between schools and colleges and focused on the emergent challenges and possibilities. INTO president Seán McMahon officially opened the seminar. He described the occasion as opening a professional conversation, one in which the INTO plays a key role, and has done to date. Dr Deirbhile Nic Craith, INTO Director of Education and Research, set out the INTO position over the years in relation to school placement and the role of teachers. She highlighted how the INTO has been pro-active in seeking changes and reform in teacher education over time, promoting development of partnership roles for mentor teachers working with colleges in supporting students, and viewing extended student teacher placements as a potential form of professional internship. Following a keynote speech by guest lecturer Sara Bubb, UCL Institute of Education, a six-member panel presented their experiences, expectations and the challenges arising from the evolution of the placement process. Panellists included Dr Bernadette Ní Áingléis, St Patrick’s College; Dr Déirdre Kirwan, Scoil Bhríde (Cailíní); Stephanie Crawford, St Fintan’s NS; Rachael Kelly, Marino Institute of Education; Laura Thornton, Maynooth University Froebel Department; Geraldine O’Connor, Church of Ireland College of Education. Each panellist outlined their particular experience and vision for the placement process, raised their concerns at areas which have relevance to their roles and suggested effective ways to enhance the relationship between all parties involved. Smaller discussion groups considered questions and points raised by panellists, as well as the particular benefits to schools – big and small – through the formalisation of the new placement process. Lively and informed debate continued in the McGahern Theatre, where Mary Burke, NIPT, facilitated the discussion. Professor Fionnuala Waldron, St Patrick’s College, also addressed the gathering. She highlighted the centrality of the school in the process of becoming a teacher and noted that any changing process of partnership requires investment. The seminar sparked relevant and informed discussion and provided an insight into professional concerns in this area of teacher education. All present benefitted from insightful, articulate points raised with professional concern. It was a timely conversation and a successful morning’s work on a topic which merits further debate. Dr Sara Bubb, Dr Deirdre Kirwan, Sean McMahon, Rachael Kelly, Stephanie Crawford and Dr Deirbhile Nic Craith pictured at the conference in St Patrick’s College. InTouch January/February 2015 15 Nuacht CMÉ Minor Works Grant paid to schools The INTO welcomed the announcement on 25 November that the Minor Works Grant was to be paid to primary schools. The Minister for Education and Skills had previously stated that no funding had been provided in the 2014 capital allocation for the payment of the grant. In its pre-budget submission in October and on other occasions during 2014, the INTO had called for the grant to be paid, stating that failure to provide funding for ongoing repairs and maintenance of schools was a significant error. The grant, 5,500 plus an additional 18.50 per mainstream pupil and 74 per special needs pupil, must be spent on the physical infrastructure of the school or on items of furniture and equipment for educational use including IT related equipment. Schools should have received the grant by now as it was due to be paid directly into their accounts at the end of November. Minor Works Grant paid to schools with temporary recognition for the first time Following representations from the INTO, Jan O’Sullivan, Minister for Education and Skills, confirmed on 22 December that 55 primary schools with temporary recognition would receive the Minor Works Grants for 2014. Since 2006 the grant had only been paid to schools with permanent recognition. The decision resulted in 55 schools with temporary recognition receiving their grant funding.The INTO has welcomed this funding. Budget 2015 and take home pay Check your pay slip Budget 2015 introduced changes to rates and bands of taxation and to the Universal Social Charge (USC). These changes were reflected in salary payments from January 2015. Single person net gain On the basis of calculations by the INTO, a single person earning 32,000 gains 174.20 in 2015 through the PAYE and USC changes. The corresponding gain for a single person on 42,000 is 466.20; for a person on 52,000 it is 566.20; a person on 62,000 sees an increase of 666.20; and someone on 72,000 gets a 746.64 uplift. Beyond earnings of 70,000, there is no additional benefit over 746.64. The resulting uplifts to fortnightly pay will range from 6.70 to 28.72 per payment. Other examples Based on Budget 2015 examples from the Department of Finance, the following two scenarios include the tax and USC changes plus the effect of increased Child Benefit. Example : A married couple with two children with one teacher earner on 59,300 per annum sees a gain of 598 in their 2015 net income due to budget changes. Of this, 478 is due to PAYE and USC changes, with an additional 120 (60 per child) in Child Benefit. The aggregated gain per fortnight is 23. Example : A married couple, both teachers, who are in their 15th and 11th year of service, have three children and earn 55,000 and 50,000, respectively. The total increase in their family income through tax and USC reductions is 1,024 with a further 180 in Child Benefit (60 per child), giving a total increase of 1,204 in net income. The gain per fortnight (across both payments combined, plus Child Benefit) is 46.31. INTO AVC Plan – Annual Report The INTO has received from the Trustees (Irish Life Trustee Services Limited) the annual report for the year ended 31 March 2014 of the INTO AVC Plan. Cornmarket will provide a synopsis of this report in the annual benefit statement documentation issued to members. A copy of the report is available from the INTO (which is sponsor of the scheme). This is a detailed report running to over 40 pages. A copy is available to any member who requires this. If you wish to have a copy of the report, please email [email protected] or tel 01 804 7745. 16 Update on pregnancy related sick leave Circular 0059/2014 which introduced the new sick leave scheme did not clearly address pregnancy-related illness which had occurred under the previous scheme (i.e. prior to 1 September 2014). Together with the other teacher unions, the INTO raised this matter through the Teachers’ Conciliation Council framework. In October 2014, a formal communication was sent to the Department of Public Expenditure and Reform. This was subsequently referred to the Attorney General by that department. As a result, the INTO has now been advised of an arrangement to discount time which had been spent on pregnancyrelated illness under the previous sick leave scheme. That arrangement is set out below and is now being operated by the DES. However, the position of the teacher unions is that discounting should apply at full pay rate. We will continue to press for this and will provide further updates as they are available. The current position is set out as follows: “The interim arrangement is being introduced for public servants who took sick leave due to a pregnancy related illness and exhausted their paid sick leave due to this illness. The interim arrangement is: If a woman reaches the four-year paid sick leave limit and pregnancy-related sick leave is listed as an absence on her four-year sick leave record, then she will have access to additional leave (i.e. for the equivalent amount of time spent on pregnancyrelated sick leave up to a maximum of 92 days) at half pay only subject to the overall maximum limits.” InTouch January/February 2015 INTO News Getting involved … INTO interns 2014/15 write about their experiences of working in Head Office From classroom to office – a fantastic opportunity Immediate Having graduated from Mary Immaculate College in 2008, I began my teaching career in St Senan’s NS, Foynes. I never thought I would be leaving my colleagues and the school I love so well to embark upon an adventure in Dublin but it has been a thoroughly rewarding experience! I began working in Head Office in September and my initial reaction was ‘Wow, it is so quiet!’ However, as the week unfolded I started to see the sheer tome of work that is completed in Head Office. Not only did the volume of work surprise me but also the diversity of work completed in Head Office and the variety of services that the INTO provides to its members. My colleagues have been so supportive and there is an incredibly warm, friendly and welcoming atmosphere here. My internship began in Legal, Industrial Relations and Leadership section. My duties entail offering members support and advice on the Queryline, meeting members with senior officials, attending consultations with legal counsel and recording details at both arbitration and appeal hearings. Shadowing case work has really opened my eyes to the variety of difficulties that teachers and principals can encounter. It has also highlighted the incredible supports that INTO can provide to people who find themselves in these difficult positions. I am about to move from Legal, Industrial Relations and Leadership to Conditions of Employment. The internship programme is an absolutely fantastic opportunity. I am confident that everything I am learning this year will stand to me throughout the rest of my teaching career. I have seen first-hand the absolute dedication that the INTO has for its members who are at the heart of the Organisation. is involved in organising the Special Education Conference in March. Interns work closely with members of the CEC and I am part of a consultative group which is focused on the HSCL scheme in schools, following on from a Congress resolution last year. The INTO works in a constantly changing environment and to arrive into such an atmosphere every day has been thoroughly rewarding. It has given me the opportunity to broaden my horizons – which are set to be further expanded shortly when I begin working with the Legal, Industrial Relations and Leadership section. The internship is something that I would wholeheartedly recommend to any teacher. You won’t regret it! From the first day we hit the ground running, getting straight into meetings, consultations and query training. The pace is fast but with expert, professional colleagues, I have felt supported from the outset. The internship is a real learning experience and one with immediate involvement in the range of services provided by INTO. I have been attending meetings with officials, meetings with members, and responding to phone calls on the queryline. The needs of members are at the forefront of decision-making in the office and I speak with teachers every day, answering and researching queries on their behalf. I was involved in the Room to Bloom TD lobbying event, I have attended Northern Committee meetings in Belfast and worked in the refurbished INTO Northern Offices in College Gardens. I have been working with the Principals’ and Deputy Principals’ Committee, attending seminars and engaging in research. In November I was involved in organising the INTO/St Patrick’s College Seminar. I have been working primarily in the Legal, Industrial Relations and Leadership section, which I am enjoying hugely. I have been travelling the length and breadth of the country meeting members, attending board of management hearings, arbitrations, meeting legal counsel, going to court and attending parliamentary committee hearings in the Dáil. Working on cases in LIR has opened my eyes to the myriad difficulties that teachers can face in the course of their career but also how the INTO responds in providing expert advice and support to members. If you’ve ever considered developing your skills through the INTO internship, I encourage you to do so now. I’m developing my own skills in a wide-ranging, fast-paced, professional environment and enjoying every minute of it. Aileen Lynch Elizabeth Ann Kirwan Fiona Enright A positive experience Since starting in Head Office, I have often been asked how I’m finding the experience and I have always responded positively. For teachers in their classrooms, it can be hard to visualise what happens in Parnell Square but it is a hub of activity. Since September, I have been working in the Conditions of Employment section. The expertise and experience of the department have been imparted to me with patience and kindness. I have been dealing with sick leave and maternity leave queries, as well as pension calculations. Every effort is made to utilise and maximise the particular skills of each intern. Wellness 365 has been an initiative that I have had the good fortune of being part of and which I hope to continue with as it travels around the country through the year. Working with national committees is also a feature of the internship and being part of the Equality Committee has given me a rich understanding of the work that they carry out. I am also a member of the Special Education Working Group which InTouch January/February 2015 involvement 17 Nuacht CMÉ Second volume of Irish Teachers’ Journal launched Volume 2 of the Irish Teachers’ Journal was formally launched on 12 December in Head Office. The journal provides an opportunity to teachers to bring their research findings to a broad audience. Its purpose is to stimulate thinking and reflection on current educational issues among the teaching profession. In addition to a guest article on the curriculum by Dr Anne Looney, Chief Executive, National Council for Curriculum and Assessment (NCCA), the journal contains six articles written by teachers which focus on the topics of literacy, assessment, homework, special education, intercultural education and leadership. Launching the Journal, INTO president Sean McMahon thanked all the contributors and the editorial team led by Dr Deirbhile Nic Craith, Director of Education and Research, INTO. A copy has been sent to all schools. Both volumes 1 and 2 of the Irish Teachers’ Journal are also available as free downloads from www.into.ie/ROI/ Publications/IrishTeachersJournal/ Pictured at the launch of the Irish Teachers’ Journal were Sean McMahon, INTO President and Dr Deirbhile Nic Craith, Director of Education and Research, INTO. The INTO is now delighted to issue a call for articles for the 2015 edition of the Irish Teachers’ Journal. With so many teachers engaging in further study, the INTO hopes that these teachers, and others, will submit articles to be read and appreciated by their colleagues. Submissions for consideration are welcomed from all INTO members, north and south, and should be sent in electronic format to Claire Garvey ([email protected]) not later than Friday 27 February 2015. Articles should be 5,000 - 7,000 words and full author guidelines are available on the INTO website www.into.ie Conference discusses new Primary Mathematics Curriculum Connecting research and practice A conference on developing mathematical ideas with children (3-8 years) took place in November in Dublin Castle. The goal of the day was to connect research and practice as part of the process of development of a new Primary Mathematics Curriculum. Accordingly, the conference attendees and presenters included practitioners and researchers from a variety of settings. In her introductory remarks, Dr Sarah Fitzpatrick reminded us that children are already engaging in mathematical thinking even before pre-school or primary school, pointing out that it is part of their conversations, play, daily routines and interactions. The new Primary Mathematics Curriculum will seek to build on this mathematical thinking and develop productive dispositions for a lifetime of mathematics learning. Professor Douglas Clements, University of Denver, illustrated his presentation with video clips and anecdotes that show mathematics to be clearly in evidence in the interactions and thought processes of even the very young child. He highlighted a number of ways that teachers can support children’s mathematical learning from an early stage. For example, in addition to introducing young children to mathematical vocabulary, it is important to engage them in mathematical talk – in conversations about their mathematical reasoning. Such mathematical talk should not be limited to number. 18 Members of the Education Committee pictured at the NCCA conference on maths were Karen Devine D5, Martin Lynch D9, Anne English, D8 and Dympna Mulkerrins, D14 Professor Elizabeth Woods, Sheffield University, noted that, while there is much support for the value of play in terms of children’s development and learning, research shows us that this is not always reflected in the manner or degree to which we integrate play into our practice in school settings. She stressed the importance of maintaining playfulness and creativity in learning and teaching and not allowing it to be confined to the very early years. She emphasised that such playfulness can contribute to learning dispositions that may have lifelong relevance. A range of workshops showcased examples of innovative mathematics teaching and learning from classrooms and services throughout the country. This helped to anchor the day in the reality of the primary school. The conference concluded with the launch of two research reports which provide new ideas for redeveloping the Primary Mathematics Curriculum beginning with junior infants to second class. Consultation on the Primary Mathematics Curriculum for the four junior classes is scheduled to commence in autumn 2015, with publication of the Primary Mathematics Curriculum for junior infants to second class to follow in September 2016. It is planned that the corresponding curriculum for children from third class to sixth class will be published approximately two years later, in 2018. Further information on the conference, including videos and various materials, is available at http://ncca.ie/en/Conference/ maths/ Anne English, INTO Education Committee Representative, District . InTouch January/February 2015 INTO News INTO: Increments delay unacceptable On 17 December the DES informed the INTO that increments expected to be paid on 18 December 2014 would be delayed. In this correspondence the DES attributed the delay to a technical problem with its payroll software. The INTO protested to the DES about the delay and sought commitments for the earliest possible payment. On 14 January the DES informed the INTO that the target dates for the payment of the deferred increments and arrears to primary teachers and special need assistants is 12 February. In response to a series of parliamentary questions the minister told the Dáil the Department’s software provider was engaged on 17 July 2014 to develop software for the payment of deferred increments to school employees and advised the software needed to be available for testing by 1 September 2014 and implementation on the live payrolls by 15 September 2014. The software was delivered for testing on 16 October 2014. The testing of this software took longer than originally anticipated and was not completed in time for the payment of increments to be made in December 2014. The minister further informed the Dáil that the Department’s software provider was engaged on 19 December 2014 to provide additional software which was delivered for testing on 8 January 2015. This software is currently being tested with target dates for the payment of the deferred increments and arrears to primary teachers and special need assistants on 12 February 2015 and to postprimary teachers on 19 February 2015. The Dáil was told that the overall cost of the software is approximately €64,000 (incl. VAT). The minister was unable to say how many employees were impacted by the failure. She also said that arrangements will be made to have the new scales implemented for the 2011 appointees as soon as possible after the work in relation to the deferral of increments is completed. She said it was not envisaged that additional software would be required to implement the revised scales for 2011 entrants. However, significant robust testing is necessitated prior to implementation, to ensure no adverse impact on other aspects of the school employee payrolls. In a related matter the minister said she understood that teachers who commenced teaching in the current academic school year are being paid on the correct incremental scale. The general secretary of the INTO Sheila Nunan said having had over 12 months to prepare for this the delay was entirely unacceptable. “The Department is quick to reduce pay but slow to restore it,” said Ms Nunan. “There was no delay when the state decided to cut teachers’ pay but it’s a different story when it comes to promised restoration.” The general secretary intends to raise this matter through the HRA oversight process. Exciting opportunity to work in INTO Head Office Two fixed-term positions as paid interns – school year 2015/16 The INTO invites applications for two positions as paid interns for the school year 2015/2016. Persons appointed will be located in INTO Head Office (35 Parnell Square, Dublin 1). These positions will be filled by secondment, subject to securing board of management approval. Persons appointed will work normal office hours for the school year 2015/16, subject to INTO Head Office conditions and protocols. The persons will continue to be paid their normal DES salary and to accrue pensionable service as teachers, and will receive an additional allowance subject to a maximum combined amount. A full statement of conditions of employment is available on request: email [email protected] InTouch January/February 2015 The INTO is seeking members who: To apply, please forward: are enthusiastic about the INTO a copy of your CV; a cover letter outlining your interest and its services to members; seek more experience of the INTO and its operation; have excellent oral, written, communication and interpersonal skills; are trustworthy and appreciate the confidentiality associated with handling issues for INTO members; have good IT skills; have high standards and vision for the INTO and for education. The responsibilities will include working directly with sections within the INTO as assigned, assisting with members’ queries and cases, attending meetings and preparing papers as required, researching specific issues, participation in internal meetings, providing administrative support, and such other duties as may be assigned by the General Secretary. in the INTO and how you believe you could contribute to/benefit from working with our Head Office team; names and contact details of two referees (with note of how each person knows you). Your application, including the above material, should be sent to Internships, General Secretary’s Office, INTO, 35 Parnell Square, Dublin 1, or by email entitled ‘Internships’ to [email protected] All applications must be received not later than 5 p.m. on Wednesday 25 February 2015. It is anticipated that a short-listing and interview process will take place with interviews scheduled for the week of 16 March 2015. All applicants will be advised of the outcome. 19 Nuacht CMÉ INTO LEARNING Start 2015 with an INTO Learning course INTO Learning has three online courses starting 2 February 2015. Principal, Maeve Corish, sharing her thoughts on good school leadership Key skills for good school leadership Feedback from previous course: “The course was excellent – very informative, engaging and relevant to both teachers and principals.” Maths problem solving: process, not product Feedback from participants: “Overall this was an excellent, wellresearched, user friendly course full of wonderful practical ideas and resources. Registration for courses listed is currently open. Play in the infant classroom Feedback from participants: “I found the course very informative, making me reflect on my own experiences and offering advice for use within the classroom.” Courses are available from Monday, 2 February . Each course costs €70. Further information on moodle.intolearning.ie Socio-dramatic play being explored New series of principal seminars A new series of INTO Principals’ Seminars will start next month. The focus of this series is education and the law. Principals will have the opportunity to explore under the Education Act, the Education and Welfare Act and the Teaching Council Act. A session on current issues relating to teacher terms and conditions will also be included in each seminar. Oranmore Lodge Hotel, Oranmore, Co Galway: Tuesday, 24 March. Dates and venues The Park Hotel, Dungarvan, Co Waterford: Wednesday, 4 March. Glenview Hotel, Glen of the Downs, Co Wicklow: Wednesday, 11 March. Booking Seminars should be booked online and require a €40 deposit. Registration opened on Monday, 26 January 2015. For further details see www.intolearning.ie Participant comments Feedback from previous seminars indicated that: “I find INTO training seminars excellent. The delivery and clarity of the presentations is first class and the content is very specific and informative for principals.” “Really practical and of great value.” EQUALITY Teacher awarded 54,000 in discrimination case The Equality Tribunal has found that an INTO member was discriminated against on the grounds of age, religion and sexual orientation when she applied for the post of principal teacher in the school in which she worked. As a result the school was ordered to pay the teacher 54,000 (the equivalent of one year’s salary) in compensation for the discrimination. The teacher was represented by the INTO in this case. The teacher who had eight years’ experience in the role of deputy principal and a masters degree was recognised as being more experienced and better qualified than the successful candidate. The decision to award both candidates the same mark for experience and qualifications led the equality officer to conclude 20 that she had been discriminated against on grounds of her age. In this case, the equality officer accepted that the claimant was asked discriminatory and therefore unlawful questions. A member of the interview panel asked for her personal views on the Forum on Pluralism and Patronage. The equality officer found that this question was asked to ascertain her general religious outlook, which he found was outside the remit of the exemptions granted to schools under Section 37.1 of the Acts. The equality officer further stated that he believed the claimant was asked a follow-up question "What about the homos", and that this question was also discriminatory. The INTO has welcomed the decision. Sheila Nunan said the case clearly shows that while there have been improvements in anti-discrimination policies and procedures, discrimination is still occurring. “It is unacceptable that interviews for principal teacher positions are carried out less than professionally and in a discriminatory manner,” said Ms Nunan. She called for mandatory training for all persons involved in conducting such interviews. Ms Nunan also welcomed the size of the award to the teacher which she said would act as a deterrent and reduce the risk of other teachers being discriminated against. Full details can be found on: http://www.workplacerelations.ie/en/Cases/ 2014/December/DEC-E2014-097.html InTouch January/February 2015 INTO News In the media A selection of media reports from around the country In print – papers Parents warned of cyber danger with smartphones Many parents buying their children a smartphone this Christmas have “no idea” of the potential dangers of the online dangers their child may face. The INTO pointed out that with one in three children under the age of 16 using a smartphone on a daily basis to access the internet, parents needed to be aware of the dangers of unsupervised internet access for children. Irish Examiner, 16 Dec 2014 Quotes of the year in education: ‘The boys that did the honours maths led us to ruination’ ...“Let me tell you, the boys that did the honours maths led this country to ruination.” INTO general secretary Sheila Nunan responds to Ruairí Quinn’s clumsy remarks about maths qualifications in a ‘highly feminised’ teaching profession. The Irish Times, 16 Dec 2014 School building: Design-wise, one size doesn’t fit all Dozens of new schools are being built, thanks to Government funding of 2 billion. But some schools have to fight to deviate from generic designs. “In general, the Department’s rules and regulations do not allow for ‘wow’ designs,” says Sheila Nunan, general secretary of the INTO. “While the Department of Education is aware of the effect that better design will have on the school community, there are significant constraints posed by cost and compliance issues. The use of generic designs does not allow much flexibility for the provision of provocative or inspiring spaces. There is a need for a budget that incorporates new and innovative ideas." The Irish Times, 9 Dec 2014 Are Irish schools being strangled by red tape? Rank and file teachers at the chalkface are also struggling. A recent survey by the INTO found that 82pc of primary teachers find it increasingly difficult to cope with the needs of paperwork and reporting. Some 85pc of teachers in the same survey said the number of reports that they have to complete is taking away from quality teaching and learning. Irish Independent, 3 Dec 2014 Nurses, gardaí and teachers seeking aid from St Vincent de Paul Professionals such as nurses, gardaí and teachers are going to St Vincent de Paul in larger numbers than ever before seeking help to pay bills and feed their families. Unions backed up the charity’s claim saying their own benevolent funds were under pressure to meet demand from members who just can’t make ends meet…INTO, the largest teaching union with 40,000 members, said its members were suffering more hardship. Irish Examiner, 3 Dec 2014 Grants for every primary school in country to carry out necessary minor works A ‘cheque is in the post’ for every primary school in the country to allow them carry out necessary minor works, such as replacing windows, re-painting or buying new furniture or equipment... INTO general secretary, Sheila Nunan said schools were in a very precarious financial position and needed the funding to ensure that vital repairs and upgrades could go ahead. She said while there was significant pressure to provide additional school spaces over the coming years to deal with the increased population, that work could not be done at the cost of leaving existing schools to fall into disrepair. Irish Independent, 25 Nov 2014 How good are our teachers A chara, – In his critique of the Irish education system and the quality of its teachers, your education correspondent (Joe Humphreys, Weekend, 22 November) fails to mention a number of significant factors which cannot be measured by test results or performance – levels on international comparisons of education performance. As the American educator and writer Diane Ravitch comments, “when we reflect on why education matters we think of virtues that are not and cannot be measured: character, curiosity, responsibility, persistence, generosity, compassion, creativity, moral courage”. Good teachers and good schools constantly strive to promote these virtues and often with insufficient State support. My colleague, who teaches in a mixed first/second class with 35 students, would love to find herself in class tomorrow morning with that ‘average’ number of 24. I would like to invite any commentator, journalist or politician to gather that number of people in to a small room for a day and keep them merrily on task, from nine o’clock in the morning until three o’clock in the afternoon, not forgetting the 10 minute break mid-morning and the half-hour break for lunch – unless of course it is your yard-duty day. It is not an easy task. And it requires huge investment and expertise. Is mise, etc, Colin Quigley, Trim, Co Meath The Irish Times, 25 Nov 2014 Classroom innovators: the magazine publisher Éilis Treacy, teaching principal, St Brendan’s NS, Eyrecourt, Co Galway. “Children write better when they have an audience,” says Éilis Treacy. Hence the Eyrecourt Examiner, a monthly magazine written, produced and sold locally by her national school. Treacy, who teaches fifth and sixth class as well as acting as principal of the 76-pupil school, sees the publication as a way of marrying goals in literacy, numeracy and information technology... The Irish Times, 22 Nov 2014 On the airwaves– Radio/TV Irish primary school teachers horrified by Pakistan school massacre Primary school teachers here say they are horrified at today's massacre at a school in Pakistan. Interview with Peter Mullan Assistant General Secretary, INTO. 98FM – 17:00 News, 16 December 2014 Mobile phones for children Aileen Lynch (INTO) discusses the dangers of mobile phones for children. Highland Radio, 16 December 2014, Newstalk , 22 Nov 2014 INTO calls on government to lift moratorium Members of the INTO are calling on the government to lift the moratorium on posts of responsibility in the primary education sector. Sean McMahon, President of the INTO Limerick 95FM and Radio Kerry, 14 Nov 2014 INTO called for the permanent reinstatement of the Minor Work Scheme The union representing primary school teachers is warning that many school buildings will fall into serious disrepair if the minor works grant is not paid this year. Joe Killeen of the INTO Central Executive Committee Mid and North-West Radio, 11 Nov 2014 For more information on INTO media coverage see www.into.ie/ROI/NewsEvents/MediaCoverage InTouch January/February 2015 21 Nuacht CMÉ SOLIDARITY Laughter and love in Belarus Dublin teacher volunteers with Chernobyl Children International In October 2014, a group of contestants from the Dublin selection of the Rose of Tralee International Festival travelled to Belarus to work as volunteers with Adi Roche’s Chernobyl Children International (CCI). Laura Daly, a teacher at St Thomas’ SNS in Jobstown, Tallaght, was part of that group. During the October mid-term break I was privileged to volunteer with CCI and visit Vesnova Children’s Institution in Belarus. The 170 children at Vesnova – situated 170km from Chernobyl, the scene of the world’s worst nuclear disaster – welcomed us with open arms and huge smiles. Our group of 15 volunteers spent five days filling the children’s days with laughter, attention and care. These children had a deficit in human contact, love, attention and care. Five days seems so short to make any sort of impact but I was proved wrong. We spent our time taking the children for walks, playing games, cuddling and in the sensory room for sensory-orientated activities. Because of a lack of staff, these simple things aren’t always available to the children, other than when Irish volunteers visit. CCI employs nurses and extra carers but this still isn’t enough to facilitate such activities and fulfil basic needs that we take for granted. One of the children I met was Igor, a 14 year-old boy, who was abandoned to an orphanage as a baby and has suffered huge physical impairment all his life. When CCI first found Igor, he lived like an animal, crawling on the floor and being fed on all fours. The only way he knew how to communicate was by biting, scratching and spitting. CCI intervened and gave him a specially-adapted wheelchair which changed his life. Because of CCI’s intervention, Igor found a loving ‘adopted’ family in Ireland and he has spent the last three Christmas holidays with them. He continues to receive medical care on his visits to Ireland and he has developed into a wonderful, loving, Igor at the time CCI first met him. Laura with one of the children in Vesnova Children’s Institution in Belarus bright and humorous boy. The joy that music, face-painting, swings, walks and cuddles bring to these children is not justified by words. Although it is a sad reality when you reach the institution and witness their lives, you can’t help but feel the warmth, love and happiness that these very special children radiate and share with you. When we left Vesnova I was heartbroken. It was such an overwhelming yet rewarding experience and I am already planning my return next year! Speaking about Laura’s trip, voluntary CEO of CCI Adi Roche said, “Laura can be very proud of the good work she and her fellow humanitarian workers have done. She connected with the children in Vesnova and used her teaching experience to build relationships with them. With wonderful volunteers like Laura, I am confident that the future of Ireland is in good hands.” In almost 28 years, CCI has delivered €96.5 million in medical and humanitarian aid to the Chernobyl regions of Belarus, Ukraine and Western Russia and almost 25,000 children have been flown to Ireland for rest and recuperation holidays. Since 2001, volunteers and donors from Ireland have invested more than €1.5 million in upgrading the building of Vesnova. It is now a world-class childcare centre from which many medical care programmes are directed. For more information visit www.chernobyl-international.com Laura Daly received funding for her trip from the INTO Solidarity Fund. If you wish to apply to the INTO Solidarity Fund please contact Georgina Glackin, INTO, at (01) 804 7745 or [email protected] INTO donates 3,000 to Bethlehem theatre group The INTO Executive has made a donation of €3,000 to the Alrowwad Cultural and Theatre Society (ACTS) in Bethlehem from the union’s solidarity fund. Located in the Aida Refugee Camp in Bethlehem, ACTS was established in 1998. It is a community based cultural and theatre training centre which strives to empower children and women. The centre runs various programmes including dance, photography, singing, arts and crafts, comedy and music to help children develop their full potential. While focusing on children, youth and women in the local community of the Aida Camp, ACTS targets the 22 community of the Bethlehem district. The group also targets the international community to showcase positive images of the Palestinian people and their culture. ACTS mission is to save lives, inspire hope, empower the community and promote human values and respect for human rights through culture, arts and education. The donation by the INTO will support ACTS education enhancement programme which will benefit children with learning difficulties and children experiencing psychological distress. InTouch January/February 2015 INTO News SOLIDARITY Changing their world Nelson Mandela once said, “Education is the most powerful weapon which you can use to change the world”. Everyone who opens InTouch magazine is somehow connected to education. Not all articles are school based but discussions about travel, economics, health, the environment etc. are all educational. True education is about opening the mind, changing ourselves and changing the world around us. After 40 years in the classroom I now have the privilege of being part of a small NGO called Pemba Support based in Ennistymon, Co Clare. Our aim is to alleviate poverty using a multifaceted approach among the poorest people of Tanzania who live on the remote island of Pemba. Education, in its broadest terms is at the very heart of our mission. The standard of schooling is extremely low and many people are illiterate and without skills so it was difficult to know where to begin! The first thing people need is food so we have many small farming projects. Little village co-operatives have been set up and we are funding vegetable growing, beekeeping, chicken and duck rearing, goat farming and fishing projects. Over the past year, with help from Bothar, we set up a major cow rearing project in the remote north of the island which is helping to change the lives of the whole community there. Water is also vital for Some of the students who are being supported by the INTO Global Solidarity Fund with teachers Yussuf (in striped shirt) and Mbarouk (in red shirt) progress and we have just finished sponsoring our fourth well which will support projects and communities. In all of these projects people are learning new skills of farming, marketing, management and interfaith co-operation between the Muslim majority and the Christian minority. Another facet of our mission is to support the most vulnerable people who get little or no support from government such as the 25 people suffering from leprosy in Makundeni leprosy village, people with low vision who cannot afford glasses, physically disabled children who have no services and Asha and Mariam, two deaf and dumb girls, who are training to become tailors. Capacity building for the future is vital so, at the moment, we are helping to train two agricultural workers to diploma level, two people who are committed to their communities who are doing their masters and a young man doing a diploma in tourism. INTO funds are helping us to support 20 children in Makangale primary and secondary schools who cannot afford to pay for their school fees and uniforms, thus enabling these children to dream of a brighter future. The union is also supporting two teachers in the same school who are studying for their BA in Open University. With a monthly income of only 100 it would take Mbarouk and Yussuf up to ten years to achieve their dream! There is a great shortage of skilled workers in Pemba so the INTO is also funding the fees for three top students in electrical installation in the only vocational training centre on the island. Each of these projects is offering real educational experiences and changing the lives of some of the poorest and most vulnerable people on the planet. No, we can’t change the world but the people of Pemba say to you, the teachers of Ireland, ‘Thank you for changing our world’. You are welcome to visit our website: www.pembasupport.org Pat O’Doherty, Pemba Support, Ennistymon, Co Clare. Caring for our world Irish Aid Awards seek to help children in Ireland understand global issues InTouch January/February 2015 The Our World Irish Aid Awards are designed to help children in Ireland to understand global issues and Ireland’s role in working to meet the United Nations’ Millennium Development Goals (MDGs). These goals focus on fighting hunger and poverty and improving the lives of those in the world’s poorest countries. Through the awards, pupils between the ages of eight and 13 learn about the lives of children in developing countries and the work of Irish Aid, the Government’s programme for overseas development. Pupils then create a project to highlight the challenges facing children in developing countries and the progress which is being achieved. This year’s theme, ‘Caring for our World’, relates to all eight MDGs, with a particular focus on protecting the environment. Registration for the programme is now open and the deadline for entries is Friday, 13 March 2015. For more information visit ourworldirishaidawards.ie 23 Nuacht CMÉ Private health insurance Bespoke arrangements for INTO members only The period from January to April is the busiest time each year for private health insurance as nearly 900,000 people renew their cover at this time. Shopping around is critical to ensure that you’re not overpaying for your cover and that you don’t miss any of the special offers on the market from all four health insurers that could help to reduce your costs further. Legislation For those who are still considering whether to take out private health insurance cover or not, there is new legislation being introduced from 1 May 2015 which will add a permanent age loading for all new members joining after this date. The purpose of this legislation called ‘Lifetime Community Rating’ is to encourage more members to join from a younger age, thus providing stability to our health insurance model which is underpinned by ‘community rating’, i.e., everyone pays the same premium regardless of age, gender or medical history. However, for this model to be sustainable, there must be a steady stream of members joining. Over the past seven years, there has been an exodus of younger members which has resulted in serious price hikes and increased pressure on the overall private healthcare system. Under ‘Lifetime Community Rating’, all new health insurance members aged over 34 will have to pay a permanent loading of 2 for every year over 34. For example, a 39 year old will pay 10 more for their cover thereafter whereas a 44 year old will pay 20 extra. Those already insured or those who join prior to 30 April 2015 will not be affected by this measure. However, it does mean that all others who have been thinking of either joining as a new member or re-joining again should give this serious consideration now rather than doing so after May and incurring unnecessary additional costs. Preferential rates for INTO members On behalf of its members, the INTO has engaged in a lengthy review process with all health insurers and other healthcare providers such as DeCare Dental and HSF Health Plan to try and negotiate preferential terms for its members. The outcome of this process is as follows; l Aviva Health will be launching a new suite of plans for teachers from 1 February 2015. 24 l l l l l l Laya Healthcare will be giving discounts to INTO members only on a range of their plans. VHI will continue to give discounts on their existing teacher plans. GloHealth will be giving a discount on their new Activate Cash Plan for INTO members. All health insurers are waiving the initial 26 week waiting period for new members. HSF Health Plan are giving the corporate discount on their family plans to INTO members. DeCare Dental are making their corporate plans available to all INTO members. Shopping around is critical to ensure that you’re not overpaying for your cover and that you don’t miss any of the special offers on the market You will be able to find out more out these special arrangements for INTO members by contacting the Cornmarket Healthcare Division on 01 4086214 or by contacting the providers directly. In addition to the above bespoke arrangements for INTO members only, there are a range of offers in the market now for all those either renewing their cover or thinking of joining. For example: l VHI are offering half price cover for children and students on 17 of their plans including the Teachers Plan Select scheme. The One Plan Choice at 124.72 for children is well worth considering. l Aviva Health have launched a new range of Aviva Select schemes which offer adult cover from 498 and child cover from 140. They are also offering discounted cover for children at 160 on their Family Focus plan. l l Laya Healthcare have introduced a new Future Protect public hospital plan from 495 where the price will be fixed for two years from 1 January 2015. They have also reduced the cost on a whole range of plans such as the Essential Connect Family plan priced at 860 per adult. Finally, they have introduced five other new plans designed to meet all budgets. GloHealth are also offering half price cover for children on their Net More (130 per child) and Net Most 100 (140 per child) schemes. They have also reduced the cost of their Activate cash plans. They are still the only insurer offering free cover for children under three on many of their mid-range plans. For those INTO members who want to be in control of their elective health treatment, you should consider taking out some level of private health insurance. If cost is an issue and you only want cover for those high-cost out-patient expenses, then you should consider the cash plans from HSF Health Plan. These plans are not substitutes for full private health insurance but are designed to cover the cost of all of your out-patient medical expenses such as GP, consultant’s fees, physiotherapy, dental/ optical and many more. As you can see, there are a vast array of offers and with nearly 350 plans on the market, you may want to get advice on the best options for you and your family. The INTO has partnered with the Cornmarket Healthcare Division to give all members access to their free health insurance comparison service which will also include advice on dental benefits via DeCare Dental and also cash plans from HSF Health Plan. Finally, complacency can cost you dearly when it comes to health cover. Whether you’re renewing or joining for the first time, check out all the options to ensure you only pay what you have to. More importantly, think of health cover like car insurance and review it annually to follow the best deals. Dermot Goode, Health Analyst with www.totalhealthcover.ie All prices quoted are net of tax relief at source and are correct as of 01/01/15 as per www.hia.ie (Health Insurance Authority). However, prices and benefits are subject to change and consumers should confirm all details directly with the insurer in question. PHI Consulting (Ireland) Ltd trading as Total Health Cover is regulated by the Central Bank of Ireland. InTouch January/February 2015 INTO News BENEFITS Membership Plus 2015 – your member benefit programme – Membership Plus is the benefits programme for INTO members. To view the full range of offers, see new offers as they are added throughout the year, enter competitions and much more, ensure you activate your Membership Plus card as soon as you receive it From pizza to pub grub, days out to golf, hotels to big brand names, there is something for everyone with significant savings in a short space of time. Have you registered your INTO Membership Plus Card for 2014-2016? You should have now received your 2014-2016 INTO Membership Plus card which is valid for two years. Please ensure you register your card by going to www.membershipplus.ie/teachers. If you have previously registered, simply login and you will be prompted to enter your new card number. If you have not received your 2014-2016 INTO Membership Plus card, please email [email protected]. Where would you like to save with Membership Plus in 2015? Download Membership Plus app... Whether you are out and about and need to see where you can save with Membership Plus or want to see what offers are close to home, the Membership Plus app brings over 1,000 offers to your fingertips. The app is free to download from the ‘App Store’ for iPhone users or Google Play for android users – simply search for Membership Plus. New offers Has the hottest new restaurant opened down the road from you or maybe your favourite place to go shopping isn’t yet in Membership Plus? By suggesting a venue, you help Membership Plus grow in the way which benefits you the most. Once received, our venue team will contact the suggested company and once we secure an offer we will add it to Membership Plus. You can submit your suggestions by logging onto the Membership Plus website and click on ‘Suggest a venue’. Alternatively please email [email protected] with as much information about the venue(s) as possible! The following offers are new to the Membership Plus website: 4th Avenue Beauty Salon 20 discount Ballsbridge Emerald Beauty Clinic 15 discount Douglas Village Into The West Adventures 15 discount Galway La Trattoria Restaurant 20 discount Roscommon Pure Boutique Florist 15 discount Boyle, Co. Roscommon Railway Museum & Memorabilia 15 discount Castlerea, Co Roscommon Rathcroghan Visitor Centre 2 for 1 Tulsk, Co. Roscommon Rockin’ Joes Diner 10 discount Waterford, Galway, Limerick, Cork & Tipperary Sean Taaffe Hair Group 10 discount Killarney, Killorglin & Tralee TF Royal Hotel 20 discount Castlebar, Co Mayo The Celtic & Prehistoric Museum 20 discount Dingle, Co Kerry New offers are added each week so make sure you visit the Membership Plus website regularly to see what’s new! www.membershipplus.ie/teachers InTouch January/February 2015 25 Nuacht CMÉ Primary teacher and gifted writer wins major book awards Mary Costello scoops the Eason Novel of the Year and the Bord Gáis Energy Book of the Year awards for her novel about the life of an Irish emigrant In December, Academy Street, the debut novel by primary teacher Mary Costello, was voted the ‘Bord Gáis Energy Book of the Year’ for 2014. originally from East Galway and now lives in Dublin. She is a teacher in St Claire’s PS, Harold’s Cross, from where she is currently on career break. The book of the year was chosen by public vote from the list of category winners announced at the Irish Book Awards. Previous winners of this award include Staring at Lakes by Michael Harding in 2013, The Spinning Heart by Donal Ryan in 2012 and Solace by Belinda McKeon in 2011. Mary also won the Eason Novel of the Year award. The general secretary Sheila Nunan congratulated Mary on her achievement. She said primary teachers were extremely proud of the accomplishment of a colleague. On behalf of INTO members throughout the country she wished her every success in her future writing career. The win establishes her as one of Ireland’s most exciting literary voices. Academy Street is the heart-rending and evocative story of one woman’s life spanning four decades (see review this issue). Mary is Mary Costello’s collection of short stories China Factory was reviewed in the June 2012 issue of InTouch (www.into.ie/ROI/ Publications/InTouch/2012/June2012/ IntouchJune2012.pdf Academy Street is reviewed on page 67 of this issue. Comhar Linn Draw winners November winners Car – Toyota Auris Catherina Farrell, St Etchen’s NS, Kinnegad, Co Westmeath. Cash €950 Marie Claire Egan, Mullingar Educate Together, Rathgowan, Mullingar, Co Westmeath. Weekend for two in Jury’s Inn Michele A. Scott, SN Muire, Blessington, Co Wicklow. Christmas hamper winners Brigid Gallagher, Dublin 15. Sandra Gilmartin, St Margaret’s NS, St Margaret’s, Co Dublin. Olivia Giblin, Scoil Cholmchille, Malin, Lifford, Co Donegal. Declan Kyne, St Joseph’s NS, Rehins, Ballina, Co Mayo. Sheila Byrne, Naas, Co Kildare. Caitríona Uí Muiris, Cathair Saidhbhín, Co Chiarraí. Clair Cooke, Cullen NS, Knockduff, Béal 26 Átha An Fheadha, Co Mayo. Ann Molumby, St Joseph’s GNS, Barry Ave, Finglas West, Dublin 11. Aoife Kelly, St Michael’s NS, Dominican Convent, Ballyfermot, Dublin 10. Muriel Clarke, St James’s PS, Basin Lane, James’s Street, Dublin 8. Theresa Dillon Keating, St. Vincent’s Special School, Lisnagry, Co Limerick. Kevin Munnelly (Jnr), Canon O’Hanlon Memorial NS, Sandymount, Dublin 4. Seamus McGowan, Holy Rosary PS, Tallaght, Dublin 24. Mary Fullerton, Scoil Íosagáin, Buncrana, Co Donegal. Annette Lally, Cill Mhór Iorrais, Béal An Mhuirthead, Co Mhaigh Eo. Bridget Fogarty, Lurga NS, Gort, Co Galway. Margaret Hughes, St Joseph’s NS, Templerainey, Arklow, Co Wicklow. Rosemary McCabe, Cormac NFA, Ballina, Co Mayo. Eithne Shanley, Dublin 15. Melissa Sinnott, Our Lady Of Fatima Special School, Wexford. December winners Car – Toyota Auris Don Sheil, Dungarvan, Co Waterford. Cash €1,500 Alice O'Connell, Castleknock, Dublin 15. Weekends for two in Jury’s Inn Helen McNally, St Mochta’s School, Clonsilla, Dublin 15. Caitlín Nic Annaidh, Scoil Phádraig, Dobhar, An Bun Beag, Leittirceanainn, Co Dhún Na nGall. November car winner: Catherina Farrell, St Etchen’s NS, Kinnegad, Co Westmeath InTouch January/February 2015 INTO News Teachers’ Musical Society get “all shook up” Following the success of Ragtime, which played to sold out houses last year in the Tivoli, the Teachers’ Musical Society are proud to present All Shook Up. The show opens on Tuesday, 2 March and runs nightly until Saturday, 8 March. All Shook Up, loosely based on William Shakespeare’s Twelfth Night and the music of the Elvis Presley, tells the story of a guitar playing roustabout, Chad, who rides into a struggling Midwest town and changes it forever with the power of love and rockand-roll. The show is hilarious, fresh fun for all ages! All Shook Up features such classics as Heartbreak Hotel, Burning Love, Love Me Tender, Can’t Help Falling in Love, Jailhouse Rock, Blue Suede Shoes, A Little Less Conversation, Hound Dog, Don’t Be Cruel, and of course, All Shook Up. The songs are unforgettable; the dancing is incredible! Pictured above are cast members Denise King (Sandra), Ian Tighe (Chad), Alison Dennan (Natalie), Seán McMahon (Dennis), Carmel Lyons and Mark Burke For more information email [email protected] Photographs: Katie Boyle The cast of theTeachers’ Musical Society is made up primarily of primary and secondary teachers and, over time, the group has grown into one of the leading musical societies in Ireland and has won numerous awards at the Waterford International Festival of Light Opera as well as from the Association of Irish Musical Societies (AIMS). TMS welcomes teacher Eoin Cannon back for the third year as director and the superbly talented Dermot O’Callaghan as musical director. The group is delighted to welcome Sligo native Mary McDonagh to the team and are very excited about working with such an acclaimed choreographer. The society is now almost 15 years in existence and has established itself as one of the leading musical societies in the country. The 2013 production, Michael Collins – a Musical Drama, was critically acclaimed and was nominated for six awards from the Association of Irish Musical Societies (AIMS), in addition to being sold out for the complete run at the Tivoli. All Shook Up opens with a preview night on Monday, 2 March and runs nightly at 8 pm until Saturday, 7 March. Tickets are 15 opening night and 20 all other nights. www.tivoli.ie InTouch January/February 2015 27 Northern News News from the world of education and trade unionism in Northern Ireland Difficult times ahead for INTO members in the north Savage cuts to education budget proposed Campaign meeting in Belfast In December 2014 it was announced that the Northern Ireland Education budget would suffer massive reductions totalling over 162.5 million this year. This on top of the fact that schools are already suffering serious cut backs in their budgets will result in an increase to the number of teachers being made redundant and school closures in 2015. It is expected that the proposed budgetary cuts will manifest in the loss of approximately 1,000 teaching posts, teaching positions that will not be replaced. Running alongside this reduction in the numbers of teachers and support staff, cuts are to be made to early years provision, to after school clubs and supports. Primary schools will see budgets reduced by 8 and post primary schools will suffer a reduction of 7. This will affect various budgets including maintenance which will remain undone and the quality of school meals. InTouch January/February 2015 The INTO resolved quickly to stand up for our members and the children we teach. To that end the union led a campaign to get the public to engage with the Department of Education on the draft budget. The INTO organised and led, in the weeks running up to Christmas, a series of public meetings in provincial towns across the north. Colleagues in the other teaching unions were invited to join – which the majority did. A platform was given to colleagues in the non-teaching unions also. The meetings were a huge success. INTO president, Sean McMahon, attended and contributed to the meeting which was appreciated by the huge crowd of teachers and parents. At the same time the INTO organised emails, letters and postcards coupled with direct face to face lobbying of politicians in our efforts to have the proposed budget rescinded. A social media campaign was able to reach out and share INTO materi- als with individuals and groups as well as publicising our concerns. All of this was achieved over a three week period from a standing start. The union managed to ensure that the Department had 21,000 responses to its budget consultation while many thousands more letters, emails and post cards were received by individual Members of the Legislative Assembly (MLAs). There can be no doubt among the political class of the widespread anger shared right across the entire community at the proposed cuts to the education service. The INTO decided to join together with trade unions across the public service, under the umbrella of the ICTU, to resist the cuts. The Stormont House Agreement reached on 23 December between the political parties in the north, government of the Republic and the British government, appeared to hold out the promise of additional monies but closer inspection revealed the bulk of the money (700million) to be for ‘restructuring’ the public services. This is code for further job losses. The immediate future for INTO members in the north is one characterised by uncertainty and industrial unrest; something that serves no-one’s interest. The INTO will continue to lead the resistance to this austerity in conjunction with trade unionists across the public sector in this fight. Forceful and effective INTO campaign wins concessions On 15 January 2015 next year’s Executive budget was accepted by the Assembly. It is reported that an extra 150m has been allocated to different departments, 29 Nuacht CMÉ NORTHERN IRELAND NEWS II Continued from page 29 “We still have serious concerns that even with this money there remains the unacceptable prospect of teacher redundancies,” said Mr Murphy. “The impact on front line services will still be dramatic and parents and pupils will notice the outcome.” He also expressed concern that significant budget reductions for at least the next four years remained on the table with no proposals to address the negative impact on schools and pupils. The northern secretary stated that recognition by the Executive that the level of cuts being proposed in the draft education budget was unsustainable was a welcome development as was the realisation that additional monies were necessary. He said that while the additional money was welcome it didn’t begin to address the real cost of education. “The education of children is too important to be funded in such a haphazard manner,” he said. “Parents, including additional money for education. It is suggested that approximately two thirds of this additional money will be allocated to the education budget for next year. Mr Gerry Murphy, INTO Northern Secretary, gave a cautious welcome to the additional monies announced following the meeting of the Stormont Executive. Speaking after the announcement Mr Murphy said the union welcomed the additional monies for education in the 201516 year. He said the money was found in light of INTO’s forceful and effective campaign opposing the proposed cutbacks. Mr Murphy said the additional money would help offset some of the pressures facing schools this year as they struggle with the impact of the draft education budget. He said the union would consider the overall impact of these monies and their outworking on the school community. Margaret Ritchie and Frank Quinn in Newry pupils, teachers and the wider school community require and demand certainty.” Mr Murphy called on the minister for education to establish a taskforce, involving INTO and other stakeholders, to develop a long term strategy and to set out a strategic vision for education which will focus on value and secure the funding for education for at least the next 10 years. He urged the minister to grasp this mettle before it is too late. Ballot for industrial action underway Currently a ballot for industrial action is underway. The ICTU is organising for a strike across the public service in the north on 13 March and the INTO intends to play a leading role in the campaign up to and after this event. This will include lobbying all parties in advance of the forthcoming election and putting education at the centre of long term sustainable economic and social change. United against the cuts Snapshots from campaign meetings… Derry members have their say 30 Part of the large attendance in Omagh InTouch January/February 2015 INTO News NORTHERN IRELAND NEWS III Newly refurbished Northern Office opened INTO members, officials, previous and current Northern Committee members and friends of the INTO were welcomed to the official opening of thenewly refurbished 24 College Gardens on 5 December. The current Northern chair, Annmarie Conway welcomed guests to the opening. She commended the INTO branches in the North for their generous contributions that made the building possible. She also commended colleagues in the south for their foresight in facilitating the acquisition and refurbishment of the building, under the guidance of architect Lisa McVeigh. Annemarie went on to say: “That is why this union is a success, because it is led by its members and it has its strength, power and determination at branch level.” Sean Mc Mahon, president of the INTO spoke at the opening ceremony. He noted that the Northern Office opened in College Gardens in 1963 having previously been located in High Street. Sean paid tribute to the work by the Northern Office and the Northern Committee, INTO members in schools, education partners and state agencies during a time of extremely difficult political and social upheaval. He said that INTO membership continued to grow as the high standards established over previous decades were built upon by the current northern secretary and Northern Committee.This led to the purchase of No 24 College Gardens in 2012 which was excellently refurbished. The president paid tribute to all involved, Pictured are Gerry Murphy, Northern Secretary; Annemarie Conway, Chair of the Northern Committee; Sheila Nunan, General Secretary, and Sean McMahon, President, at the opening of the newly refurbished 24 College Gardens. especially the builder Christy Kilcoyne, who he said has such an eye for modernisation and renovation of older historic buildings. Sean said the team, supported by Barney Mc Gill, had achieved their objective of a modern, fit for purpose building without forfeiting any of the historic characteristics. Sean said it was a huge vote of confidence by the INTO in its northern members, Northern Committee and staff. He pointed out that so far the building had been used for a joint meeting of CEC/BFC, Northern Committee meetings, a meeting of all our national com- Forthcoming events – dates for your diary INTO pre-retirement seminars Date Venue 5 February 2015 Tullylagan Hotel, Cookstown 12 February 2015 City Hotel, Derry 3 March 2015 Adair Arms Hotel, Ballymena 2 April 2015 Northern Office, Belfast Time 4.00 p.m-6.00 p.m 4.00 p.m-6.00 p.m 4.00 p.m-6.00 p.m 1.30 p.m-4.00 p.m Northern Conference 2015 Date Venue 27-28 February 2015 Radisson Roe Hotel, Limavady School Representatives event Date Venue The Manor House Country Hotel, Enniskillen 15-16 May 2015 mittees and inter-union training of staff representatives. The president said there was a very clear vision of the use of the facility for a variety of education trade union activities built around a quality service to INTO members in the north. He concluded by reminding everyone that a nation’s wealth is evident in the education of its people. He said he had no doubt that this new building will serve as a beacon for trade unionism in the educational landscape of the INTO as the Organisation continues its objective of serving education throughout this island. Pensions Roadshows The Department of Education held a series of Pension Road Shows in association with the INTO and other teacher unions to inform members of the forthcoming changes to the NI Teacher’s Pensions Scheme from 1 April 2015. The roadshows took place across various venues in Northern Ireland in January and one is scheduled for February. Further details to follow on the INTO website, www.into.ie/NI InTouch January/February 2015 31 INTO News Retirements Bandon East Limerick Back row (from left): John Lordan, Branch Secretary; Irene Twomey, Chairperson; Kathleen Lowney, District Secretary and John Driscoll, CEC Representative. Front row (from left): Una Murphy, retiree; Kitty Cotter, retired member, aged 100; Emma Dineen, INTO Vice-President and Brid O’Leary, retiree. Pictured at the East Limerick Branch retirement function were, back row (from left): Michael Hennessy, Kilteely NS; Majella Sutton, Chairperson; John Ryan, Lackamore NS; Margaret Bernard, CEC Reprsentative and Brian Dillon, Branch Secretary. Front row (from left): Mary O’Connor, St Vincent’s Special School; Sean McMahon, INTO President; Eileen Blackwell, Doon GNS and Patricia Kennedy, Lackamore NS. Killarney From left: Eileen Hughes, St Oliver’s NS; Denis O’Sullivan, Branch Secretary; Bridie Cronin, RTA; Josephine Doncel, Chairperson; Paddy O’Sullivan, Anabla NS; Margaret Bernard, CEC Representative and Sr Collette, Mercy Holy Cross NS, pictured at the Killarney Branch INTO dinner. Eileen, Paddy and Sr Collette recently retired and special presentations were made to them at the function. Photo by Michelle Cooper Galvin. Monaghan Loughrea Pictured at the recent retirement function for Monaghan Branch retirees were, back row (from left): Niamh Coyle, Branch Secretary; Seamus Grundy, Chairperson; Rosena Jordan, CEC Representative. Front row (from left): Gertrude Meehan, Kathleen Greenwood, John Mullan, Tina McTiernan, Martin McEntee and Margaret Marray. Pictured at the Loughrea Branch retirement function were back row (from left): Kevin Monahan, Branch Committee; Annette Regan, Chairperson; Joe Killeen, CEC Representative and Seán Tuohy, Branch Committee. Front row (from left): Rita McMahon, Branch Committee; Joan Glynn, Secretary; Deirdre Dolan, retired principal, Ballymana NS; Mary Burke Arthur, retiree, St Ita’s NS, Loughrea; Anne Finch, retiree, Tynagh NS; Mary Smith, Branch Committee; Eimear Mannion, Branch Committee and Rosabelle O’Donnell Burke. InTouch January/February 2015 33 Nuacht CMÉ National assessments show increases on English reading and mathematics The Educational Research Centre has just issued a report on performance outcomes for the 2014 National Assessments of English reading and mathematics, which the centre conducts on behalf of the Department of Education and Skills. The study took place in May 2014, and involved the assessment of the English reading and maths performance of over 8,000 pupils in second and sixth classes in a representative sample of 150 primary schools. The 2014 assessments are the eighth in a series of assessments at primary level that started in 1972. Assessments of English reading and mathematics have been conducted periodically since then, and have been administered to pupils from a range of class levels. Since 2009, the national assessments have been administered in second and sixth classes, and have involved both English reading and mathematics at both of these class levels. The 2009 assessments serve as a baseline study against which the results of future national assessments can be compared. In 2009, mean scores on all scales and subscales were set to 250 and standard deviations to 50. Sample items from the tests used in the 2014 assessments are available at www.erc.ie/na2014. Overall performance outcomes The report shows that average performance in English reading has increased significantly since 2009, at both the second and sixth class levels, with increases of 14 and 13 scale points, respectively. Significant increases were observed for both reading comprehension and reading vocabulary, with marginally greater increases on the vocabulary subscale at both class levels. Significant increases were also observed on each of the reading comprehension process subscales, at each class level, although the increase on the examine and evaluate subscale at sixth class (which is mainly based on questions requiring written responses) was smaller than for the retrieve, infer and interpret and integrate subscales. Significant increases in mathematics performance were also reported for both second and sixth class pupils, with increases of 14 and 12 scale points, respectively. At second class, significant increases were observed on all mathematical content area subscales except data (which was 34 assessed by a relatively small number of items), and on all mathematical process subscales. At sixth class, significant increases were observed on all content and process subscales. The 2014 results represent the first significant increases in performance in the national assessments series since 1980. Significant increases in scores at the 10th, 25th, 50th, 75th and 90th percentiles were found for both subjects at both class levels, indicating that children at all levels of ability improved in their performance since 2009. The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020 set out a number of targets for English and mathematics performance which were linked to the national assessments. One target was to decrease the percentages of pupils performing at or below proficiency level 1 on the overall English reading and mathematics scales (i.e. at the lowest levels of proficiency) by five percentage points, at both second and sixth class, by 2020. Another was to increase the percentages of pupils performing at proficiency levels 3-4 (the highest levels) in both English reading and mathematics, by five percentage points, at both class levels, by 2020. The findings from the 2014 National Assessments show that the national strategy targets for lower-achieving and higher-achieving pupils have been met for both English reading and mathematics, at both class levels, in advance of the target date of 2020. Figure 1 below shows, for example, the percentages of pupils performing at or below level 1, at level 2, and at levels 3-4 in 2009, the 2020 target, and the percentages of pupils performing at these levels in 2014 for English reading at second class. Similar patterns of change were found for English reading at sixth class, and for mathematics at both class levels. Performance and gender At second class, some small gender differences were observed. While both boys and girls in 2014 showed significantly higher mean scores in both domains than in 2009, girls significantly outperformed boys in English reading (by seven score points). In contrast, boys scored significantly higher than girls on the overall mathematics scale (by five score points). At sixth class, no significant gender differences were observed on overall reading or mathematics. However, sixth class girls significantly outperformed boys on the reading comprehension subscale, while in mathematics, sixth class boys significantly outperformed girls on the measures and apply and problem solve subscales. Performance and disadvantage The report also provided a breakdown of performance by school disadvantaged status, though care should be exercised in interpreting data based on DEIS schools due to the small numbers of such schools in the survey sample. Increases were observed in performance among pupils in DEIS Band 1 schools from 2009 to 2014. While the only statistically significant increase was found at second class reading, an examination of the standardised differences for English reading in sixth class, and maths in second and sixth classes, leads to the conclusion that the observed gains are ‘substantively important’, and are consistent with ERC evaluations of achievement in DEIS schools. Larger increases in performance were seen in DEIS Band 2 schools, particularly at second class, where the gap between DEIS Band 2 Figure 1: Performance by proficiency levels, English reading, second class. InTouch January/February 2015 INTO News in performance Figure 2: Percentages of pupils performing at or below proficiency level 1 on the English reading and mathematics scales, second and sixth class for DEIS Band 1, DEIS Band 2 and all schools. schools and all schools has reduced considerably. Figure 2 shows the percentages of lower-achieving pupils in DEIS Band 1, DEIS Band 2, and all schools, in 2014. Looking ahead While the findings of the 2014 National Assessments are encouraging, and to be welcomed, it is important to note that this study constitutes just one measure of performance, and it remains to be seen whether the gains observed in this study will transfer to other contexts. The outcomes of upcoming international assessments in which Ireland will participate, including the Trends in Mathematics and Science Study (TIMSS) in 2015, and the Progress in Reading Literacy Study (PIRLS) in 2016, might be expected to reflect increases in performance found in the 2014 National Assessments. It should also be noted that, even though overall findings are positive, there remain areas for improvement. The findings suggest that there is scope for pupils in second and sixth class to improve further on higher level mathematical processes, including apply and problem solve. Additionally, while there have been substantive improvements in both reading and maths in DEIS schools, the gap between DEIS Band 1 schools and other schools remains the same. Large proportions of pupils in DEIS Band 1 schools continue to perform at low levels of proficiency, especially in maths. Factors associated with achievement The recently published performance report is one of two to be published on the 2014 National Assessments. A second report will situate the performance outcomes in the context of the schools, classrooms and homes of participating pupils. The context report will contain analyses of factors related to the teaching and learning of English reading and mathematics, based on information provided by principals, teachers, parents and pupils in questionnaires administered in conjunction with the assessments. The report will include, for example, teachers’ reports on the amount of time allocated to teaching literacy and numeracy, experiences of recent initiatives and reforms, CPD needs as they relate to literacy and numeracy, availability and use of teaching and assessment resources, planning and target setting, and confidence in teaching different aspects of reading and mathematics. The context report is due to be published in autumn 2015. The full report is available to download at www.erc.ie/na2014. Lauren Kavanagh is a researcher at the Educational Research Centre. She may be contacted at [email protected] The Educational Research Centre would like to gratefully acknowledge the co-operation of all schools who participated in the pilot and main phases of the 2014 National Assessments. We would like to thank the teachers who administered the assessments to their second and sixth classes, the principals and teachers who completed questionnaires, and, most importantly, the pupils who completed the tests. The report shows that average performance in English reading has increased significantly since 2009 … significant increases in mathematics performance were also reported InTouch January/February 2015 35 INTO Advice INTO advice for members on issues of importance SCHOOL LEADERSHIP Primary Online Database – POD In December 2014, the Department of Education and Skills wrote to schools in relation to the Primary Online Database (POD). They thanked the schools that had already added their students’ data into the Primary Online Database and those who had provided comments and feedback on the new system. The Department acknowledged that the move to POD was challenging and an additional body of work for schools in the short term. In response to requests from the INTO, and in particular from principal teachers, the Department has decided to pay a once off Primary Online Database (POD) implementation grant, which is approved for the initial population of POD. The payment amounts to 1.50 per pupil with a minimum payment of 90 for schools with 60 pupils or less. The purpose of the payment is to enable schools to engage additional administrative support to enable the initial population of the database. The INTO believes that, in time, the Primary Online Database will prove a valuable resource to schools in that it will replace the need for schools to maintain hard copies of the clár leabhair and roll book. It will serve as a basic computerised record system for schools and will facilitate the electronic transfer of records for pupils between schools and to the Department, including replacing the need for schools to complete the National Schools’ Annual Census. The INTO continues to maintain that the population of a database is not the work of a teacher or a principal teacher. The modest additional funding provided, should enable schools to access support in order to allow them to carry out this work. Energy efficiency reporting by schools It has come to the INTO’s attention that a letter has issued to principals from the Department of Communications, Energy and Natural Resources (DCENR) regarding the reporting of schools’ energy usage. All public sector bodies (including schools) are now legally required under S.I. 426 of 2014 to report annually on their energy performance. A new online system to automate the collection and analysis of public bodies’ energy usage data has been developed by the SEAI (Sustainable Energy Authority of Ireland) and the letter requests schools to report energy consumption and related data via this new system from December 2014. While the Constitution of Boards and Rules of Procedure 2011 for Boards of Management provides for the principal teacher (with the permission of the chairperson) to act on behalf of the board in certifying official forms as required, it is the view of the INTO that, in this case, principal teachers should not undertake this work. The fact that the DCENR has consulted with the CPSMA and not the Centre for School Leadership On 2 January, 2015, it was reported in the Irish Examiner that a fund of 3 million over three years is to be made available to expand supports for principals and teachers aspiring to the role. A Centre for School Leadership is to be set up by the Department of Education and Skills. The main focus for the centre is to be induction and coaching and mentoring programmes for principals. InTouch January/February 2015 The Department announced that all existing funded leadership programmes are to be reviewed with plans for the centre to build on the work of the existing support services for school leaders. The INTO will engage with the Department of Education and Skills to identify the ways in which this centre can be effective and meet the needs of principals. INTO bears out our assumption that reporting of energy usage is a management issue. There is additional information on the reporting process, as well as guidance materials and online videos at www.seai.ie/PublicSectorReporting. Training workshops on the system have been arranged in collaboration with the CPSMA and other stakeholders. The INTO advises that principal teachers bring this matter to the attention of their boards at the earliest possible opportunity. A new ser ie of INTO se s min for princip ars scheduled als is for March . See page 20 for more deta ils. 37 INTO Advice Managing your money Planning a wedding in 2015? The fifth in a series of articles from consumerhelp.ie Are you or someone you know planning a wedding this year? Before you throw yourself into the planning, the Competition and Consumer Protection Commission has a number of steps to help you get started. Think about the future Planning a wedding can take up all your free time and energy! Remember that while your wedding day is a very special one, it is important not to lose sight of your life after you are married. You should try and maintain a savings fund for unexpected future expenses so you have some savings to fall back on in case an emergency crops up. You may also want to buy a house or plan to have kids so think about your longer-term future goals as well as the immediate goal of planning your wedding day. Review your spending Start by getting a clear picture of your finances. You can do this by working out how much money you both have coming in – earnings, social welfare benefits and any additional income you receive and the money going out – mortgage/rent, bills and everyday expenses such as food and travel. If you have outstanding debts such as loans or credit card bills, concentrate on clearing them first, starting with the most expensive ones. Working all of this out before you start to save will give you a good insight into what money you have available to spend, areas where you may be able to reduce your spending so you can see how much you can afford to set aside each month. Make a wedding budget It is important to keep track of how much you are planning to spend. You can do this by prioritising what is important to you and then making a list of all the things you have to get and comparing the cost against your budget. Do some research into the costs so your estimated budget is as accurate as possible. Tick them off as you go along and make sure you don’t go over budget. Check out the wedding budget planner on the Competition and Consumer Protection’s consumer website www.consumerhelp.ie 38 Some money saving tips for the big day Join online discussion forums and read up on wedding blogs to find out about other people’s experiences with suppliers and ways you can cut costs. Consider getting married off-peak. You normally get better deals if you choose to get married in January, February, March or November or choose a day that is midweek. Think about shortening your guest list or inviting some guests to the afters, if you are having one. Ask friends and family for help. They may know a photographer or printer who would offer a reduced price or a relative who makes cakes! Organise the music yourself rather than paying for a band or DJ. Start saving Saving up as much as you can means you are less likely to need to borrow and have to pay back a loan after you are married. Now that you have worked out what you can afford to save regularly and how much you are planning on spending on your wedding, you should look into your savings options. At www.consumerhelp.ie you will find a savings comparison that helps you compare the interest rates on savings accounts from the main providers. Struggling to meet the cost If you are struggling to stay within your budget and feel that you need to borrow, check to see how much it will cost you and how long it will take you to repay the loan. You can do this by using the loan calculator on www.consumerhelp.ie. If you have to borrow to help pay for your wedding, try to borrow as little as possible and don’t be tempted to spread the payments too far into the future. This will cost you more in interest and could affect your future plans. There is a personal loan cost comparison on www.consumerhelp.ie which allows you to compare the latest interest rates charged by the main providers. You may also be able to borrow from your credit union, if you have an existing account with them. What about insurance? Taking out wedding insurance offers you more security if something does go wrong – such as cancellation or failure of traders to deliver a service. Many insurance providers offer wedding insurance so make sure you know what the policy covers and compare premiums before you buy. Travel insurance for your honeymoon can cover you against any losses, such as illness or injury, damaged or delayed luggage, cancelled flights, delayed or missed departure and loss or theft of money or passport. Always check the policy details before you buy. Pay by credit/debit card Before you pay for any goods or services, research the companies or suppliers you are thinking of using. Pay as small a deposit as possible. Avoid signing a contract with a venue until you are sure what is and isn’t included in the price being quoted. Paying by credit/debit card instead of cash offers you some protection if things don’t go as planned. For instance, you may be able to request a chargeback if something goes wrong, such as the bridal shop closing down. Visit the Competition and Consumer Protection Commission website, www.consumerhelp.ie for expert information and useful tools on consumer rights and personal finance. The Competition and Consumer Protection Commission was formed on 31 October 2014 following the amalgamation of the Competition Authority and the National Consumer Agency. The Commission has a dual mandate to enforce competition and consumer protection law. InTouch January/February 2015 INTO Advice From college to classroom Mentoring – What’s in it for my school? Mentoring is an essential component of the induction process for newly qualified teachers (NQTs) in a school setting and is based on a relationship of trust and collegiality. The mentor is an experienced member of staff, nominated by the principal, who offers support to the NQT as s/he enters the school and the profession and who facilitates the overall school-based induction process. Whilst the role of the mentor is central to the induction of NQTs into the professional life of a school, the leadership of the principal and the cooperation of the whole staff play a very significant role in supporting and inducting NQTs into the school and into the profession. Some of the key benefits which the mentoring process brings to a school are outlined in the following paragraphs. Professional support Newly qualified teachers (NQTs) often speak about the daunting feeling on entering the classroom for the first time and value the fact that many schools now have supportive induction structures in place. NQTs need to know that there is someone on the staff that ‘they can go to’ who is approachable, empathic, nonjudgemental, positive and a good listener. Ellen Moir (Director of the New Teacher Center, Santa Cruz) states that “support for new teachers can transform our nation’s schools” and that from 20 years of collecting feedback and evaluation data “the reach of induction extends far beyond new teachers and the mentors who work with them”. Professional development Mentoring is a process rather than an event and the mentoring process provides an opportunity for professional development for everyone involved – the NQTs, the mentor, the principal and other teachers who engage in the process. This is achieved through engagement with a variety of induction activities which are listed in the NIPT Guide to Mentoring and Induction in Primary Schools. Release time, with substitute cover, is available for trained mentors to engage in induction activities at school – level with the NQTs. Support is also available to mentors InTouch January/February 2015 Sharing of practice is key to professional growth from the NIPT team and associates. Additional support for mentors, through mentor professional networks, is also being established via the education centres. Professional conversations During the course of the mentoring process an NQT will have a number of interactions with the mentor as well as with other staff members. Induction involves much more than giving advice and guidance to NQTs, it is an approach in skilled facilitation of professional conversations focusing on teachers’ practice and its impact on learning. Based on the work of Daloz (1998) Lipton and Wellman suggest that a mentor’s role within a learning-focused relationship is “to offer support, create challenge and facilitate a professional vision”. Shared values When a school embraces the mentoring process it leads to a common focus on what matters most to a school. The best resource a school has is its teachers and mentoring facilitates the process of teachers learning from and with each other. Sharing of practice is key to professional growth, with the ultimate goal of improving teaching and learning for the pupils in the classroom. Observation of teaching and learning in a professionally developmental, formative, collaborative and constructive manner leads to the enhancement of practice. This is the single most important benefit which mentoring brings to a school. The end goal of every professional conversation which takes place, every observation which is arranged, every action plan which is drawn up and implemented is one and the same – to improve the teaching and learning which takes place in the classroom. To conclude, mentoring is a rewarding and enriching role. The relationship between the NQT and the mentor is a mutually beneficial one – each person learns from the other. The NIPT are running Initial Mentor Training (IMT) courses throughout the country in February and March and there are summer courses scheduled for various locations in the first week of July. If your school is interested please see Initial Mentor Training Application form on homepage of www.teacherinduction.ie Moir, E. 2009 Accelerating Teacher Effectiveness: Lessons Learned from Two Decades of New Teacher Induction, Phi Delta Kappan, (Online). 91 (2) pp14-21. Accessed on 8 March 2010. Lipton, L. and Wellman, B. 2006. Mentoring Matters: a Practical Guide to Learning-Focused Relationships. 2nd ed. CT: MiraVia, LLC. p 1. 39 Nuacht CMÉ TRIBUTES Margaret Curran It was with deep sadness that we learned of the death of our beautiful friend and colleague, Margaret, on the morning of the 5 December 2013. D’fhág imeacht Mhairéid brón agus briseadh croí i measc múinteoirí, páistí, tuismitheoirí agus an pobal i gcoitinne i Scoil Mhuire. Margaret graduated from Carysfort in 1979 and began her teaching career in Killenaule NS. Two years later she was back teaching in her Alma Mater, Scoil Mhuire, Presentation Primary School, Thurles, and at a later stage in her career, job sharing in Templetuohy, Barnane and Clonmore, where she brought her unique blend of professionalism, creativity and fun to everything she did. Margaret’s depth of knowledge along with her athletic, musical and artistic talents enriched the social, cultural and academic life of Scoil Mhuire. She organised quizzes and sporting events within the school and also at county and regional level. She was always on call, to create posters and banners, and in welcoming special visitors to Scoil Mhuire. Margaret’s theatrical skills came to the fore in her colourful and musical productions for school concerts. She was a deeply spiritual person too, organising, supporting colleagues and sometimes leading meditation for children, in preparation for First Holy Communion and Confirmation. Margaret’s approach was one of warmth and affection for the children in her care. She patiently attended to individual learning styles, leaving no stone unturned to further each child along her/his learning path. She infused fun, enthusiasm and her own quest for life-long learning into her school day. Her happiness and sense of wonder in the everyday ordinary things were infectious and time spent in her company was good fun as well as being worthwhile and slightly unpredictable. We remember Margaret and miss her daily. We extend our sincere sympathy to her family. Beannacht Dé ar anam dílis Mhairéid agus ar anam a hathar Seán. His junior infants later wrote about how they loved his singing and dancing. What they didn’t realise, however, was that the fun atmosphere he created also set the foundations for a brilliant learning environment based on consistency and high expectations as his main goal was to be the best teacher he could be. On a personal level, it’s a measure of the man that so many of us thought of him not only as a friend, but counted him among our very best friends. His personality was sparkling and there was always a glint of mischief in his eye. His taste was impeccable, and his style was clean and polished. He was always on-trend and had broad and varied interests, such as music, food and travel. Damien’s musical talent was outstand- ing. He possessed a distinctively powerful voice that we had the privilege to enjoy many times. His singing and guitar playing were of course just natural continuations of his years spent playing traditional music. He loved his family and many of us on the staff had already been lucky enough to meet them in happier times. We miss him dearly and hope he has found rest. Le gach dea ghuí. From the staff of Scoil Mhuire, Presentation Primary School, Thurles, Co Tipperary. Damien Murray More than one year after his passing, we still think and talk about Damien every day. His arrival to the school in 2011 was like a breath of fresh air. He was straight out of a very successful post-grad in Marino Institute of Education and had an eye for precision in everything he did, (as well as a great sense of humour). He was an excellent teacher and his lessons were always perfectly planned, prepared and presented. His love of art is still evident in the many ideas of his that have spread throughout the building. It’s fitting too that the tribute to him, erected in our building since his passing, is an artistic one (an incredible labour of love by some of his friends on the staff). The children loved him because he was kind and funny and he made them laugh. The staff of St Ultan’s Primary School, Dublin 10. John O’Callaghan It was with deep sadness and great shock that the community of Rosscahill learned of the passing of John O’Callaghan, Principal, St Annin’s NS, on 31 March 2014. While John had been on sick leave at the time of his death, he had spoken to colleagues’ just days previously outlining that he had received a positive prognosis and was looking forward to returning to school sometime after the Easter holidays. Sadly John never got the opportunity to return. Following his graduation from St Patrick’s College, in 1976, John, a native of Galway, spent two years at Mullagh NS, Co Cavan. He returned home to join the staff of St Annin's NS in 1978. John went on to become school principal in 1985 and served in the position until his untimely death. During his time as principal the school underwent very significant growth, increasing in size from a five teacher school to its current enrolment of 250 pupils and a staff of 14 teachers. A mark of the esteem in which John was held by past pupils and parents was evident in the numbers who rang the school and called in to sign the books of condolences in the days following his death. There were many who recalled John as a kind and caring teacher. Many cited him as a diligent and inspiring teacher, who made learning interesting for pupils. John sincerely valued the importance of developing positive relationships with the pupils that would endure as they grew to adulthood. It was of paramount importance to him that the children’s academic development would be accompanied by an array of happy memories of their time in St Annin’s. John was passionate that the school would ensure traditions such as gaelic football that were important to the community would be maintained and developed through the school. John was always polite and courteous. He acknowledged the professionalism of his fellow teachers and always attributed the wellbeing, progression and development of the pupils to the endeavours of the staff. The children of the school were always his priority. He will be fondly remembered and very sadly missed by colleagues, current and former pupils and by many more within the community of Rosscahill. Ar dheis lámh Dé go raibh a anam dhilís. From the staff of St Annin’s NS, Rosscahill, Co Galway Tributes should be kept to 250 words or less. Long tributes may be edited 40 InTouch January/February 2015 INTO News Vere Foster Medal winners Church of Ireland College of Education Vere Foster Medal winner, Claire Baxter, pictured with Brendan O’Sullivan, ex-President, INTO. Linda McCarthy (centre), Marino Institute of Education, was presented with the Vere Foster Medal by Professor Anne O’Gara, President, MIE (left) and Dr Patricia Slevin, Director of School Placement, MIE (right). Louise O’Connor, Hibernia College (Limerick cohort), pictured with her Vere Foster Medal. Louise, from Kerry, was awarded the Vere Foster medal for the best performance in teaching practice. She graduated on 8 October 2014. Niall Crowley, Marino Institute of Education, pictured with his Vere Foster Medal and Professor Anne O’Gara, President, MIE; Peter Mullan, Assistant General Secretary, INTO and Dr Patricia Slevin, Director of School Placement, MIE. Niamh Cleary, Hibernia College (Dublin cohort), was awarded the Vere Foster Medal for the best performance in teaching practice. She graduated on 14 November 2014. InTouch January/February 2015 Other Vere Foster Medal winners were pictured in the December issue of InTouch Julie Willis, Stranmillis University College receiving her Vere Foster Medal from Dr Hazel Edwards, Principal, Ballycraigy PS. Photo: William Mateer, Templepatrick. 41 Newsdesk News from the world of education and trade unionism, at home and abroad Teaching Council news Accreditation of programmes of initial teacher education The Teaching Council sets reviews and accredits programmes of initial teacher education. The majority of the 69 initial teacher education programmes (primary, post-primary, further education) have now been reviewed. The reviews can be accessed on www.teachingcouncil.ie. Iniúchadh ar an gCumas Dátheangach An sealbhú teanga i measc ghlúin óg na Gaeltachta Droichead Droichead, a new model of induction and probation, is currently being piloted in schools. Year 2 of the pilot commenced this September with 150 schools participating and 200 NQTs engaged in the process. Participation in the pilot offers schools an opportunity to directly influence the process. New learning and examples of good practice across a variety of schools will be Léiríonn taighde a rinne Coláiste na hOllscoile Gaillimh gur dúshlán ollmhór é sealbhú na Gaeilge i measc ghlúin óg na Gaeltachta. Bíonn cumas dátheangach sa Ghaeilge agus sa Bhéarla ag glúin óg na Gaeltachta ach is léir ón taighde gur treise cumas an Bhéarla ná cumas na Gaeilge i measc na leanaí fiú más í an Ghaeilge an teanga baile acu. Dar leis an taighde is é an dátheangachas luath is cúis le cumas sa Bhéarla a bheith níos treise ná cumas na leanaí sa Ghaeilge. Deineadh taifeadadh ar 50 leanbh examined through research conducted by the ESRI, in order to develop and refine Council policy in this area. Schools who are interested in being part of the pilot are invited to fill in their school details on the Expression of Interest form available on the NIPT homepage, www.teacherinduction.ie For further information about Droichead please see the Teacher Education section of www.teachingcouncil.ie idir seacht mbliana d’aois agus dhá bhliain déag d’aois a labhair Gaeilge sa bhaile i ndeisceart Chonamara. Is léir ón taighde go bhfuil teannas idir shealbhú na Gaeilge sa bhaile, tacaíocht an phobail agus na struchtúir oideachais, dar leis na taighdeoirí. Tá an Ghaeilge leochaileach, fiú sna ceantair is láidre Gaeltachta. Is minic glúin óg na Gaeltachta ag sóisialú trí mheán an Bhéarla. Ní chuidíonn neamhshuim oifigiúil an Stáit. Dar leis na taighdeoirí tá im- pleachtaí ag torthaí an taighde don chóras oideachais sa Ghaeltacht. Tá athbhreithniú á dhéanamh ag an Roinn Oideachais faoi láthair ar an oideachas sa Ghaeltacht. Fáiltíonn Cumann Múinteoirí Éireann roimh thuairimí na mball ar cheist an oideachais sa Ghaeltacht. Is féidir tuairimí a sheoladh chuig Deirbhile Nic Craith ag [email protected]. Is í An Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta (COGG) a choimisiúnaigh an taighde agus rúnaí na Roinne, Seán Ó Foghlú, a sheol é. USA university honours Niall O’Dowd In January Drew University presented a Peace-Maker award to Niall O’Dowd in the Teachers’ Club, 36 Parnell Square, Dublin 1. Among the speakers at the event attended by INTO President Sean McMahon were Professor Christine Kinealy, former Irish international footballer Packi Bonner and Don Mullan. The presentation was part of the second annual Transatlantic Connections Conference, a unique event run by the Irish Studies Department at Drew in Bundoran, Co Donegal. Over 90 delegates from the USA, Europe, Ireland and Asia participated in the conference on the theme of Peace and Conflict Resolution. Pictured are Niall O’Dowd Sean McMahon, INTO President, and Packi Bonner. Pic: Eugene T. Hamill Photography InTouch January/February 2015 43 Newsdesk SPAR FAI primary school 5s FAI schools are proud to announce that SPAR are the new title sponsors of the Primary School 5s Competition in 2015. The FAI recognises the important role that schools and teachers play in the promotion of football in the local community. The SPAR FAI primary school 5s is the biggest competition in the primary schools soccer calendar. The competition has been running since the mid-1990s and continues to grow each year. In 2014, the entry increased to 1,038 schools, resulting in 18,208 children participating in the small sided game. The competition is the FAI schools blue ribbon event which culminates in 20 primary schools competing in the All Ireland 5-a-side finals in the Aviva Stadium on 14 May 2015. There is a competition in each county, with the winners progressing to regional, provincial and national finals. There are five sections, catering for all school sizes (large, medium, small), providing competitions for boys and girls. Entry costs just 50, with each partici- pating school receiving a free size four football. Structure Competitions are run in a blitz format and cater for boys and girls in 4th, 5th and 6th class. Local teachers and FAI development officers co-ordinate the county events. For further information on the competition please click onto: www.fais.ie or contact Diane Fay at 086 0404952 or e-mail: [email protected] FAI schools national primary finals 2014 results Boys ‘A’ schools Winner: Lisaniskey NS, Ballydooley, Oran, Co Roscommon. Runner up: Butlersbridge NS, Butlersbridge, Co Cavan. Third: St Finian’s NS, Killyon, Co Meath. Fourth: Granagh NS, Granagh, Co Limerick. Girls ‘A’ schools Winner: Scoil Cholmcille, Greencastle, Co Donegal. Runner up: Rathkeevin NS, Clonmel Co Tipperary. Third: Holy Family NS, Newport, Co Mayo. Fourth: Scoil Phradraig, Milltown, Co Westmeath. Boys ‘B’ schools Winner: Scoil Mhuire na mBuachaillí, Castleblaney, Co Monaghan. Runner up: Scoil Mochaomhog Naofa, Two Mile Borris, Thurles, Co Tipperary. Third: Monastery NS, Ardee, Co Louth. Fourth: Maree NS,Oranmore, Co Galway. Lisaniskey NS, Roscommon celebrate. Girls ‘B’ schools Winner: Scoil Cholmcille SNS, Ballybrack, Co Dublin. Runner up: Summerhill NS, Athlone, Co Roscommon. Third: Scoil an Spioraid Naoimh, Roxborough, Co Limerick Fourth: Woodlands NS, Letterkenny, Co Donegal. Boys ‘C’ schools Winner: St Patrick’s NS, Galway City, Co Galway. Runner up: Bishop Foley NS, Carlow, Co Carlow. Third: St Anthony’s NS, Ballinlough, Co Cork. Fourth: St Joseph’s NS, Carrickmacross, Co Monaghan. InTouch January/February 2015 Scoil Cholmcille SNS, Ballybrack celebrate. 45 Newsdesk International news Belgium: Unions to participate in Pact for Excellence in Education Trade unions in Belgium have responded positively to an announcement of a Pact for Excellence in Education by the Wallonia-Brussels Federation, one of Belgium’s three federal communities, while at the same time setting out conditions for that support. Joëlle Milquet, Vice-President and Minister of Education, Culture and Childhood said the aim was to improve the quality of education. She described the pact as a consultative process with “very clear priorities and a very clear framework.” “There are fabulous teachers who innovate, who find new practices, and who are committed and professional, but it is regrettably a profession that is not valued as such.” Milquet stressed: “We believe this is the most crucial profession for the future of our francophone world, which means that we must invest in it even more strongly,” she said, adding that “teachers are at the heart of the Pact’s process which is not imposed from on high.” Eugène Ernst, General Secretary of CSC-Enseignement said the project seemed to respond to various aspects of the pact that unions wanted to have before the 2014 elections. Describing the timetable as quite tight he said: “While we cannot drag our feet, we must not act too hastily because too many reforms that have required a huge effort from our staff suffer from a lack of means, of preparation, of training.” The CGSP Enseignement said it would be an active but vigilant partner at every stage and at every process of this participatory and voluntary initiative. New Zealand: Major new agreement paves the way to children’s educational success What the teachers of Kenya are fighting for Trade unionists and the Ministry of Education have agreed to work together on a new initiative that supports children’s education at every level of their learning. The initiative allows the NZEI and ministry to begin working with teachers, principals and support staff to develop and enhance initiatives that support genuine collaboration, and give all students the opportunity to succeed throughout their learning pathway. Judith Nowotarski, National President of NZEI Te Riu Roa, welcomed this initiative, calling it “a great win for children and for good education policy”. Nowotarski said that the agreement represents “a positive way forward,” and has come about because teachers and principals kept true to the union’s values of quality public education for all children. “Instead of a top down, one-size-fits-all initiative which is the Investing in Educational Success (IES), we will be going out to schools and early childhood education centres and actively finding out what works,” she said. The fight for decent living conditions and fair salaries is behind the closure of schools in Kenya following the walkout of the country’s public school teachers who are calling for an acceptable collective bargaining agreement. After negotiations on increased salaries with employers failed, the Kenya National Union of Teachers (KNUT) and the Kenya Union of Post-Primary Education Teachers (KUPPET), requested teachers to stay out of work as of 5 January until a satisfactory collective bargaining agreement is reached. All 27,949 educational institutions of learning across the country are closed, with over nine million learners affected. “Since 1997, teachers’ salaries have not been reviewed, while the cost of living has been constantly going up,” highlighted KNUT executive officer Lucy N. Barimbui. The unions believe teacher salaries must be raised by at least 100-150 to ensure acceptable living standards. A teacher on the low end of the salary scale currently earns a minimum of 16,692 Kenyan shillings (around 155 euros) a month to a maximum of 21,304 Kenyan shillings (around 200 euros), while teachers on the high end of the scale earn between 94,252,896 Kenyan shillings (around 880 euros) to a maximum of 144,928 Kenyan shillings (around 1,350 euros) per month. Denmark’s unions receive ILO support in lockout case The Danish Union of Teachers has secured significant endorsement for its actions in a recent ILO decision following a complaint made by the union last August about the government’s intervention in the collective bargaining process. The ILO decision stresses that the authorities have to foster free negotiations. “The ILO supports the DLF in the view that, when it came to the government’s intervention, they should not have involved only one of the parties,” said Mikkel Mailand, Labour Market Researcher, University of Copenhagen. “The ILO is not satisfied with the government’s explanation as to why they avoided consulting the DLF.” The lockout came in the wake of increased pressure on Denmark’s Working Hours Agreement from public employers who wanted more teaching hours for the same resources. Significantly, in April 2013, about 44,000 members of the DLF were locked out of their schools for almost four weeks. The lockout was the culmination of a long struggle, in which the employers and the Danish government had planned major changes to fundamental agreements on Danish teachers working hours. The lockout was the most extensive ever in Denmark and affected all teachers, preschool teachers, specialists, supervisors, consultants and psychologists appointed under a collective agreement and without management powers. It was also the first time in Denmark’s history that public employers made use of a lockout without a prior strike by employees. The lockout ended with a political intervention that unanimously supported the employers but did not include any input from the DLF. This circumvented all the normal rules on the Danish labour market, ultimately threatening the ‘Danish Model’ of collective bargaining. Source: Education International (www.ei-ie.org) InTouch January/February 2015 47 Ócáidí Nuachta From the grassroots up! This month we visit Kerry to see the journey from Cumann na mBunscol to Croke Park. This article follows our inter county stars from school to Croke Park and back to schools again – to inspire a new generation! Watching them come through in Kerry Sam comes to Ardfert NS Primary school teachers have been involved in the promotion of Gaelic games for decades in the Kingdom. Teachers in mid and west Kerry were to the forefront in this regard during the sixties and seventies with games being organised on a regional basis only. During the eighties Cumann na mBunscol Ciarraí was formed. It was disbanded in 1991. Following its re-establishment in the winter of 1994 under Muiris Ó Mathúna as chairman, Pádraig Ó Catháin as secretary and Seán Ó Clumháin as treasurer it has grown from strength to strength. Competitions were organised for all the varied sized schools and emphasis was placed on the Mini-Sevens competition. The GAA/INTO Mini-Sevens competition proved hugely popular in Kerry with practically full participation from the schools throughout the county. Double All Ireland winning Kerry captain Declan O’Sullivan, a winner of the Mini-Sevens with his school Cillín Liath in 1995/96, played in Páirc An Chrócaigh on All Ireland final day 1996. Declan recently retired from intercounty football after a glittering career which saw him win every honour in the game at club and county level. Brian Sheehan did likewise in 1997 following the success of his school Caherciveen CBS in the Mini-Sevens. Brian has represented his county at every grade with great distinction and has also enjoyed a glittering career to date. The inspirational Kerry minor forward Tomás Ó Sé and outstanding full back Brian Ó Beaglaíoch came within seconds of claiming the 2008 Mini-Sevens’ title 48 Sam, Tom Markham, Kieran Donaghy and Andriú De Barra with selection of trophies won by Gaelscoil Mhic Easmainn only to be piped by an Ardfert outfit inspired by last year’s Kerry minor captain Kevin Shanahan. The Mini-Sevens competition continues to attract a huge entry. The Munster Primary Game jersey has been a much sought after one by thousands of Kerry boys and girls over the years. Brendan Kealy, captain Kieran O’Leary, Killian Young, Anthony Maher, Bryan Sheehan and David Moran are among the senior players who first donned the green and gold jersey while representing their schools in the Cumann na mBunscol inspired exhibition game played at half time during Munster championship matches. Fourteen of the minor panel of 24 who captured the Tom Markam Cup for the first time since 1994 got their first taste of the big day atmosphere via the primary game. Since that historical day in Croke Park in September the Sam and Tom have been on tour in the Kingdom inspiring future generations to emulate the feats of their heroes. Their visit to Ardfert coincided beautifully with our victory in the Allianz Cumann na mBunscol Division 4 final. They visited our school the afternoon after our victory. The local Ardfert team had won the Intermediate Championship final the previous Sunday and have since added the Munster trophy to their collection. Ciarraí Abú Tomas Ó hAiniféin, Cumann na mBunscol Ciarraí InTouch January/February 2015 Oireachtas Debates InTouch sets Seanad agenda on Information and communications technology The following is an extract from a Seanad debate on 10 December 2014 on the issue of an ICT strategy for schools. Averil Power (Fianna Fail) I have tabled this matter to highlight the need for a proper digital ICT strategy for schools. When will the Government ensure that all primary schools are connected to high-speed broadband? When will the Government ensure that all schools, both primary and post-primary, have access to the equipment they need, curriculum relevant content and training for teachers? I welcome the fact that high-speed broadband has been rolled out to our second level schools which are now getting speeds of up to 100 MB, which is the speed they need to integrate ICT properly in the classroom, use video content and upload and download things from the cloud. Unfortunately, we have a huge digital divide between primary and second level. While second level schools have high-speed broadband, the Department's own figures for primary schools show that they have an average speed of up to 5 MB per second, which is incredibly slow. Some schools have considerably slower speeds than that. There was an article in this month’s INTO magazine InTouch, in which a principal was quoted as saying he has 0.74 MB and that the connection was faster when he had dial-up. Such slow speeds create huge problems for teachers. It means that when they are putting together videos and planning presentations to their classes, they are not sure if they will be able to show those properly. InTouch cites scenarios where teachers get classes to sit down to watch a three or four minute video clip, but while the first minute plays, they are then sitting around watching a timer on screen trying to load the rest of it. They could be watching that for three or four minutes before the video kicks back in. Teachers are also concerned about having to bring things in on USB sticks as they are not sure they will be able to get access to broadband when they need it. It could be down. It is all extremely frustrating. Principals have also said they are supposed to make online returns to the Department and some are InTouch January/February 2015 having to do that at home. They are having to make their OLSC entries at home to ensure that their staff are paid on time. There is a major difficulty there in terms of broadband speed for primary schools. I understand that work is underway in the Department on a new digital strategy for schools. The reason I tabled this matter was to draw the Department’s attention to the huge deficit at primary level and to ensure it is addressed as part of the new strategy. I hope the minister of state can provide me with an update on the Department’s thinking in that regard. DAMIEN ENGLISH (MEATH WEST, FINE GAEL) Under the schools broadband access programme, my Department provides for the supply of internet connectivity for all recognised primary schools. A new framework involving more providers was put in place in 2012 which ensures improved solutions are available to schools on an ongoing basis. The professional development service for teachers leads the provision of continuing professional development, CPD, advice and information for teachers on the use of ICT in teaching and learning. The service is also involved in the annual delivery of approximately 12,000 ICT CPD places for teachers on Department-funded courses. Scoilnet.ie is the national education portal and is actively used by primary and post-primary teachers. In 2013, 1.66 million visits to the portal were recorded. This supports what Senator Power said and shows that teachers are genuinely interested and want to get up to speed. We have to facilitate them as best we can. I am amazed at the number of events I attend at weekends where teachers turn up in their free time with a willingness to get more involved in advances across ICT, maths, science and engineering. They are very interested in the core STEM subjects and must be commended for putting that effort in. We have to match that effort with resources and try to make the commitment to them. This is all evidence of teacher interest in quality and up-to-date digital content that is relevant to the school curriculum. The forthcoming digital strategy for schools, about which the senator asked in her opening statement, will outline the future direction of policy in this area and address how ICT will support teaching, learning and assessment in our schools into the future. Having the right infrastructure in terms of equipment, internet connectivity, teacher training and availability of access to relevant digital content will be key to achieving effective use of digital technology in the classroom. Improved connectivity for primary schools will be a priority. In this regard, my Department will collaborate with the Department of Communications, Energy and Natural Resources with a view to providing enhanced broadband services as quickly as possible. AVERIL POWER (FIANNA FAIL) I thank the minister of state for his reply, but wish to stress that this strategy should be published as a matter of urgency. 49 Teaching matters Articles and opinions on primary teaching, with tips and ideas for the classroom Yoga in the classroom A new kind of education Growing numbers of teachers are recognising that yoga, breath awareness and mindfulness activities are beneficial to their students’ (and their own) mental health and wellbeing, and to the learning environment in general. Indeed in my own classroom, I have seen immense benefits of yoga and mindfulness practices which address the whole child. Yoga is seen as a welcome non-competitive alternative to sport. It is also becoming part of many physical education curricula worldwide and after school enrichment programmes. Yoga can help maximise children’s academic, social and emotional competence development and can do so in the following ways: Provides students with healthy ways to express and balance their emotions. Promotes a more relaxed, comfortable state of being – the perfect state for teaching and learning. Brings students into the present moment – the most basic requirement for learning. Encourages community and connectedness within the classroom. Helps to create an atmosphere of confidence, enthusiasm and non-competitiveness where everyone can succeed. Provides opportunities for InTouch January/February 2015 beneficial motor breaks throughout the day. Eases anxiety and tension (such as pre-test or performance jitters). Enhances focus, concentration, comprehension and memory. Provides opportunities for reflection, patience and insight, reducing impulsivity and reactivity. Supports social and emotional learning. Improves listening skills. Wakes up sluggish minds and creativity as needed. Enhances organisational and communication skills. Improves posture, assisting students to sit comfortably for long periods. Enhances motor skills and balance. Improves mind/body awareness and connection. Improves confidence and self-esteem. Encourages respect for oneself and others. Creates a calm, harmonious classroom. Based on the increasing evidence supporting the efficacy of children’s yoga in the US, special yoga-based programs within US schools are being developed for children, designed to address stress and anxiety, place emphasis on individual abilities rather than competition, and provides non-threatening and gentle method to increase physical fitness and enhance health and wellbeing. Overwhelmingly, research shows that children who practice yoga-based movement, conscious breathing, and mindfulness activities are better able to regulate their emotions, manage stress and calm themselves. They may also choose better foods to eat and engage in more physical activity than children who do not. The studies also illustrate that centred, calm and focused children learn more easily, have better social skills and, in general, are much happier children. Studies show that yoga and exercise in general facilitates children’s executive function (i.e., processes required to select, organise, and properly initiate goal-directed actions) by increasing activation in the prefrontal cortex and serotonergic system. Due to the integration of physical movement with breathing exercises and mental focus practice, yoga may prove to be an ideal form of exercise to enhance those aspects of children’s mental functioning central to cognitive development. Yoga can be beneficial to children of all ages, but it has been found to be particularly so for children with special needs. Studies have shown that yoga benefits children with autism and ADHD. Research shows that daily yoga programmes were found to reduce children with autism’s aggressive behaviour, social withdrawal and hyperactivity, compared with a control group of children with autism who did not practice yoga. Yoga was effective because it seemed to play to the strengths of children with autism while also reducing stress. Yoga helps address children’s heightened anxiety, poor motor coordination, and weak self-regulation, something that otherwise is very difficult to do. Teachers and parents may notice how yoga benefits children, but the best judges are the children themselves. Students tell me that they are able to concentrate better during the day, focus better on their activities, and pay attention to their tasks – all the finest endorsements towards the practising of yoga for children. Claire Heneghan B Ed, MSc in Exercise and Nutrition Science (specialising in childhood obesity prevention and health promotion). Claire is a primary teacher in Salthill, Galway, works with Hibernia College and is a practicing children’s yoga instructor. 51 Cúrsaí Teagaisc Bain triail as! Corpoideachas a theagasc trí mheán na Gaeilge Content and Language Integrated Learning An bhfuil rang a trí, rang a ceathair agat? Ar mhaith leat iarracht a bhaint as Corpoideachas (Snáithe: Cluichí) a theagasc trí mheán na Gaeilge le do rang ar feadh tréimhse deich seachtaine le linn na scoilbhliana? Tá an cur chuige seo bunaithe ar an gcur chuige ‘Foghlaim Chomhtháite Ábhar agus Teanga’ nó Content and Language Integrated Learning. Is é atá i gceist le CLIL ná “a dual-focused educational approach” ina múintear ábhar agus teanga i dteannta a chéile trí mheán na sprioctheanga (Coyle, Hood and Marsh, 2011, lth.1). Is gá do mhúinteoirí: “balance two instructional missions at once, that is, to consider both the mastery of content and the learning of language as equally important goals within the context of learning an additional language” (Cammarata, 2010, lth.93). Ní gá duit a bheith líofa chun tabhairt faoin obair seo. Mar thoradh ar thaighde a deineadh i gColáiste Mhuire gan Smál, Luimneach (Language learning through physical education: An exploration in the primary school, 2013): a) Tháinig feabhas ar dhearcadh na bpáistí i leith na Gaeilge b) Bhain na páistí agus an múinteoir araon taitneamh agus sásamh as an taithí. c) Cruthaíodh nasc níos dearfaí idir an Ghaeilge agus an corpoideachas. d)Go minic, tharla an fhoghlaim go neamh-chomhfhiosach – foghlaim na teanga agus foghlaim an chorpoideachais. Cuirfidh sé ionadh ort an dul chun cinn a dhéanfaidh tú/sibh, ach go háirithe ó thaobh na Gaeilge de! Seo a leanas fianaise ó mhúinteoir a ghlac páirt sa taighde: “it definitely increased their understanding in Irish, and their ability to use Irish” agus ó pháiste: “when my cousins come down to my Granny’s, there’s the park beside it, so we play there, and by an accident I got mixed up with the English and the Irish, and I started shouting out loads of Irish …and they were both staring at me going, ‘what is she saying? …I was saying, ‘Brostaigh’, and ‘Tabhair dom é’, and ‘Dúisigí’, and all these other words”. Beidh na ceachtanna go léir, maraon le cluichí, le treoracha sonracha agus le moltaí ar fáil duit ar an suíomh idirlín seo www.curriculumdevelopmentunit.com/ > PROJECTS > Corpoideachas trí Ghaeilge. An mbeadh mórán oibre i gceist dá mbainfeá triail as? Is gá duit roinnt pleanála a dhéanamh chun do bhóthar a stiúradh, chun foghlaim a chinntiú agus chun dul chun cinn a chinntiú. Moladh 1 – cuspóirí foghlama a aithint don Ghaeilge agus don chorpoideachas roimhré. Moladh 2 - teanga an chluiche agus teanga na cumarsáide le linn an chluiche a aithint agus a theagasc sa seomra ranga roimhré. Moladh 3 – múnlóireacht a dhéanamh ar an teanga le linn na gcluichí agus i rith an lae ar scoil chun deis a thabhairt do na páistí an teanga a chloisteáil agus chun úsáid cheart na teanga a chinntiú. Moladh 4 – an teanga atá le foghlaim a chur ar luaschártaí sa seomra ranga / sa halla (prionta sa timpeallacht). Moladh 5 – gach deis a thapú an Ghaeilge sna ceachtanna seo a úsáid go Maith an cailín / buachaill. Ard-fhear! Maith thú! Lean ar aghaidh! Brostaigh! Go hiontach ar fad! Ar fheabhas. Nár laga Dia thú / sibh! Mo cheol thú / sibh! An-iarracht go deo! Bhí sibh thar barr. COMHGHAIRDEAS! 52 InTouch January/February 2015 Teaching Matters / Foghlaim Chomhtháite Ábhar agus Teanga neamhfhoirmiúil i rith an lae chun an teanga a threisiú. Iarrtar ort a bheith aireach go bhfuil na páistí ag foghlaim teanga agus scileanna corpoideachais. Don chéad chúig seachtaine, moltar duit, rang amháin Gaeilge in aghaidh na seachtaine a úsáid don obair seo agus ansin ó Sheachtain 6 go Seachtain 10, am an chorpoideachais a úsáid. Moltar duit tús a chur leis an rang Gaeilge/Corpoideachais sa seomra ranga agus an teanga a bheidh riachtanach a theagsc agus ansin leanúint ar aghaidh go dtí an clós/halla. Beidh gach eolas ar fáil ar bhonn seachtainiúil ar an suíomh seo www. curriculumdevelopmentunit.com/ > PROJECTS > Corpoideachas trí Ghaeilge. Áiseanna eile a bheadh cabhrach duit: Lámha in Airde (Conchúr Ó Muimhneacháin 2010) ar fáil ar www.lamhainairde.ie/. Beidh fáilte is fiche roimh aiseolas nó moltaí nó tuairimí uait faoi do thaithí. Cammarata, L. (2010). Foreign language teachers struggle to learn InTouch January/February 2015 content-based instruction. L2 Journal 2 (1). Coyle, D., Hood, P. and Marsh, D. (2011). CLIL: Content and language integrated learning. Cambridge: Cambridge University Press. Rug mé ort! Siobhán Ní Mhurchú, Léachtóir i Múineadh na Gaeilge, An Roinn Teanga, Litearthachta agus Matoideachais, Dámh an Oideachais Coláiste Mhuire gan Smál, Luimneach. 53 Teaching Matters www.fisbookclub.ie Encouraging pupils to read Pupil task Read a book of your choice and tell your group what the book is about. Script a review of the book for recording in video format (two - three minutes duration). Record the review using a device of your choice (this can be done yourself or by a classmate). Make any edits you deem necessary. Upload the review to the Fís Book Club website (teacher controls when this can be done). Your book review must be approved by Fís Book Club so will not appear on the website immediately. View other reviews and read the books you are interested in. What is the Fís Book Club? The FÍS Book Club encourages Irish pupils to read age appropriate books and review them with their classmates. They then prepare a review of the book, record the review in video format using a device of their choice, and, under the supervision of their teacher, the video review is uploaded onto the Fís Book Club website. Reading and oral language skills are being developed with the meaningful integration of technology thus developing digital literacy skills. Recreational classroom reading is developed in an interesting way. The pupils will appreciate with time that this is not simply decoding print. Reading for understanding must happen in order for the child to be able to talk about what has been read – summarise the book you have read without giving the story away! “Was it interesting?” “Why?” “Would you recommend others to read it?” “What age group/ class do you think it is suitable for?” When working in pairs/small groups, some very interesting questions can be posed: “Did your partner understand your review of the book?” “Did they have to ask many questions?” “Will you change your review as a result?” This is taken to another level when reviews of the books are composed and prepared for presentation InTouch January/February 2015 Ryan Tubridy receiving instruction on how schools can use the relaunched Fís Book Club from a 6th class pupil from Star of the Sea, Sandymount. This event took place in the DLR LexIcon, Dún Laoghaire on video: “What makes a good review?” “What are the main points you want to make?” “Why is it important to speak clearly?” “Why is it important to look at the camera?” “How can you ensure that your book review will be maximum two - three minutes duration?” Site redesign The Fís Book Club site has been redesigned in the past year to accommodate the range of mobile and other hand-held devices teachers and pupils now have at their disposal. The re-launched online community will include varied forms of digital communications, a mix of content and a focused, educational use of modern mobile appliances. Access/security Membership of www.fisbookclub.ie is granted to registered Irish primary school teachers via a Scoilnet account – see https://accounts.scoilnet.ie/registration – and is also subject to the school principal’s acceptance of terms and conditions for FÍS Bookclub. Note that a Scoilnet account allows full access to Scoilnet maps and the ability to upload resources to www.scoilnet.ie Pupils may be given site access at the discretion of the teacher via a ‘pupil password’. However, the site can only be accessed at times the teacher enables the ‘pupil login’ function. Parents may be given site access at the discretion of the teacher via a ‘parent password’ for access anytime but with limited permissions (i.e. access to reviews from their child’s class only). In line with the Acceptable Use Policy in the school, consent must be received from parents/guardians before uploading pupils’ video book review/storytelling report and no identifying details of the child should be contained in the video review. All uploaded video book reviews are moderated by the FÍS Book Club administrator and are only made ‘live’ for viewing when content is of an acceptable nature. FÍS Book Club is a safe password protected online community. The new FÍS Book Club project is an initiative of the Department of Education and Skills, managed by the FÍS Office at the Institute of Art, Design and Technology (IADT) and PDST Technology in Education. A progression for a class may be to compose their own stories and storyboard them for video production … this brings us to www.fisfilmproject.ie featured in the December 2014 edition. Written by Sean Gallagher, PDST Technology in Education. www.pdsttechnologyineducation.ie/en/ 55 Cúrsaí Teagaisc ENERGY– planning the topic in primary The primary science curriculum is a very comprehensive curriculum covering a wide range of topics in the biological, chemical and physical sciences. It can be difficult to cover every aspect of all strand/strand units due to time constraints and many other requirements of the curriculum. The previous science article published in InTouch last month Key concepts covered on the topic of energy in the primary science curriculum 56 InTouch January/February 2015 Teaching Matters science Common areas running through the strand units relating to energy The table (right) shows how common themes run through the different topics of energy and how you can show a link between different forms of energy in your classroom. Heat Light Sound Electricity Electricity, heat, light and sound are all forms of energy focused on the planning of lessons relating to living things and environmental awareness and care. This article concentrates on planning the different strand units covering the topic of energy. The concept maps and reference tables below provide an overall summary of the content that needs to be covered when dealing with the different forms of energy. The concept maps provide a quick over view of the scientific concepts and how they interlink and are related to one another, showing progression through the strand units: electricity, heat, light, and sound. Objects that emit energy are called sources Renewable and nonrenewable sources Natural: sunlight Artificial: bulb Something that vibrates produces sound Renewable and nonrenewable sources. Mains electricity and battery operated equipment Energy travels out from the source by Convection Conduction Radiation Straight lines Waves A flow of electric charge (current) The absence of Cold Freezing Darkness Shadows Quietness Appreciate the uses of electricity in the immediate and wider environment Quality Temperature: The measure of how hot something is Brightness: Dark/bright Day/night Light/shade Loudness: loud/soft Pitch: high/low Push/strength: voltage Movement of energy through materials Conductors allow heat to Transparent objects allow move through them e.g. light to travel through them metals e.g. glass, plastic Insulators do not allow heat Translucent objects allow to move through them e.g. light partially through wood, plastic them e.g. tracing paper, tissue paper, some petals Opaque objects do not allow light pass through them e.g. rock, book Heat moves from a hotter Light can be: area to a colder area Reflected (mirrors) Refracted (when it moves from air into water or vice versa) Dispersed (splitting up of white light into colours of the rainbow) Sound can travel through solids, liquids and gases Conductors will allow electricity to move through them e.g. metals Insulators will not allow electricity to move through them e.g. rubber, plastic Sound gets fainter as moves out from sources Sound can be: Absorbed (soft furnishings) Reflected (hard surfaces) leading to echoes Effects on solids, liquids and gases Heat up: expansion Cool down: contraction Melting Freezing Boiling Evaporation Can change from light energy Vibrations to heat energy (light bulb Rippling of water heats up) Dangers of sunlight Photosynthesis If you would like to get a larger electronic copy of the concept maps please email Maeve Liston at [email protected]. InTouch January/February 2015 Electrical appliances convert electrical energy into other types of energy e.g. radio: electrical energy to sound energy Dr Maeve Liston, Lecturer in Science Education, Mary Immaculate College, [email protected] and Senior Research Fellow at the National Centre for Excellence in Mathematics and Science Teaching and Learning; www.nce-mstl.ie 57 Cúrsaí Teagaisc Investigating perceptions of the in the primary classroom Music education in many primary schools, nationally and internationally, is provided by non-specialist music teachers, yet little is known about these teachers, their competency to teach music or what is actually being taught by them. This study seeks to examine the perceptions of non-specialist music teachers with respect to current practice, the hypothesis being that many do not have sufficient subject knowledge, confidence and expertise to develop and promote music to the standard aspired to in the primary school curriculum. Background Studies have shown that the teaching of music, above all other subject areas, offers a multitude of extrinsic intellectual and social benefits. This has been extensively researched and documented in recent years, especially in the field of neuroscience. The ‘Mozart effect’ has garnered considerable worldwide attention and has received both praise and scepticism in equal measure. Cognitive areas showing a marked improvement, as a result of a specific music instruction programme, include reading, maths and spatial ability. Other skills such as concentration, memory, fine-motor and the expression of emotions can also develop with music training. Improvements in the areas of processing speed and creativity have also been proven as short-term cognitive benefits. The extent to which a child actively engages in music training at an early stage in life is seen to have a huge impact on neuroplasticity. Studies have shown that children who received intense music training showed structural changes in the primary auditory and motor areas. Moreover, these changes allowed for enhancements in other abilities such as speech, language, emotion and auditory processing. With reference to speech, its correlation with music lies chiefly in the skill sets employed. Both areas use pitch, timing and tonality in expression. Music and language processing also require similar memory and attention skills. Thus, a musician’s ear has specific auditory training which develops over time and can lend itself easily to an improvement in speech and language processing. Rationale Unfortunately, the aforementioned benefits of music training are not experienced 58 by all pupils as the influence of music instruction on cognitive, linguistic and social skills is hugely dependent on the quality of music teaching provided. Diversity in the music skills and subject knowledge of the educator are the underlying reasons for this, it seems. The initial impetus for this research emanated from both anecdotal evidence and observations of current practices in music teaching in primary schools. As a former secondary school music teacher and a classically trained musician, the transition to teach music at primary level was uncomplicated. However I became aware that many non-musicians approach this subject area with some trepidation and uneasiness. Study For the purpose of this study a non-specialist/generalist music teacher is defined as a non-musician, who has only received standard training in music teaching, as provided in teacher training colleges. Twenty eight teachers, from a variety of school settings, participated in an online survey. A number of these were also interviewed. The researcher was aware that the findings of a small cohort of teachers may not be representative of the general teaching population, however it would generate sufficient information to provide an evidential basis for argument. Findings This study revealed some anomalies between the prescribed music curriculum and current teaching practices. A common concern voiced among generalist teachers surveyed is the perceived level of expertise required in meeting the curricular objectives. The predominant feeling was that they fail to recognise the diversity of musical experience (if any) of teachers who are entrusted with imparting this knowledge. Many believed that both the language of the document and its pedagogical objectives favoured the musically competent teacher. Consequently, this study showed that non-specialist teachers tend to select objectives and methodologies within the curricular guidelines which are suited to their own musical ability. Strands such as song singing, listening and responding and rhythm appear to be favoured by non-musicians. Despite the perceived short-comings of the guidelines most non-specialist teachers indicated a reliance on them for planning purposes. Responses to the question on music provision indicated a strong preference by non-musicians for specialist expertise in this domain (figure 1). Many respondents referred to the level of musical dexterity demanded in order to teach music successfully. It was generally viewed that a non-specialist teacher could teach music adequately, but may not have sufficient skills to teach it confidently. An association was made between the proficiency of the teacher and the enthusiasm of the child to learn music, as a result. Some respondents thought that a love of music could be instilled more readily by a specialist music teacher rather than a generalist one. 67 of those surveyed (N=28) received their initial training in music teaching in a teacher training college. 33 studied music while undergoing a postgraduate teaching diploma. Interestingly, only 52 of respondents (specialist and non-specialists) believed that they were adequately equipped with the necessary skills to teach music. One of the chief factors impinging success in teaching music is the lack of confidence of the teacher. An inability to play a musical instrument and/or a poor singing ability had a significant impact on confidence levels. Bandura (1995) contends that people’s preconceptions of their capabilities can exert a huge influence over motivation levels and actions. Participants were asked to indicate if they believed that the ability to play an instrument was important for teaching music at primary level. 44 of respondents agreed, 44 disagreed and 12 were unsure. Some non-specialists expressed InTouch January/February 2015 Teaching Matters non-specialist music teacher concern at the absence of on-going professional development in the area of music pedagogy and musicianship (figure 2). Conclusion With regard to the curricular guidelines non-specialist music teachers perceived that a level of musical expertise would be required to teach certain musical concepts successfully. It seems that there is a need to provide accurate details to policy makers of what is actually being taught by generalist teachers, so that future guidelines can be formulated with their musical skills in mind. The correlation between the confidence level of the teacher and success at music teaching permeated through responses frequently. This, coupled with the underlying self-efficacy beliefs of the music teacher, had a considerable influence on classroom practices. Those who doubted their capabilities tended to attribute failure to poor music ability which could not be developed, in their view. Furthermore, it is difficult to envisage how such teachers could develop the music skills of their pupils, having this belief. Responses indicated that appropriate training in music, both inservice and initial teacher education, would be welcomed. This could alter teachers’ belief in their musical capabilities and possibly change a common perception among some generalist teachers that musical skill cannot be acquired. The value of music education at primary level cannot be underestimated In summary, the value of music education at primary level cannot be underestimated. Despite the apparent peripheral position of music in the school curriculum, it has a unique, and often overlooked advantage of impacting other dimensions of learning such as the development of cognitive, linguistic and social skills. The challenge for policy makers is to include all non-specialist teachers fully in the music making/teaching process, by equipping them with the necessary skills to feel confident and competent when approaching this subject area. In this way curricular ideals of the music could be met and more pupils may benefit from the extrinsic benefits of music instruction. Niamh Kelliher teaches in Scoil Naomh Muire, Farran, Co Cork and is vicechairperson of Coachford Branch. This study was awarded Best M.Ed. Dissertation ’-’ in UCC. The writer gratefully acknowledges the assistance of everyone who contributed to this project. Gabhaim buíochas ó chroí le Liz Shiels, Farran NS; Keith Ó Brolacháin, Walterstown NS, Cobh agus Grace Curran, Scoil Réalt na Maidine, Ballyphehane, Cork. Link to references: musicreferences.blogspot.ie InTouch January/February 2015 59 Teaching Matters Suffolkation Mary Finnegan is tempted by wide skies and charming towns I have to be honest here. A visit to Suffolk wasn’t on my bucket list. It never crossed my mind whenever the Maldives and the trans-Canada-viewing-dome-train-journey were jostling for pole position. However, now that I have BEEN there, I have been charmed! How did I come to visit an area that was not exactly a burning must-see I hear you ask? (Oh yes, I can tell you are all agog. Riveted.) Well. My only sister, who is YEARS younger than I, wanted to mark a significant birthday (and, as Forrest Gump says, that’s all I have to say about that!) So, she indulged a long-held ‘notion’, namely, to live, even for a weekend, in a barn conversion. She chose Dove’s Barn, just outside Needham Market, Suffolk, and an impressive, spacious, comfortable venue it was. The outdoor hot tub with colour changing lights was a hedonistic bonus! Needham Market is a small town with a mixture of architecture from many centuries, including a splendidly thatched house and some buildings proclaiming their 1400s origins. Once a thriving centre for wool combing, it was decimated by plague from 1663 to 1665 when two thirds of the residents died. Nowadays there are many craft shops, including at Alder Carr Farm on the Traffic edge of town, for pleasant warning, Alder meandering and potterCarr Farm ing. In one (quaint) antiques and gift shop, the owner informed us that the Irish economy was on the rise again as he was, once more, doing a steady online trade with Irish customers after a recessionary lull. Who knew? We also had a delightful serendipitous experience. My lovely husband, while map reading, discovered the nearby Badley Lane. (Let’s get the bad(ley)puns out of the way – how Badley do you want to find where it leads . . . this could all end Badley. . .). We noticed a procession of cars turning onto it, driving in an almost InTouch January/February 2015 funereal manner. Was something Badley wrong, or, were they simply driving Badley?! (OK, I’ll stop now). Arriving at the turn a notice informed us that a candle lit advent carol service was being held that very afternoon in St Mary’s Church, Badley, hence the heavy traffic on this winding, potholed, rural lane. St Mary’s is a small, beautiful, grade one listed medieval church. It was an atmospheric setting for a heart warming, spirit lifting, thoughtful service. Each window ledge was warmly glowing with a shimmering array of candles. Every voice in the congregation sang the well loved carols. I am so glad we were there. On our last day, we set out for Lavenham, travelling through charming villages of huddled houses, many thatched and all beautifully maintained. Anyone remember the boxes of chocolates that had picturesque scenes on the lids? Well, that’s where I was, in a chocolate box landscape, rich in visual delight. And then, we arrived in Lavenham. Wow, wow and gorgeous! I had been reading Wolf Hall and Bringing Up The Bodies and my first thought was that I had travelled back in time and might encounter Thomas Cromwell on the King’s errand at any moment. My second thought, was that I had landed in Harry Potter’s world, or, at least the film set. (I subsequently discovered that some scenes in The Deathly Hallows, parts 1 and 2, had indeed been filmed there. Oh wow again!) It is hard to describe Lavenham without gushing or overuse of the words charming, quaint, exquisite and beautiful. “… in a little crooked house” Lavenham is all of that. In medieval times the town had flourished thanks to the wool trade. However, cheaper imports put it into a woolly recession. As a result of this, the once prosperous citizens could no longer afford to build new homes but had to make do and maintain what they had. (Does that sound vaguely post-Tiger familiar?) So what we saw were higgledypiggledy buildings, centuries old, but preserved, lived in and used, the past cherished in the present, not as a museum but in the every-day, and isn’t that marvelous? It is suggested that Lavenham inspired the nursery rhyme The Crooked Man Who Lived in a Crooked House. There certainly were a number of possible models for his home! Suffolk appears to be an inspirational environment for artists with many using hares and owls in their assorted creations. Hotel sign, Several art galleries along the Lavenham main street invite attention. One in particular, the Wildlife Art Gallery, caught my teacher-eye with its sculptures created from found objects and everyday hardware; birds from golf clubs, a duck about to take flight with a rake tail and shoe brush head. (This could inspire creations with forks, pencils, cartons, etc. strand unit: construction; strand unit: materials, design and planning … you know yourself). Our wanderings completed, we lunched in the historical Swan Hotel. Beams galore, on walls and faces! Obviously, celebrating my fabulous sister was the focus of our weekend (and may have included cocktails and champagne) but the Suffolk factor definitely enhanced the experience. We found welcoming, friendly people, wide skyed landscapes and towns tempting you to explore their charm. Yes indeed, a vacation in Suffolk (Suffolkation – but in a good way!) is worthy of the bucket list! Mary Finnegan B.Ed., M. Rel. Ed. (Prim.) Hons, St Vincent de Paul Infant School, Griffith Avenue, Dublin . 61 Cúrsaí Teagaisc DETECTIVES ! A detective drama for learners with special educational needs (SEN) This drama was created for use in a withdrawal type setting with a group of learners who have a variety of SEN including ASD, ADHD and emotional and behavioural difficulties. The lesson focuses on developing self-esteem, being part of a team, following verbal group instructions and context appropriate language. It is suitable for primary school level, up to at least fourth class, as the games, propsmaking and mission incorporated into the storyline can be scaled up or down depending on level and ability. A Special Needs Assistant is invaluable in a drama lesson for learners with SEN. Note: This can be a stand-alone drama lesson or can be used to set up a scheme of drama lessons where the children are in role as detectives. Resources Cardboard, scissors, coloured pencils/pens. Picture of a traffic light (Resource A). Picture of a police officer directing traffic (Resource B). A4 size pages; one with a large red coloured circle, one with a large green circle, one with a large yellow circle, one with a large green arrow turning left and one with a large green arrow turning right (Resource C). Police hat. 62 Starting the drama session Teacher and children sit in a circle, on the floor or on chairs (sitting on chairs can help some children keep on task). Teacher explains that this drama class is about pretending to be someone else and going on an adventure; and points out the aims of the lesson: to work as a team, to look and listen carefully and to use our imagination. It is important to highlight the drama class rules: follow teacher’s instructions, don’t leave the classroom and no hitting or hurting. Teacher displays a picture of traffic lights on the wall (Resource A) and explains that the class is starting with a game of ‘Traffic Lights’ (this will work off excess energy and help with focus). Teacher holds up the set of pages (Resource C) and elicits what the different colours and symbols mean for drivers of cars. The children are asked to move slowly when the teacher holds up the yellow page, move fast for green, stop for red, and turn left or right depending on the arrow. Teacher calls out “green”, “red”, “yellow”, “turn left” or “turn right” whilst holding up the corresponding page for visual support. More capable groups can do this task in pairs with their arms linked so they must concentrate on moving together. With younger or less capable groups, the teacher may prefer to omit turning left/right. The children play the game a few times and, for the last game, the teacher gives verbal instructions only, without visual support. Teacher and children return to sit in the group circle. Teacher asks the children what would happen if the traffic lights were broken; how would the drivers know when to stop or go? Teacher asks the children if they have ever seen a policeman or woman directing traffic and holds up a picture of a police officer directing traffic (Resource B). Teacher asks what other jobs the police do and elicits suggestions such as helping people and catching criminals. Introducing the drama Teacher narration: “In this drama you are all members of An Garda Síochána. You are hoping to join a special team of detectives in the gardaí because you are particularly good at finding clues and solving puzzling crimes. Only the very best gardaí are asked to join this detective team. You have been selected for the team because of your unique skills, however, you have one last piece of training to complete. In this training session you will be instructed by Inspector Casey. We are going to meet Inspector Casey in a moment, so we need to think about what we should do when the Inspector comes into the room. …Should we sit or stand? …And we need to make sure that we all know how to talk to the Inspector; should we speak casually – any old way, or should we be very polite and formal?” The children practise standing upright and saluting in unison. Teacher in role Note:When the teacher goes into role, s/he says “I am going to pretend…” This is a deliberate use of the word ‘pretend’ as it is important to emphasise, especially to children with SEN, that the drama is in an imagined world, not the real one. Teacher: Well done, I think you are ready. I am going to pretend to be Inspector Casey. When I put on this hat, you will know that I am Inspector Casey. Teacher in role (TiR) as Inspector Casey: Hello gardaí. (Children respond.) I am glad to see that you are all fit and well and ready for your final stage of training. First of all congratulations for getting this far. Only the very best gardaí make it to this level of detective work. You have been specially selected for your ability to work as a team and solve puzzling crimes. So now we need to ensure that you can follow orders. The first test will be to make sure you can follow the orders of your commanding officer, me, Inspector Casey. Have you ever played the game ‘Simon Says’? … Well, we use that game in our training but we call it ‘Inspector Casey Says’. So Inspector Casey says “Stand up!” In their roles the teacher and children InTouch January/February 2015 Teaching Matters continue the game which is a variation of Simon Says. The children in role as gardaí are asked to follow an instruction only when it is prefaced by ‘Inspector Casey says…’ TiR as Inspector Casey: “Well done, the next challenge is called ‘Looking for Clues’. I am going to stand in the middle of the group and ask you take a good look at me. When I say ‘Ready’ I will freeze and I want you to look very carefully at the way I am standing, my clothes, my hands, my feet and the expression on my face. Then I will ask you to turn around, so that your back is facing me, and I will make three changes to myself. They will be little changes, for example, I might change the position of my feet, move my hand, open a button on my jacket; little changes like that. Then I will ask you to look at me again and I want you to work together to try and spot what I have changed.” (Do this three times with the group. Older, or more capable children, can play the game in pairs, enabling the children to take turns at changing three things about how they look.) “Well done. Your next challenge is to see if you can go undercover. Sometimes detectives need to go undercover, in disguise, so no one knows who they are; I need to see if you can do that. So first of all let me see you walking around the room in your official role as gardaí on patrol; stand tall, back straight, on duty and walk. (The children walk around the room in role as gardaí.) Good. Now, I want you to walk around the room undercover as a tourist who is lost and doesn’t know which way to go. …Now walk as if you are someone who has very bad backpain; show me how you would walk differently. …Walk as if you are a business person late for a very important appointment. … Walk as if you have just lost your brand new, very expensive mobile phone, you think you might have dropped it somewhere around here. Where could it be? … Well done. Now you are back to being a garda on duty, patrolling the area …. Now stop, well done.” It is very important, especially if you are undercover, that you have your garda badge with you at all times. I am going to do a badge inspection to make sure your badges are in proper order.” dren to think up their own garda name for the drama, for example, Garda Byrne. Teacher reminds the children that their name in the drama should be different from their own name. The children decide on their individual field of speciality, for example, finding clues, code-breaking, working with sniffer dogs. The children write their name and speciality onto the card, alongside their badge. Teacher explains that they will need to hold up their badge in their left hand whilst saying their name and speciality and then shake hands with Inspector Casey with their right hand. For example, “Garda O’Malley. Speciality: Code-Breaking.” The children practise with the teacher, or in pairs with each other before the teacher puts on the hat and goes back into role as Inspector Casey. TiR as Inspector Casey: “Now it is time for the inspection. Line up please so that I can check your badge. Garda, what is your name and speciality? (Child responds.) Let me see your badge. (Inspect the child’s badge and then return it to him/her.) Good, we need your skills on our team. Garda (use the name chosen by the child), I am very happy to invite you join the detective team, let me be the first to shake your hand, congratulations.” (Ask all the children their name and speciality. Shake each child’s hand and use their drama names to congratulate each one of them.) “Well done gardaí, give yourselves a round of applause for making it onto the detective team! “ Ending the drama Teacher removes the hat and explains that s/he is back to being teacher and that drama has come to an end for today. Teacher says that everyone is back to being themselves and collects all the badges. Everyone returns to sit in the group circle for a final reflection. Teacher asks the children to think back over the aims of the lesson: to work as a team, to look and listen carefully and to use our imagination. Teacher asks the children to identify where in the drama they achieved those aims; they may mention listening carefully during the task ‘Inspector Casey Says’ or looking carefully in the game ‘Looking for Clues’. The drama can finish here, or if the teacher wishes, the storyline can continue in the next lesson when Inspector Casey presents the detectives with their first case. The storyline of the dramas that follow can incorporate learning areas that the teacher wishes to focus on with the group. Each lesson can begin with a brief detective training session with Inspector Casey, where the children have the opportunity to practise/rehearse skills needed in the drama. Acknowledgement: This drama was informed and influenced by the writings of Heathcote and Toye and Prendiville and by the Social Drama classes of Dr Carmel O’Sullivan. The author Susan Kennedy-Killian has a Masters in Education (M.Ed.) in Drama in Education from Trinity College Dublin where she is currently studying for a Ph.D. in Education. Susan will co-present a workshop on ‘Drama for Children with Special Educational Needs’ on Saturday 28 February 2015 at TCD – see www.adei.ie for further information. A full length version of this drama with resources is available at www.into.ie/ROI/Publications/INTOUCH Props-making Teacher (remove police hat): “We are going to stop here for a moment. I am back to myself as teacher. We need to make our garda badges for the drama.” Depending on their ability, the children can draw a garda badge onto a piece of card or simply stick a pre-prepared badge onto the card. Teacher then asks the chilInTouch January/February 2015 63 Cúrsaí Teagaisc School gardening notes for January/February Nótaí garraíodóireachta scoile do Mhí Eanáir agus Feabhra Diary other Looking forward to an us. We cio pre e on ch spring. Ea reads. So th hold onto life by thin e each on is th ... we will savour can as we at th y wa day in every marvel We . ne do s ay alw we have eps up cre y once more as life slowl ws llo wi d an the hazels, alders for s kin cat eir that offer th ssing winds. pollination to the pa Class Light box Fair test on potatoes Fair test on potato growing mediums 64 Training SEED (www.schoolearthed.ie) provide training in the basic skills of school gardening to whole school staffs. See www.schoolearthed.ie Plant fruit bushes such as apples, thornless blackberries and autumn-fruiting raspberries. Dig holes, add a few handfuls of compost, mix the soil and compost together in hole, put in plant, put soil back, firm with feet, place several layers of wet newspaper on ground around stem (c. 1 sq m.), cover with compost. General Prune Autumn-fruiting raspberries to near ground-level. All my previous InTouch articles are now available on www.schoolearthed.ie/ intouch-pdfs.html as well as on the INTO website Junior In. Will sow mange tout or sugar snap peas later. Make a light Fourth box with them. See www. schoolearthed.ie/paddysschool-garden/video-janlight-box.html Fifth Senior In. Will sow ordinary peas later. Purchase gutter pipes and duct tape for sowing same. See www.schoolearthed. ie/paddys-school-garden/ video-mar-peas-gutter.html First Will sow radishes and beetroot later. Dig compost into Sixth the raised bed and cover with polythene to warm it up. See www.videojug.com/film/ho w-to-grow-radish Second Will sow lettuce and spring onions later. Dig compost into the raised bed and cover with polythene. See www.videojug.com/film/ho w-to-plant-spring-onions Third Will sow early potatoes later. Dig compost into the raised bed and cover with polythene. Chit potatoes indoors. See www.schoolearthed.ie/ paddys-school-garden/video -feb-seed-potatoes.html Will sow carrots later. Purchase two dustbins and drill drainage holes in the bottoms. Will sow early potatoes and do an experiment on them later. Purchase four potato grow bags. Chit potatoes indoors. See www. schoolearthed.ie/paddysschool-garden/video-febseed-potatoes.html Will grow lettuces later and do tests on them. Dig compost into the raised bed and cover with polythene. They will make scarecrows for the vegetable beds. See www.schoolearthed.ie/ paddys-school-garden/ video-jan-scarecrow.html Sprouting potatoes Carrots in dustbin Mrs Campbell Slug deterrent test InTouch January/February 2015 Teaching Matters It’s a time of in between. Nature begins to stir. Use the rest period to prepare for the growing season ahead. Late January/February is a good time to start sprouting new potatoes for March sowing. Making a solitary bee home in St Joseph’s, Tullamore. Paddy Madden lectures on SESE in the Marino Institute of Education. He also gives short courses to whole staffs on school gardening. His book Go Wild At School, has recently been reprinted. Available for from [email protected] (Includes p&p). Living things See www.heritagecouncil.ie/fileadmin/user_upload/Publications/Education/ Wildlife_in_Schools.pdf for a list of plants and animals suitable for each class. All classes: make ecology tanks to investigate frog spawn. See www. schoolearthed.ie/paddys-school-garden/ video-feb-tank.html All classes: make nurseries for solitary bees. See www. schoolearthed.ie/paddysschool-garden/video-feb-beenursery.html Frogspawn Literacy/Litearthacht Chitting potatoes/Prátaí a gheamhrú: A method of getting potatoes to sprout by placing them in egg cartons in a cool part of the classroom that doesn’t get direct sunlight. Modh chun prátaí a gheamhrú trí iad a chur in ubhchartáin in áit fhionnuar sa seomra ranga nach bhfaigheann solas díreach ón ngrian. Thornless blackberry/Dris gan dealg: Cultivated blackberry bush that produce no prickly thorns. Dris gharraí nach mbíonn dealga deilgneacha ar bith uirthi. Ecology tank/Tanc éiceolaíochta: A tank which is set up indoors to imitate an outdoor wildlife pond. Tanc atá suite laistigh agus atá réitithe ar aon dul le lochán fiadhúlra amuigh faoin spéir. Solitary bees/Beach aonair: There are c.70 species of these non-community bees in Ireland. They are useful pollinators. Tá thart ar 70 speiceas in Éirinn de na beacha seo nach mbaineann le coirceog. Is pailneoirí áisiúla iad. Buíochas do Marie Whelton (MIE) don aistriúchán. Cookery Make savoury leek pancakes. See www. growingschools.org.uk/ Resources/Downloads/ GrowingSchools_ YearPlanner.pdf Biodiversity See activities for December. Continue with those. Plant snowdrops. See: www.schoolearthed. ie/paddys-schoolgarden/video-febsnowdrops.html InTouch January/February 2015 65 Cúrsaí Teagaisc Ábhar Teagaisc ar an Idirlíon Tá neart ábhar teagaisc ar fáil saor in aisce ar an idirlíon, ach mura bhfuil taithí ag an múinteoir ar na háiseanna, bíonn sé deacair fáil amach cén áit le tosú, nó cad atá fiúntach, agus conas is ceart é a úsáid sa rang. Tá ceithre shuíomh éagsúla á bplé againn an mhí seo, iad uilig ar fáil saor in aisce, agus iad uilig fiúntach do theagasc agus d’fhoghlaim na Gaeilge. Raidió na Life: Leabhar do phaistí Is próiseas casta agus ilghnéitheach é próiseas na léitheoireachta. Gné riachtanach den phróiseas sin is ea líofacht léitheoireachta. Is é sin téacs a léamh go cruinn, gasta le mothúcháin. Cuireann easpa líofachta isteach ar thuiscint an pháiste ar an bpíosa léitheoireachta agus cuireann sé teorainn leis an méid ábhar léitheoireachta gur féidir leis tabhairt faoi. Cuirtear go mór le líofacht léitheoireachta páistí nuair a chloiseann siad dea-léitheoireacht ó dhaoine fásta. Tá taifeadtaí de leabhair choitianta do pháistí déanta ag Raidió na Life don chlár Beo ag a Dó agus iad curtha ar fáil mar phodchraoltaí. Cuideoidh siad chomh maith le hinspreagadh agus le sult a bhaint as an léitheoireacht. Tá raon leathan téacsanna agus seánraí ó údair difriúla á léamh ag Elizabeth Fuller sa bhailiúchán seo. Úsáid sa rang Iarr ar pháistí éisteacht leis an taifead a fhad is atá an leabhar féin á léamh acu, beart a chuirfidh go mór leis an sásamh agus leis an bhfoghlaim. Léitheoireacht Mhacallach: Iarr ar pháistí éisteacht leis an léitheoireacht líofa ar an bpodchraoladh agus an léitheoireacht sin a chleachtadh os ard i dteannta a chéile. Déanann siad aithris ar an tuin agus ar an teilgean cainte a chloiseann siad. Cuir am i leataobh agus seinn ceann de na podchraoltaí do pháistí ar mhaithe le sult a bhaint as scéal nó dán. Iarr ar pháistí leabhar a roghnú iad féin agus taifead a ullmhú, cuir grúpa ag obair le chéile chun seo a dhéanamh i bhfoirm amharclann léitheoireachta. Ar fáil www.raidionalife.ie Clár Beo ag a Dó – Luan go Déardaoin 2.00-2.30 pm Aoibhneas Irisleabhar míosúil ar líne is ea Aoibhneas a bhfuil de sprioc aige an Ghaeilge, chomh maith le feasacht chultúrtha agus traidisiúin, a chur chun cinn ar bhealach tarraingteach do pháistí. Cuirtear mórán ábhar oideasach agus faisnéiseach ar fáil atá taitneamhach agus siamsúil freisin. Úsáid sa rang Múin an foclóir do na páistí sula léann tú alt leo. Spreag iad le tomhas cad atá san alt bunaithe ar na pictiúir tarraingteachta a théann le gach alt. Cuir béim ar an gcomhrá Gaeilge go neamhfhoirmiúil i rith an lae, ag baint úsáide as an ábhar comhrá atá san iris. Spreag na daltaí le foinsí eolais eile a úsáid le tionsc- Vroom-town Is áit bhríomhar, spreagthach é Vroom-Town ar líne, áit atá ceangailte go dlúth leis an tsraith leabhar agus áit inar féidir le páistí a bheith ag idirghníomhú leis na carachtair. Gach mí, cuirtear scéalta, cluichí agus gníomhaíochtaí éagsúla os comhair na bpáistí. Nuair a chliceálann an páiste ar Vroom-Town, bíonn an carachtar is fearr leo ag fanacht leo, agus cluichí agus gníomhaíochtaí spraíúla le himirt acu. Tá Vroom-Town dírithe den chuid is mó ar pháistí idir 5-8 mbliana d'aois. 66 Úsáid sa rang Bain úsáid as an ábhar ar bhulaíocht le rang a bhunú ar iompar cairdiúil. Déan comhtháthú le rang san Oideachas Sóisialta, Pearsanta agus Sláinte. Tabhair am do na páistí na cluichí iontacha a imirt, pictiúir a dhathú, puzail a dhéanamh. Ar fáil: www.vroom-town.ie Teangacha Bunscoile: Ábhar Idirghníomhach Is minic a bhíonn múinteoirí ar thóir ábhar as Gaeilge don Clárbán Idirghníomhach. Tacaíonn an suíomh gréasáin www.nicurriculum.org.uk/microsite/pl/index.as p le Gaeilge, agus teangacha eile a fhorbairt le go leor gníomhachtaí ar líne. Ábhair bunaithe ar thrí théama atá ann An Aimsir, Ainmhithe agus Sa Bhaile. Tá scéalta, rainn, cluichí, gníomhachtaí le beochána agus stórfhocail idirghníomhacha ar fáil a thacóidh go mór le múineadh na Gaeilge i ranganna na naíonán go háirithe. Úsáid sa rang Imir Cluiche Kim leis na Cártaí Pictiúrtha le hionchur teanga a dhéanamh ar an bhfoclóir agus ar na feidhmeanna teanga nua. Taispeáin beochán Gréagóir an Goraille Beag chun ‘Is maith liom/ Ní maith’ liom agus foclóir a bhaineann leis an téama Bia a mhúineadh. Imir an cluiche ‘Cá bhfuil na hAinmhithe?’ chun réamhfhocail a chleachtadh. Cuir geáitsí leis na rainn atá ar an suíomh agus déan iad a aithris go rialta i rith an lae. Tabhair cóip de na rainn do thuismitheoirí ionas gur féidir leo tacú le páistí iad a aithris sa bhaile. namh taighde a dhéanamh bunaithe ar an topaic atá faoi chaibidil. Déan ceangal idir ábhar an ranga Gaeilge agus ranganna eile mar go bhfuil comhtháthú nádúrtha ann le hOideachas Sóisialta, Imshaoil, agus Eolaíochta. Tabhair am do na daltaí ag deireadh an cheachta na cluichí tóirfhocail oideachasúla, crosfhocail agus dréimirí focal, tomhais, tráth na gceisteanna, anagraim, leid na chéad a imirt. Ar fáil: www.cogg.ie nó www.aoibhneas.net Curtha le chéile ag Bríd Ní Dhonnchadha agus Máire Nic an Rí faoi choimirce COGG. InTouch January/February 2015 Teaching Matters Book reviews A powerful book from Mary Costello Academy Street wins book of the year award The main character in this unforgettable book, which won the Bórd Gais book of the year award, grows up in the west of Ireland in the 1940s. When she is 25 she emigrates to America. Academy Street is the name of the street in New York where she lives for a large part of her life. The story begins with the funeral of her mother. It brings to mind Seamus Heaney’s poem about the death of his young brother. While his poem highlights the sadness of his parents and the supportive gathering of neighbours, this author focuses on what the child is experiencing. We are shown, through her memories, that seven year old Tess had a safe, intimate, tactile relationship with her mother. She remembers looking at eggs with her mother. “Her mother smiled and stroked her head and her heart filled up”. Because of losing a parent at a young age I am in awe of how Mary Costello uses language to describe the impact of such an event. She weaves together words and sentences to bring us into the emotional mind of the child with stunning accuracy. If I had the authority to give her a new award I would give it specifically for her insightful depiction of this type of loss, and hope that it would send the book into the bookshelves of everybody who has any contact with bereaved children, whether they are grieving for the loss of beloved pets or people. During a lifetime of reading I have never seen language used in such a powerful way to describe states of being. Academy Street is a journey into Tess’s inner life in Ireland and America, her aloneness and isolation, despite having a few people who were a ‘fit’ and despite having a child. She makes no friends during her work as a nurse in Dublin and in the hospital in New York she “sat by herself in the cafeteria”. Touch, and lack of it, is a theme throughout the story, intimate with her mother and with her young son, tentative and brief with her son’s father. During the later part of her life in New York she longs for contact. This is illustrated by the author’s clever use of words. We are told “her fingers twitched and she longed to touch skin, lay her hands on a head”. At the end of the book Tess touches her heart when she sees the missing space where her home used to be. At the beginning of her life in America Tess responds to the city with pleasure, the stores, the new words, the clothes, the buildings, and “the abundance of everything”. After she has her baby boy she thinks of home as a place of restraint and realises she could never have kept him there, whereas America gives a feeling of possibility. While living in Academy Street she forms a friendship with Willa, another tenant in the house. From Willa’s example she learns how to be a mother. Her time in Academy Street and her discovery of reading give her periods of relief from her aloneness. In reading she finds “a degree of fellow feeling that she had not encountered elsewhere, one which left her feeling less alone”. Momentous events in America are woven deftly into the story as it moves through the four decades of Tess’s life there. In a few well chosen words Mary Costello indicates that the narrative has moved on in time. The powerful impact of her use of short sentences to convey events and feelings helps to maintain a strong emotional grip on the reader. Death in Ireland begins and ends the book and there are some deaths in between in America. Even though she experiences so much loss, Tess is shown at the end as being ready to “put one foot in front of the other and walk on”. Canongate Books Ltd. ISBN 978-1-78211418-5. Cost €12.99 paperback, eBook €12.78. Reviewed by Teresa McMahon, Dublin. Maths resource by Irish primary teachers Cracking Maths is a super resource in today’s increasingly technology savvy classroom. Various authors combine many years of experience in primary schools. Once a school has signed up and adopted Cracking Maths textbook and teachers’ manuals, they have access to a range of interactive activities and back up resources which prove extremely useful in the classroom. This fantastic resource has mass appeal as it has an interactive ‘teacherzone’ for the teacher to better equip themselves for teaching the prescribed strand and strand units of primary maths curriculum. It also has a ‘gamezone’ for the student to explore core mathematical concepts in a variety of enjoyable games and interactive activities. I found this textbook resource, above all, well paced, providing adequate examples InTouch January/February 2015 for the student to revise and review before launching into difficult mathematical problems. This was particularly useful when completing multi-step sums such long multiplication and long division. The series of books uses easy to understand language of explanation which makes it a great resource for any child who may experience difficulty with language or a child learning English as a second language. Furthermore, each lesson at the start of a strand unit starts with an oral language lesson to encourage discussion and reasoning around the strand and unit and also to develop the language of maths which is so important and weighs heavy in the revised primary curriculum. The teacher’s manual is clearly laid out in accordance with strand and strand unit and offers planning for each. It also provides strategic learning objectives and sample assessment tools to gauge understanding. There are back up activities and worksheets also. Toolkits and further activities are backed-up with online copies along with resources such as eBooks and sing along tables also. All the children enjoyed playing the interactive games and I found it particularly effective in motivating the children to concentrate and complete work and also as a resource for early finishers to reinforce new learning and revise old learning. Gill & Macmillan. Cost: from 10.99 to 79.99. Available for junior infants to senior level. Digital resources available at www.crackingmaths.ie Reviewed by Christine Smyth, St Anne’s PS, Fettercairn, Dublin . 67 Finishing Touches Resources for teachers, Noticeboard of upcoming events and the Comhar Linn Crossword Copy Date Copy you wish to have considered for publication in the March issue of InTouch should arrive in Head Office by 9 February 2015. The deadline for the April/May issue is 23 March 2015. CICE/CITC Conference The Past Students’ Association of the Church of Ireland College of Education will be holding their annual conference in the Athlone Springs Hotel from 6 - 8 March 2015 for all current and past students of CICE and CITC. The theme of the conference will be ‘Science, Sums and Some Positive Thinking’ and will be opened by Mary O’Rourke (ex minister for education) on Friday 6th. The conference also incorporates the 10, 15, 20, 25, 30, 35 and 40 year reunions. Please contact Dawn Galbraith (0866024714) for further info. Golden Pen Competition Can your pupils write a story or poem of any length on any topic? If so, why not send their entries to The Golden Pen, Gurteen, Ballinasloe before 1 April 2015 Entry fee: €3 per item. First prize: €50. Winning entries will be published in festival magazine. Names and details should be written on a separate sheet. Adult section: Stories: 2,000 word limit. Poems: 70 lines. First prize €100. Entry fee: €5. Deadline and conditions: Same as in primary section. InTouch January/February 2015 Your views on CPD? INTO STSG A research study on Irish primary school teachers’ views on Continuous Professional Development (CPD) is being undertaken by a member. Among the questions it will consider are: What do teachers consider to be CPD? Why do teachers participate in CPD? What are the CPD needs of teachers and are they being met? What types of CPD foster development of pedagogical approaches and promote reflective practice. What are teachers’ views on how CPD should operate into the future? Separated Teachers’ Support Group March meeting: 7 March 2015: Extraordinary General Meeting, Teachers’ Club, Parnell Square, Dublin 1 at 11 a.m. Separated, divorced, widowed, lone parents from INTO, ASTI, TUI and IFUT welcome. Annual subscription: 20. Teachers are being asked to participate in an online questionnaire. Participation is confidential and anonymous. If you are willing to take part, please contact Teresa [email protected] Bullying The Teachers Against Bullying helpline aims to help teachers and principals who have been, or are being bullied by member/s of school staff and/or inspectors and/or BOM. Contact Teresa McMahon at tel 01 2883062 (7 to 9 pm – Mon and Wed only). Schoolbooks Sought Answers to Busy at Maths 3 & 4 (Gafa le Mata 3, 4 – Answers’ Book). Cost of books and postage will gladly be paid. Please contact [email protected] or 087 221 5304. For further information please contact: Chairperson: Trudy Carroll-Miller: 0044-7931609315/042-9383670 or Secretary, Iseult Bourke at 0852394661/01-5162069 Science Day A Science Day for primary teachers, with talks, activities and teaching ideas, will take place on Saturday, 28 March 2015 at University College Cork. Organised by the Irish Science Teachers’ Association in association with Lifetime Lab, this event will be an opportunity to bring together primary teachers who are interested in developing the teaching of science within their schools. Teachers will have an opportunity to attend different sessions addressing a variety of areas of the SESE Science Curriculum and to share ideas and good practice with colleagues. Further information and online registration at www.lifetimelab.ie Fees: Early Bird Registration 25 (before 6 March); Late registration 30 (after 6 March). This will cover registration, entry, and a sandwich lunch. 69 Nótaí Deiridh Two pages of resources for the classroom, from training courses to helpful hints and useful links Free access to journals and ebooks Resources on www.teachingcouncil.ie Since September 2013, all registered teachers have had free access to the EBSCO Education Source package on the Teaching Council’s website. EBSCO is a collection of journals, eBooks, and additional research resources in the field of education. It enables registered teachers to connect with current research in education and pedagogy, thereby informing and enhancing their practice as educators. The EBSCO ‘Education Source’ facility provides registered teachers with access to: Full text for over 1,700 journals. Indexing and abstracts for thousands of journals. Full text for more than 550 books and monographs. Full text for numerous education-related conference papers. Citations for over four million articles, including book reviews. Access to the Council’s collection of eBooks. This project is a response from the Teaching Council to a call from teachers for easier access to research and critical engagement with research. A step-by-step tutorial video on searching through the EBSCO databases and using its various features is available from the research pages of the Council’s website. Primary Schools Mini-Basketball video clips Practical ideas on a wide range of skill and teaching activities suitable for the PE lesson and the extracurricular session. Visit the Basketball Ireland website at basketballireland.ie and select the Primary Schools Mini-Basketball icon on the front page. You can also use the YouTube or Vimeo channels. Comhar Linn Crossword NO 161 A draw for 2 x 100 will be made from all correct entries. Simply complete the crossword and send it to InTouch, 35 Parnell Square, Dublin 1, before Friday 27th February 1 2 3 4 8 5 6 7 9 10 11 13 12 14 15 16 17 18 19 21 24 26 NAME: ADDRESS: 70 20 22 23 Across Down 1. Possesses? Ha ha! (3) 3. It was to be expected how one had the table priced. (11) 8. Aureate town in Tipperary. (6) 9, 15a & 16a. Might this group be called ‘The Mommas and the Poppas’? (8,7,7) 10. How can one so divine be so two-faced? (5) 11. Animal bedding one sees behind the street, uncooked. (5) 13. Therenade for a leather strap. (5) 15. See 9 across. 16. See 9 across. 20. The chimney cleaner has made a cardinal cry. (5) 21. Glued a pole to food. (5) 23. In short, it makes the cheese strong. (5) 24. One who disrupts the enemy - with a sabre out, perhaps. (8) 25. The rings here are out of this world! (6) 26. How to pot cherries for the muse of dance. (11) 27. Append part of a paddle. (3) 36. Do some Irish rivers share this name because they suffer pollution? (10) 1. Athletes with drugged sweaters? (4,7) 2 & 14d. Might this breakaway faction form a band called 'The Wooden Shard'? (8,5) 3. Entreaties for quiet meadows. (5) 4. Prison from the age of manure. (7) 5. A double delivery of character in cans! (5) 6 & 19d. Run, baby miner, to find what comprises zeros and ones alone. (6,6) 7. Slippery creature found in a wheelbarrow. (3) 12. “It’s where you'll get water,” it has been written. Is that clearly-enough outlined? (4-7) 13. Carries children around the point. (5) 14. See 2 down. 17. A lug I lack endlessly turned up to see an infamous Roman emperor. (8) 18. The Birr version of the Renaissance. (7) 19. See 6 down. 22. Birds of prey controlled by string? (5) 23. A character in a Scottish hillside? A pair, actually. (5) 24. Thus, a character is a drunkard. (3) Gordius / Comhar Linn In Touch Bumper Christmas crossword 2014 Solutions Across: 1. Disciplinarian 7. Marram 12. Digest 14. Cogitate 15. Lucky 16. Hero 17. Cos 19. Lope 23. Turnkeys 26. Era 27. Overturn 28. Ray 30. Eton 31. Adit 34. Exam 36. Last Post 37. Lavatory 39. Grate 40. Cossacks 42. Gable end 43. Eire 44. Odds 47. Nemo 48. Cow 51. Distract 52. Eve 54. Inundate 56. Crimson 59. Skin 60. Poe 61. Hail 63. Osier 64. Nostromo 65. Beggar 67. Sleigh 68. Pleased as Punch Down: 1. Deducted 2. Cue 3. Pate 4. Income 5. Angels on horseback 6. Amaze 8. Allot 9. Recycled 10. Mayhem 11. Hera 13. Sherry 18. Star 20. Present continuous 22. Rory 24. Keepsake 25. Steal 29. Attests 31. Art Deco 32. Toy 33. Sago 35. Macaroon 38. Rank 40. Coo 41. Sixty 45. Definite article 46. Wino 48. Cradle 49. Weep 50. Research 53. Across 55. Uphold 57. Sprig 58. None 59. Sisal 62. Ibis 66. Gnu Winners of Bumber X Word Christmas Hampers Marie Dineen, Tramore, Co. Waterford. Patricia Landers, Crookstown, Co. Cork. AC Reynolds, Portlaoise, Co. Laois. Sally Cunningham, Mulhuddart, Dubllin 15. Eibhlin Uí Mhaolaodha, Seanbhóthar Chnoc Liamhna, B.Á.C. 16 Gordius - Comhar Linn In Touch No. 160 December 2014 Solutions Across: 1. Bye 3. Grandfather clock 8. Saucer 9. Appeared 10. Brass 11. Tulip 13. Posed 15. Luddite 16. Holdall 20. Naive 21. Pairs 24. Bearable 25. Cast on 26. Good fortune 27. Coy. Down: 1. Baseball cap 2. Educated guess 4. Neatest 5. Agent 6. Hardly 7. Rod 12. Pallaskenry 13. Piton 14. Drove 17. Agnostic 18. Dialect 9. Mikado 22. Scarf 3. Clane 24. Big Winners of Xword no. 160 Cecelia Gavigan, Tyrrellspass, Co. Westmeath and Mary Finnegan, Santry, Dublin 9. 25 27 InTouch January/February 2015 Finishing Touches … and your Comhar Linn Crossword! Joint BSRLM-MEI conference on maths No 49 The most viewed resources on Scoilnet in early January Holy Rosary PS, Firhouse, Dublin www.holyrosaryps.ie A joint conference of the British Society for Research into Learning Mathematics (BSRLM) and Mathematics Education Ireland (MEI) will be held in St Patrick’s College, Drumcondra, Dublin 9, on Friday and Saturday 27-28 February. There is information about travel and domestic arrangements on the BSRLM website www.bsrlm.org.uk/pubsdocs/ BSRLM-MEI-ConferenceInformation-2015-02-27.pdf. Friday will be a special joint event with plenary presentations concerned with mathematics education for 3-8 year olds. There will be opportunities for delegates to compare and contrast experiences as mathematics education researchers in Ireland and the UK and identify potential areas for collaboration. Saturday will be a day conference in the usual BSRLM style. Friday participants do not need to be a member of BSRLM. Saturday participants must be – or become – a member of BSRLM. Please see their website for details of how to join. The conference fee for Friday is £10 (€12) and the conference fee for Saturday is £25 (€35). The fees include a vegetarian buffet lunch and all tea and coffee. If you wish to attend the conference you can book online at http://tinyurl.com/mbq834s and you can pay directly from the BSRLM website (www.bsrlm.org.uk/nextmeeting.html). Last month’s competition winners Congratulations to the following members who were winners in our InTouch December competitions Galway Bay/Hodson Bay Hotel Family Break Emer Carr, Donegal. Copies of My First Book of Irish Animals Will Ryan, St John the Baptist BNS, Cashel. Anne McCarry, Kilrane NS, Rosslare Harbour. Catriona Heraghty, Lucan Educate Together, Lucan. Mary Finnegan, St Vincent de Paul Infant School, Dublin 9. Fionnghuala Geraghty, Renmore SNS, Renmore, Galway InTouch January/February 2015 1 Rainn agus Amhrain resources.teachnet.ie/clane/2008/ index.html Songs and rhymes based on curriculum topics. 2 An Aimsir nicurriculum.org.uk/microsite/pl/irish/ whatever_the_weather/word_bank Interactive pictures about the weather. 3 Native American Culture warpaths2peacepipes.com/native-american-culture Illustrated guide to native North American peoples. 4 Resources highlighted on Scoilnet for their usefulness Tumblebooks – eBooks for Kids southdublinlibraries.ie/ childrens-zone/tumblebooks Categorised by early readers, classics, advanced readers and poetry. 5 FÍS Book Club fisbookclub.ie Children video their reviews of books. Who were the Romans theromansinbritain.co.uk Short pieces of information in easy-to-read style. 6 Place Value Explained mathsisfun.com/place-value.html Visual explanation of the concept. 7 Tom Crean: Antarctic Explorer resources.teachnet.ie/anolan/2006/ index.htm Examines the life and adventures of the great Irish mariner. Perfect for class projects. 8 Schools Collection on Dúchas http://duchas.ie/en Folklore collection showing children’s school essays from the 1930s. Medieval Life Lesson historyonthenet.com/Lessons/ medieval/medievalmain.htm Lesson plan based on aspects of life in the Middle Ages. 9 Energy Kids eia.gov/kids/index.cfm American website exploring energy. Aimed at younger children. Recently relaunched website with comprehensive content. The blog is particularly informative and gives a great sense of weekly activities in the school. Ones to watch Proclamation of the Irish Republic nli.ie/1916/pdf/1.intro.pdf Original text plus some introductory comments setting the context. 10 Bia scoilnet.ie/uploads/resources/11778/ 11409.pdf Gaeilge activities based on the theme of food. 71
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