Intouch dec2014

Issue No 149 December 2014 ISSN 1393-4813 (Print) ISSN 2009-6887 (Online)

The great digital divide

Keeping in Touch Interactive dialogue with members and key news items

GENERAL SECRETARY’S COMMENT

The great digital divide ere there just a single dividing issue in relation to ICT in schools it would be a relatively straightforward matter to name it and seek a resolution of the problem. The stark reality is that there isn’t just one but several.

In the first instance there’s a major divide between what teachers are doing in their classrooms and the state’s policy for ICT in the classroom. This edition of InTouch shows clearly how groups of teachers are engaging with ICT in their classrooms and in their wider professional lives in ways that are light years ahead of education policy, curriculum development and crucially, education resourcing.

It is a clear case of once again, primary teachers doing it for themselves.

In terms of broadband connectivity there is a major inequity between primary and postprimary provision. Second level schools have been provided with broadband speeds of up to 100mg/s while the primary schools that are actually connected have up to 5mg/s. This direct discrimination against primary schools has effectively left many disconnected with

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significant consequences for curriculum delivery and school administration.

The inequity of provision may in part reflect the disastrous communication policies of successive governments which sees huge swathes of the country without an effective broadband service.

Minimal school funding for ICT that forces schools to fundraise, rely on parents or on corporate charity is leading to a further digital divide. In schools that are able to supplement meagre state funding, the power of ICT to enhance classroom learning is being fully exploited by teachers because they can be guaranteed that it will work when needed.

In schools that rely exclusively on the state the pupils are disadvantaged.

But abandoning all schools to a continuous Darwinian struggle for ICT resources will ultimately sap the energy and morale of teachers and ensure that schools remain the only places where this generation of pupils is forced to power down.

I wish all members a very happy Christmas season and thank you for your support for the INTO during the year. The Organisation will not be sending Christmas cards this year, instead we will donate the costs associated with sending cards to the charity Irish Premature Babies.

This voluntary run charity supports parents with premature babies in Ireland. Irish Premature Babies do not receive corporate or government funding to run their charity and relies entirely upon the volunteers and general public for funds.

See www.irishprematurebabies.com for more information.

InTouch December 2014

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Contents Keeping InTouch 3 Editorial • The great digital divide

What you need to know 7 • The Supplementary Panel – 10 things you should know

9 • Letters – TTIP, the Luddites, Aistear and Wellness365 Tell us what you think – draw for 50 book voucher. Keep upto-date via Twitter, website or RSS feed.

Education Conference reports pgs 14 - 17

10 Congress 2015 • Guidelines for motions • Timetable • Delegates

INTO News In the News 13 • General secretary demands a charter of teachers’ rights • Complaints under Rule 104/5 14 • Education Conference 17 • Poetry Competition winners 18 • ICT in schools – the policy and the reality

20 Equality • INTO LGBT conference

21 Vere Foster Medal Winners • More pics next issue

22 INTO Learning • Upcoming courses and other news

23 In the Media 11 Wellness365 • Shaping up to be a huge success – register for a seminar near you

Competition Win a family break in the Galway Bay or Hodson Bay hotels pg 8

Members pictured enjoying the Wellness seminar in the Convention Centre pg 11 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

Corduff Advertising: Mary Bird Smyth Design: David Cooke

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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

ICT in schools – the policy and the reality pgs 18, 19

The views expressed in this journal are those of the individual authors and are not necessarily

Photography: Moya Nolan, Shutterstock

Telephone: 01 804 7700

24 News Briefs • Changing of Examiners • INTO supports Ebola Appeal • Revised marking scheme for POR interviews • Job Sharing/Teacher Exchange Registers online

25 Membership Plus Have you registered yet?

26 • Pallative Care website

InTouch General Editor: Sheila Nunan

Editorial Assistants: Yvonne Kenny, Niamh

• Recent media coverage

might occur.

launched • Comhar Linn winners • Cumann na mBunscol AGM 27 • INTO remembered in legacy • Updated INTO Rules and Constitution 28 • Youth Workshop in Blanchardstown Branch

Except where the Irish National Teachers’

LoCall: 1850 708 708

Organisation has formally negotiated

Email: editor@into.ie 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.

inclusion of an advertisement does not imply

InTouch December 2014

Christmas carousel pg52

INTO Advice 29 School Leadership • New data protection website launched • INTO rejects claim about school boards

30 Managing your Money • The Christmas Budgeting Countdown – check out consumerhelp.ie

31 Healthy Living • Fight or flight - learn to combat stress

Newsdesk 33 • Yellow Flag Awards 34 • Changemaker Schools – supporting and connecting schools 35 • Education news from around the world 36 • Oireachtas Report 37 • Digital Schools of Distinction • Migrant Education – conference in Dublin • Sooey NS win national video competition

December 2014

Teaching Matters 39 Safer Internet Day Online safety tips from PDST

40 Want to Tweet?

Ciara Brennan shares her thoughts on using Twitter in the classroom

42 Online Discussions edchatIE invites you to join the discussion on education

45 FÍS Film Festival

Finishing Touches 61 Noticeboard Upcoming events

62 Comhar Linn Crossword Plus resources

63 Scoilnet Panel Plus details of Engineers Week 2015 and also news of the MATHletes Challenge.

10th anniversary this year

32 Stay Safe Online

46 Primary Science

• Protect yourself from cyber scams this Christmas

Useful planning charts from Dr Maeve Liston

48 2D shapes Christmas budget countdown pg 30

Activities to support children exploring shapes – from Mairéad Hourigan and Aisling Leavy

50 The Workings of Austerity Views from Tom Healy, Nevin Institute

To tweet or not to tweet pg 40

51 Solidarity Pepy – collaboration between Ireland and Cambodia

Primary science pg 46

52 Visual Arts Michael O’Reilly suggests art activities for the festive season

54 Irish Resources Tips from COGG

55 Island Hopping in Greece

Cover pic

School gardening notes pg 56

Travel tips from ElizabethAnn Kirwan INTO member Anne Marie O’Driscoll with pupils from Scoil Chiaran, Hartestown, Dublin

56 SESE Tips School gardening notes from Paddy Madden

58 Book Reviews

InTouch December 2014

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Keeping InTouch

10 THINGS you should know about the Supplementary Panel 2015

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Circular 72/2014 sets out the arrangements for gaining access to the Supplementary Panel for the 2015/2016 school year. The closing date for applications is Friday 12 December. This date will be strictly adhered to.

Applicants should retain proof of posting.

Haddington Road Agreement: Please note that a teacher will be regarded as eligible for access to the Supplementary Panel if the only reason for not meeting the scale point criteria is due to the three month increment freeze under the Haddington Road Agreement

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Eligibility criteria. Applicants must meet all the criteria set out in the circular to gain access to the Supplementary Panel. The criteria are set out in Part 2 of the circular. There are two salary scales under which a teacher may be eligible: (a) Teachers whose first teaching appointment in a school was prior to 1 January 2011 (b)Teachers whose first teaching appointment in a school was after 1 January 2011 The salary scale which you are on will determine the incremental point which you must be on to gain access to the panel. It will also determine the minimum gross earnings which you must have earned in the 2014 calendar year in order to gain access to the panel.

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Part-time teachers: Part-time teachers who wish to be considered for access to the panel are required to meet the same eligibility criteria as set out in Point 2 above. However, the salary earnings threshold for 2014 (€29,000 or €26,100 as appropriate) will be adjusted on a pro-rata basis in respect of such part-time teachers.

This will be done by the Department on a case by case basis in respect of each application that is received from part-time teachers who otherwise meet all of the eligibility requirements.

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Teachers who took unpaid maternity/ adoptive leave in 2014: The salary earnings thresholds will also be adjusted on a case by case basis in respect of teachers that were on unpaid maternity/adoptive leave while employed in recognised primary schools during 2014.

Salary issues: Applicants are advised to ensure that any outstanding pay arrears and/or salary scale issues which will result in satisfying the eligibility criteria outlined in Part 2 of this circular, are resolved with the Department’s Primary Payroll Section before Friday, 12 December 2014.

Reckonable service: Reckonable service which is allowable for the purpose of Supplementary Panel access is service as a fully qualified teacher in a post paid for by the Department of Education and Skills.

The onus is on the teacher to have any payroll matter resolved before this closing date as under no circumstances will the Primary Teacher Allocations Section accept Supplementary Panel application forms after this date.

Previous service as a permanent teacher or service as a post-primary teacher or unqualified service is excluded. Neither is incremental credit awarded for service abroad or for relevant non-teaching service taken into account.

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Probation: Applicants must have successfully completed their probationary period by 12 December 2014. This is a change from previous years whereby teachers who were probated during the relevant school year could be added to the panel as soon as they were probated.

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Improvements to the process for filling a permanent vacancy from the Supplementary Redeployment Panel: Following consultation with the education partners on the operation of the Supplementary Panel in the current school year, the Department undertook to take the following actions to enable further improvements to occur for the 2015/16 school year.

In addition to the current arrangements, schools now have the option of using websites such as educationposts.ie as a means of engaging with the Supplementary Redeployment Panel.

This can be done by the school using the website as the means to invite teachers on the relevant supplementary panel to express interest in a permanent post that fails to be filled from that Supplementary Panel. Key requirements are set out in the circular.

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Panel area: The name of the panel on which the applicant is to be placed must be the panel area where the majority of teaching service was given in the calendar year 2014 or the panel area where the applicant is currently teaching provided he/she is contracted (as a minimum) to teach from 12 December 2014 to the end of the 2014/15 school year.

See www.into.ie/ROI for more information.

INTO welcomes announcement re Minor Works Grant The INTO has welcomed the announcement, on 25 November, that the Minor Works Grant scheme in primary schools is to be funded this year. In its pre-budget submission last month the INTO condemned the non-payment of the grant to schools and called for its immediate reinstatement.

The INTO general secretary, Sheila Nunan, said the announcement that the InTouch December 2014

grant was to be paid with immediate effect would be welcomed in schools. She said many schools were in a very precarious financial position and needed the funding to ensure that vital repairs and upgrades could go ahead.

Jan O’Sullivan, Minister for Education and Skills, announced that the provision of €28m in funding under the Minor Works Grant scheme would issue to all

primary schools with permanent recognition during the first week of December.

The €28m fund is focused on improving the physical infrastructure of schools and investment in equipment and furniture.

The rates payable are €5,500 per school plus €18.50 per mainstream pupil and €74 per special needs pupil. The grant is worth €6,425 for a 50 pupil school and more than €11,000 for a 300 pupil school.

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Keeping InTouch

Letters

Stay informed

Dangers of TTIP Dear Editor, Most of the issues that dominate our branch meetings and annual Congress affect teachers and the pupils we teach immediately or in the near future. It is always easier to react to and plan for a current crisis rather than potential long-term ones.

By highlighting, in the October edition of InTouch (pg 37), the dangers of the Transatlantic Trade and Investment Partnership (TTIP), you have afforded your readers an early opportunity to inform themselves about an agreement which

could negatively affect public services in Europe. These changes could have a permanent and devastating effect on education in the long term.

All INTO members who wish to protect public education, the environment and democracy should research this agreement, share that knowledge with their colleagues and email their MEPs who have the power to block this agreement in the European Parliament.

Feargal Brougham CEC District 15

Editor’s note The General Secretary and President wrote to all Irish MEPs on this issue last month.

The letter was also copied to An Taoiseach, Tanáiste, Minister for Education and Skills and the Minister for Jobs, Enterprise and Innovation. The letter can be read in the ‘Latest News’ section of www.into.ie/ROI

Check our website www.into.ie

Subscribe to the INTO enewsletter into.newsweaver.ie

The much maligned Luddites Dear Editor, It’s two hundred years since the Luddites agitated to retain control over the labour process, to preserve the pace and way in which they worked, against exploitation and the concentration of wealth into the hands of a few. Therefore, it is disappointing that a trade unionist and teacher – Tommy McGlone from the INTO Northern office – would write that the Luddites “were afraid of change, attempted to protect the status quo by aggressively agitating against it”.

(InTouch, November 2014) As teachers, we are familiar with such charges, but like the Luddites – and as Tommy McGlone urges (but erroneously in his references) we need to agitate for a more human and sustainable work/life balance. Apologies

to the maligned Luddites please, Tommy?

Anne McCluskey Our Lady of the Wayside NS, Bluebell, Dublin 12

Aistear

Wellness 365

Dear Editor, There is a great positive commitment by teachers to AISTEAR as seen at the twilight sessions that take place. What is needed are AISTEAR cuiditheoirs who can mentor and support teachers in their classrooms. Give AISTEAR framework the resources, including human resources, it deserves.

Mark Shinnick.

Rutland Street Project, Dublin 1

Dear Editor May I express my sincere thanks to all those involved in organising the Wellness 365 Seminar in the Convention Centre on 13 November.

What a positive initiative for any union to provide for its members!

A great night was had by all … and it was a bonus to see the Convention Centre too!

Siobhán Conroy, Dublin Tolka Branch

InTouch December 2014

Dear Anne, Thank you for reading the piece on teacher workload with such precision and for agreeing with its assertion that teachers need a more human and sustainable work/life balance. My referencing of the ‘maligned’ Luddites, was simply contextual and no injury was intended to either yourself or their memory. It was merely used in the contemporary thought mode where the term has developed, rightly or wrongly, a secondary meaning describing all those opposed to change.

Tommy McGlone, INTO Northern Office

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 editor@into.ie 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 no and your INTO membership no. for verification.

Authors of letters published will have their names entered for a draw for a €50 book token each month. Last month’s winner was Aidan Gaughran. Long letters may be edited.

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I dteagmháil

Guidelines for motions – Congress 2015 INTO Annual Congress 2015 will be held in the West County Hotel, Ennis, from Monday 6 to Wednesday 8 April.

Congress is the forum for discussing policy issues, debating strategy and reviewing activities of the Organisation.

Any member is entitled to submit a motion to their local branch for discussion at the Annual General Meeting and, if agreed, for placement on the agenda for Congress.

A committee called the Standing Orders Committee (SOC) meets in February to decide if the motions submitted are in accordance with Rule and also to decide the order of debate for the motions at Annual Congress.

Drafting of motions

A motion is a proposition submitted for discussion and vote.

It must ask Congress to declare an opinion or call for a course of action – or both.

Motions should be designed to promote the aims and objects or the Organisation as set out in Rule 3.

All motions must be clear and

unambiguous in meaning and intention and must be worded accordingly.

All motions must be capable of implementation.

Each motion should be brief and concise and should not contain argument.

Each motion should deal with one topic only.

Sample motion The following is a motion which was passed at Congress 2014 and is an example of a well worded motion: Congress deplores the totally inadequate funding of primary education and calls on the CEC to demand that: a. the reductions made over the past years to the school capitation grant be restored in full immediately; b. the minor works grant and the summer works scheme be fully reinstated on the calendar of grants; c. every school receives a reasonable budget to provide for the maintenance, repair and replacement of school ICT equipment and that high speed broadband be made available to all primary schools.

Congress timetable Rule 13 of the INTO Rules and Constitution concerns the schedule for Annual Congress at Easter. Delegates at the Special Rules Congress in September reorganised the time for Annual Congress while keeping the time allocated for business the same as under the old rule.

Key changes include extending the business time on Tuesday from 2 p.m. to 4.30 p.m. with a break from 1 p.m. to 2 p.m. This effectively does away with the half day on Tuesday that existed in the old rule.

The business time on Wednesday is shortened with the closing session starting at 2 p.m.

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How priority is determined for items on the final agenda The SOC has regard to the following considerations, inter alia, when determining priority for the final agenda:

The consensus among the general membership in relation to the priority issues in any particular year.

The consensus among the SOC in relation to the priority issues, and the motions which will result in the greatest degree of favourable and advantageous publicity for the Organisation.

The degree of urgency attending to a particular motion.

The extent to which a particular motion will further the objectives of the Organisation.

Note: All motions and details of delegates for Congress are now submitted online via the Officer Extranet. A tutorial is also provided on the Officer Extranet.

Delegates to Congress The new schedule also allows for the reports of the Education Committee, Equality Committee and Principals’ and Deputy Principals’ Committee to be taken in public rather than private session.

New Congress times Day 1 14.00 to 20.00 Day 2 09.00 16.30 Day 3 09.00 to 14.00

The CEC Report will be discussed on Day 1 The first part of Day 2 will be devoted to the addresses by the ministers for education or their representatives.

Rule 10 governs the number of delegates a branch may send to Congress. Up to now a branch with a membership of 99 and under was entitled to send two delegates, with an additional delegate for each additional 50 members or part thereof.

This rule was changed by delegates at a Special Rules Congress in September so that from now, a branch with a membership of 129 and under may send two delegates, with an additional delegate for each additional 65 members or part thereof.

InTouch December 2014

Keeping InTouch

Wellness365: shaping up to be a huge success with INTO members!

On Thursday 13 November nearly 800 INTO members and their partners arrived at the Convention Centre, Dublin, for the launch of the new INTO health and wellbeing programme, ‘Wellness365.’ It was a fantastic evening, with a jam-packed programme specifically aimed at teachers.

Karl Henry took to the stage just after 7 p.m. and covered many topics such as healthy eating, nutritious living and weight loss techniques. This was closely followed by Neil O’Brien who spoke about self-motivation, self-discipline and building mental fitness.

The second and third night, in this series of nationwide complimentary seminars for INTO members and partners, took place in Waterford and Kilkenny on 26 and 27 November.

The feedback from attendees so far has been overwhelmingly positive.

Location

Date

Venue

Killarney Cork Portlaoise Limerick Castlebar Galway Sligo Letterkenny Cavan Athlone Drogheda

28 January 2015 29 January 2015 25 February 2015 26 February 2015 25 March 2015 26 March 2015 29 April 2015 30 April 2015 27 May 2015 28 May 2015 11 June 2015

Killarney Avenue Hotel Silver Springs Moran Hotel The Heritage (Town) Radisson Blu Breaffey House Radisson Blu The Glasshouse Mount Errigal Hotel Hotel Kilmore Radisson Blu Westcourt Hotel

u Yo

- Fo

r Now -

Fo

r fe

wellness

Li

Fo r

Wellness365: where to next?

From January to June 2015 we will be bringing Wellness365 to 11 locations nationwide (see listing on right). We hope that all the great feedback about these events spreads near and far

and that as many INTO members turn up for their local event as possible.

To register for your local complimentary seminar go to www.Wellness365.ie today. The registration code you need to gain access to the website is: Wellness365. We will send you reminders for your event closer to the time.

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Thanks to everyone who has attended Wellness365 in Dublin, Waterford and Kilkenny!

See you after Christmas for some Wellness365 New Year resolutions: 28 January 2015

Killarney Avenue Hotel, Killarney

29 January 2015

Silver Springs Hotel, Cork

5051cb (rev 11-14)

Karl Henry, Kathryn Thomas and Neil O'Brien

InTouch December 2014

Sheila Nunan

Billy Sheehan with INTO members

Presenters on stage

Karl Henry offering advice

For more information and to register for your local seminar visit Wellness365.ie and use the registration code: Wellness365

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INTO News The Irish National Teachers’ Organisation ‌ who’s who, what’s new, and what’s happening

General secretary demands a charter of teachers’ rights Sheila Nunan addressed the INTO Education Conference in Armagh last month on the theme of ‘Quality in Education’. She began by telling delegates that ensuring quality in education was particularly challenging in times of imposed austerity.

Pointing out that spending on education in Ireland at 6.2 of GDP is “far belowâ€?

Scandinavian countries (8.8) Ms Nunan said education ministers were keen to point to Finland’s exam successes but she said educational success needed government investment. “You cannot cut your way to Finland,â€? said Ms Nunan.

She told the delegates to the Education Conference from all over the country: “In austerity Ireland, teachers are continually asked to do more and more with less while at the same time the state is doing less and less to help them do more and more. “The professionalism of primary teachers is keeping an underfunded and underresourced system aoat and ticking over. “But protecting and nourishing teacher professionalism and quality is of equal importance and inextricably linked to ensuring quality in education. “Teachers as professionals are playing their part in this, keeping themselves

Sheila Nunan, General Secretary, addressing delegates at the Education Conference up-to-date with new innovations in curriculum, pedagogy, assessment and digital learning. “The state is not playing its part in this and that is where the system is coming up short. It is time the state took its responsibility to treat teachers as professionals seriously. “We have heard talk of a forthcoming Parents’ Charter or a Parents’ and Pupils’ Charter. That concept needs to be

accompanied by a Teachers’ Charter. “It is time the state met its responsibility to teachers and signed up to a Teachers’ Charter.�

This she suggested could include: The right to regular work with security of employment.

The right to decent work conditions including fair pay and equal pay for equal work.

The right to teach in a safe environment, and to be treated with due respect.

The right to work in well-equipped schools and adequate resources.

The right to appropriate support services for pupils.

The right to a career structure with equal and fair opportunities for promotion.

The right to well-structured, continuous professional development.

The right to professional support and advice from the Department of Education.

The right to substitute cover for approved absences.

The right to a private life and to hold one’s own beliefs.

Read more reports from the conference on the following pages.

Complaints under Rule 104/5 Rules 104 and 105 of the INTO Rules and Constitution set out a system of investigation of charges made by members of the INTO against other members. Such charges relate to engaging in activities declared to be injurious to the professional or trade union interests of the INTO, including breaches of directives. It should be noted that the vast majority of INTO members support and implement INTO directives, and that compliance with them is the norm in primary schools.

However, since 2013, 63 complaints InTouch December 2014

against 31 members have been received in Head Office for processing in accordance with Rule 105. These complaints were dealt with initially by district secretaries at the early stages, and then referred to INTO Head Office in cases where they were not resolved.

Twenty four arbitration hearings have been conducted, in which 35 complaints were dealt with. In three cases, the cases did not proceed to hearing, 14 complaints against two members were withdrawn, and five hearings, dealing with 11 com-

plaints are outstanding.

In seven cases, the findings of the Arbitration Board were appealed. All of these appeals have been heard.

Arbitration and appeals reports are forwarded to the CEC for decision. A total of 16 have been dealt with fully by the CEC. The penalties imposed on members who were found to be in breach of a directive ranged from one to five months’ suspension from INTO membership.

The remainder of the cases will be dealt with by the CEC in due course.

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Nuacht CMÉ

Education Conference News and reports from Education Conference 2014 The INTO annual Consultative Conference on Education took place in the Armagh City Hotel, Co Armagh on 14 and 15 The conference was officially opened by the INTO president, Seán McMahon, who welcomed delegates to Armagh.

Dympna Mulkerrins, Cathaoirleach, Education Committee, opened proceedings by outlining the work of the Education Committee and encouraging members to consider putting their name forward for the committee. She also drew attention to some of the results of an online survey, completed during October, of a random sample of INTO members. Speaking on collegiality and collaboration, she noted that, while 90 of respondents would like more time to collaborate with colleagues, only 50 of respondents felt they had time to plan, work and share resources with colleagues.

Deirbhile Nic Craith, Director of Education and Research, then outlined the topic of the conference, drawing attention to the emerging accountability agenda in education, professional responsibility as a form of accountability and the role of data in the accountability and responsibility. She put forward the argument that professional responsibility infers trustworthiness. Where teachers are wellqualified, trusted and committed to act in the interests of others, the system supports teacher autonomy and freedom, and teachers are expected to act morally, responsibly and with integrity.

Where there is less trust, the emphasis is on teachers’ duty to account for their actions, often through an audit approach to accountability, hence the focus on paperwork and reporting, reflecting a culture of control.

De-testing accountability – Presentation by Dr Eugene Wall Dr Eugene Wall of Mary Immaculate College addressed the conference on the role of testing in accountability. He outlined test-based accountability as evident in the educational system of the United States, questioned whether high-stakes testing was necessary to raise educational standards and discussed the challenges Ireland faces in addressing the accountability agenda.

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November. Over 300 delegates and national committee members met to consider the topic of ‘Quality in Education’.

Sean McMahon, INTO President, with Dympna Mulkerrins, Cathaoirleach, Education Committee.

Deirbhile Nic Craith, INTO Director of Education and Research, addressing the conference

Pictured preparing for the conference were Alice O’Connell (D.16), Tommy McGlone, Official, Northern Office and Siobhan Lynskey (D.6) from the Education Committee.

The US as a high-stakes system As an example of a high-stakes system, he referred to the proposed amendment Act regarding the Missouri Teacher Performance Evaluation in the US. This required that teachers be evaluated by a standardsbased performance system. Quantifiable student performance data would be used to dismiss, retain, demote, promote and pay teachers. Teachers would enter into contracts of three years or fewer and would be prohibited from organising or collective bargaining. While the Act was not passed, it reflected the high-stakes accountability agenda within the US. The current key educational initiative of the Obama administration in the US is Race to the Top. States often sign up to

Dr Eugene Wall, Mary Immaculate College

such initiatives because they are linked to federal funding. The key elements of the initiative are that teachers will be evaluated in relation to students’ test scores and schools that continue to get low-test scores will be closed. Principals and all or half the staff will be fired in low-performing schools. States are encouraged to set up privately managed charter schools, to create or expand effective performance pay and student achievement will be tracked from pre-school through to college. Test-based accountability is the cornerstone of US education policy.

OECD Referring to the work of the OECD (2009), Dr Wall outlined four approaches

InTouch December 2014

INTO News

to the use of teacher evaluation results: career advancement, decisions at key points in career, performance rewards and sanctions for ineffective teachers. The OECD (2011) stated that the Irish school system was characterised by comparatively few accountability mechanisms and recommended that the authorities set up external evaluation mechanisms to systematically assess teachers’ and schools performance (p. 122).

Ireland Arguing that the issue of quality in education is not reducible to accountabilitybased reforms he quoted David Berliner who stated that, “value-added assessments are not now and may never be stable enough …to be used in evaluating teachers”.

Referring to the rise of accountability pressures in Ireland across all sectors of society, he stated that accountability “has been an omnipresent but subsidiary concern in Irish education”. He argued that Ireland was culturally different to the US and that test-based accountability has rarely been proposed as an approach in Ireland.

Finland, which has a high-performing education system does not have testbased accountability. Quoting Ryan and Feller (2009), he said there were two generic approaches to accountability, albeit with considerable variation: (a) outcomes-based accountability and (b) school self-evaluation.

Dr Carmel Gallagher, General Teaching Council, NI

contexts and highlighted the importance of promoting teacher quality and nourishing teacher quality.

She referred to the Global Education Reform Movement – GERM and the need for the ‘good bacteria’ and a vaccine to address the effects of GERM, a term coined by Pasi Sahlberg of Finland.

Professionalism She outlined characteristics of being a professional: academic/professional which she said included preparation, induction, membership of a professional body, code of professional conduct/ethics, self-regulation, public service and altruism, authority and legitimacy, autonomy, continuous professional development, personalised skills and talents. However, she also argued that teaching was a vocation, involving, idealism, passion, values, motivation, emotions, creativity and influence.

She referred to intrinsic satisfiers and extrinsic dis-satisfiers. (See slide below)

action research being more meaningful in schools.

The proposed GTCNI framework for career long professional development, which focused on initial competences, proficient competences and leadership competences, and involving a core programme promoting quality teaching, learning and assessment for learning was outlined. The framework aligns professional competences with career progression. It proposes a career pathway from graduate teachers, who are provisionally registered and engage in induction for two years. This period is followed by the professionally proficient stage, the middle leader stage, school leader stage and system leader stage.

She argued that teachers are change agents, whose fundamental task is to evaluate the effect of teaching on students’ learning and achievement.

The challenge of accountability In order to address accountability she argued for a model of accountability informed by data that trusts professionals, uses broad indicators, and focuses on capacity building, systemic empowerment and autonomous learners.

The challenge ahead He concluded by saying that the challenge ahead is “to carefully fashion our system of accountability in a way that is both responsive to increasing demands but which respects and enhances teacher professionalism and promotes genuine educational quality (rather than simply raising standards)”.

GERM Theory and professional vaccination – Presentation by Dr Carmel Gallagher Dr Carmel Gallagher, Registrar of the General Teaching Council in Northern Ireland spoke of GERM theory and professional vaccination.

She said a nation’s greatness depends on the quality of its teachers. She outlined the current pressure on teachers arising from the ever-changing demands from policy directives and changing school

InTouch December 2014

Professional development Describing a model for professional development, she stated that it should be focused on individual teacher professional development in the context of school and system professional development. She also said schools should be at the centre of professional development practice and that a flexible approach should be designed and facilitated with and for teachers. She supported the concept of

Delegates pictured at Education Conference 2014

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Nuacht CMÉ

Education Conference continued Discussion groups Discussion groups were organised to allow delegates to discuss some of the findings of the survey and how they reflected the views of teachers on areas such as assessment, leadership, professionalism, accountability, inclusion, and parents.

Workshops Inclusion – Margaret O’Donnell, St Patrick’s College This workshop explored issues in relation to the impact of inclusive educational policy on teachers’ practice with respect to the changing nature of responsibility and accountability for schools and teachers.

Leadership – Ciaran Sugrue, UCD Participants discussed the issue of professionally responsible leadership in a climate of performativity. The extent to which transformative resistance as an appropriate leadership

Workshop presenters are pictured with Sean McMahon, INTO President, (l to r) Veronica Behan, NIPT; Mary Burke, NIPT; Joan Keating, designer and facilitator of professional development courses, Prof Ciaran Sugrue, UCD; and Dr Margaret O’Donnell, St Patrick’s College. approach was also considered.

Pupil assessment and learning – Joan Keating Participants were asked to consider what constitutes self-assessment, and looked at the development of practical strategies and

methodologies to build and support selfassessment practices.

Professionalism – Mary Burke and Veronica Behan (NIPT) This workshop considered the concept of teacher professionalism and how it can be enhanced through mentoring, professional conversations and observation of learning.

Welcoming delegates to the conference were Aileen Lynch and Mandy Drury.

Please note that the background document, in addition to all available presentations, resources from the workshops are available on www.into.ie

Delegates in discussion at the conference

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Photographs: Kevin Cooper Photoline.

See more on the INTO flickr account at www.flickr.com/photos/ irishnationalteachersorganisation

InTouch December 2014

INTO News

The Sheepshearer After the initial resistance she rolled over and lay frightened on the palette.

Grasping the steel clippers I set to work.

Snip! Snip!

I held the foot and leaned against the rounded belly, felt the rise and fall of the mound warm and swollen, pushed the falling fleece to the other side, the oily underside softening my roughened hand.

Once she lifted her head and once she shuddered when I nicked the flesh close to the joint where thigh and belly meet.

Not until the last snip released her shrunken form to right itself did she relax her fearful eye and stumble back to the flock.

Alison Bourke, Raphoe Branch.

INTO Séamus Heaney Poetry Competition The INTO is proud of its tradition in supporting the Arts. Delegates to the Education Conference in Athlone in 2011 witnessed a spellbound room as Séamus Heaney addressed the conference and read a selection of his poems.

In honour of his memory, the INTO, in collaboration with Poetry Ireland, organised a poetry competition for members which was launched last December. There was a great level of interest and 64 poems were submitted for consideration. The poet Nuala Ní Dhomhnaill acted as adjudicator and chose two winners – one poem each in Irish and English.

Sheila Nunan, General Secretary, presented the winners, Marie Whelton and Alison Bourke, with their prizes, which included a cheque for 300, a commemorative vase and a book on Séamus Heaney. They were also given the option of spending some time in the Tyrone Guthrie centre in Annaghmakerrig.

Photograph right: Poetry competition winners Alison Bourke, recently retired teacher from Letterkenny, Donegal, and Marie Whelton, Marino Institute of Education, are pictured with Sean McMahon, INTO President.

InTouch December 2014

Pietà In memoriam W. F., 1951-2014 Aimsir na Nollag, Dhá Mhíle agus a Trí Déag, theastaigh uaithi cuairt a thabhairt ort, a corp díoscánach ag bliain is nócha, ach le cabhair ó do dheartháir, d’éirigh léi í féin a chur isteach sa ghluaisteán.

Thiomáineamar ó do theach feirme, síos an cabhsa gairbhéil ar dtús, tríocha míle soir ó thuaidh ansin, go himeall chathair Chorcaí.

I bhforhalla an ospidéil, thug póirtéir cathaoir rotha di, bhí orainn RTÉ Guide a cheannach duit sa siopa beag, ní fhéadfainn a rá léi nach mbeifeá in ann é a léamh.

Lasmuigh de dhoras do sheomra in íoslach na hoinceolaíochta, níomar ár lámha go deasghnách i ndíghalrán, róbáil mé í i naprún plaisteach.

D’oscail sí do dhoras agus bhrúigh mé a cathaoir suas in aice na leapa.

Ba léir ó do ghnúis go bhfuair tú sólás óna meangadh.

D’fhuinneamh ídithe ag radaiteiripe.

Do theanga ag greamú do do bhéal.

Dath bán-liath ar na ballaí agus ar do chraiceann.

Fulaingt gan chlamhsán, sáimhríocht i do láthair.

Spéis agat fós san fheirm - buairt ort go dtógfadh an ghaoth mhór an díon ó sheanchró na mbeithíoch, ‘an bhuairt chéanna ar do dheartháir sa bhaile,’ a dúirt sí, ‘geimhreadh fada gan taise.’

Dhearc sí go ceansa ort, toradh ceanáin a broinne.

Shín sí lámh amach chugat, thóg tú an lámh chéanna, tadhall láimhe caoin cineálta. Láithreacht Réalta.

Lena lámh eile thóg sí spúinse glas ó do ghloine uisce, ach theip uirthi é a ardú chuig do bhéal, chuidigh mé léi agus ghlac tú le tál do sheanbhuime.

In ainneoin an chárta Nollag ó Mheiriceá os cionn do leapa, ba í do mháthair an bhean ba thábhachtaí i do shaol fós.

Níor phós tú riamh ach ba thorthúil do thréimhse ar an talamh.

Gach maidin, líontá taiscumar na huachtarlainne le bainne.

Gach fómhar, líontá an muileann le heorna órga.

Gach lá, thugtá gean athar dúinne, páistí do dheirféar...

I lár Mhí Eanáir, Dhá Mhíle agus a Ceathair Déag, shuigh do mháthair arís i gcathaoir rotha, do chónra agus carn d’ithir shaibhir Bharra Rua in aice léi.

Sheas míle duine eile léi, ag d’uaigh, san fhuacht feanntach.

Marie Whelton, Dublin North Bay Branch

17

Nuacht CMÉ

ICT in schools The policy When the current minister for education and skills was appointed in July this year she was presented with a policy brief covering various aspects of the education sector including ICT in schools. In this article we examine this policy and compare it with the reality.

This summer Minister Jan O’Sullivan was informed that: The ICT Policy Unit of the DES is responsible for the implementation of the ICT in Schools Programme. This programme addresses four key areas: provision of essential ICT infrastructure within schools; provision of access to broadband connectivity to schools; continuous professional development for teachers in ICT; integrating ICT within the curriculum and providing curriculum relevant digital content.

The ICT Policy Unit works in collaboration with other agencies, support services and representative bodies. Certain key programme elements are managed by the Professional Development Service for Teachers – Technology in Education (former National Centre for Technology in Education), including the national CPD programme, the national digital content portal (Scoilnet) and the schools broadband helpdesk.

In terms of money less than 10million was spent on schools ICT in 2013, the last year for which accounts were available.

and assessment in schools.

The new digital strategy will address the current position and what has happened to date, Department objectives/priorities/ challenges, external activities and trends, and what is happening internationally. It will also address the new policy challenges and opportunities arising from major developments in curriculum reform, digital publishing, digital content, cloud services, portable computing and student devices and broadband for schools.

Schools broadband The minister was also informed that under the Schools Broadband Programme the Department provides for the supply of internet connectivity for all primary and post primary schools.

According to the brief, 95 of all

schools are connected under the programme and since the launch of the Schools Broadband Programme in 2005, almost a decade ago, the average broadband supply speed in primary schools has increased by 1Mbp/s to 5Mbp/s.

This is in contrast to the 100Mbp/s broadband programme which will be installed in all post primary schools to be completed by the end of the year.

It recognises that there is a need for improvements to be made in the broadband supplied to primary schools and that this will require investment by the DES. The need stems from the Department’s policy of integration of ICT into teaching, learning and assessment and the fact that the Department is asking the schools to submit returns online.

Service 2013 Current expenditure Schools broadband â‚Ź6,898,391,.47 Dublin West Education Centre (Professional Development Service for Teachers/Technology in Education) â‚Ź2,760,000.00 Other current expenditure â‚Ź122,522.72 Total current Capital expenditure â‚Ź9,780,914.19 Schools broadband â‚Ź283,514.00 Total capital â‚Ź283,514.00

Work is underway on developing a new Digital Strategy for Schools to ensure the integration of ICT into teaching, learning

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InTouch December 2014

INTO News

The reality But just what is the reality of the state’s provision for ICT in primary schools and is the reality on the ground in any way captured by the policy brief? Does the phrase ‘need for improvement’ accurately capture the picture in this situation? InTouch went to one school to see the reality on the ground.

The principal laughed out loud at the claim that average broadband supply speed in primary schools has increased by 1Mbp/s to 5Mbp/s.

A recent speed test on broadband in the midlands school he leads revealed a download speed of 0.79Mb/s. “Things were probably faster in the days when we had dial-up,� he said. “When we had one computer in the school you could actually connect to the outside world.

Now we have state of the art equipment – ten PCs, 30 laptops and 15 ipads but practically no connectivity. The reality is that teachers are very frustrated by a connection that might or might not work.

Using online material is not possible in the primary classroom.�

He describes how a video clip might stream for less than a minute followed by a three or four minute wait for the next instalment that may or may not arrive. “When children come from homes where they can do this uninterrupted it’s shameful that it cannot be done in the classroom.�

The increased investment in ICT in the school stemmed in part from a recommendation in a WSE to use more ICT in classrooms. “The teachers are more than willing and able to step up to the plate but with connectivity like this it’s very diďŹƒcult to use it eectively.â€? “It’s a case of one arm of the Department advocating a policy that another arm of the same Department does not resource.â€? “We even have to warn student teachers on placement here to bring whatever they need on a USB stick and not to rely on connectivity that may or may not be available.â€? “Seeking solutions is like talking to the InTouch December 2014

wall,â€? he said. “The line supplier blames the internet provider. The internet provider blames the line. The helpdesk’s ďŹ gures are of speeds that should be available and bear no resemblance to what is actually available. “Despite all this the teachers are doing their best. Coding is taught using Scratch which is downloaded onto laptops.

Preparation that involves ICT, even something as simple as downloading an app, is done from home at the teachers’ own expense. But teachers do not have access to online digital content in their classrooms.�

ICT and school administration School administration has to be done before school or afterwards. Frequently OLCS entries are made from home to ensure that people are paid on time.

With a connection like this data entry is a nightmare. As you approach the end of a

multi-stage data entry process, the connection invariably drops o, everything is lost and you have to start again.

The school has not begun populating the Primary Online database. “With connectivity like this that’s a nightmare we don’t need,� he said.

As far as this school is concerned the schools does not have workable connectivity, it is not part of a national broadband network and the national service desk is unable to supply solutions to the problems it is encountering.

Nor is this just a rural issue. A principal in a Dublin school described how broadband connectivity is so poor that all 16 teaching sta cannot access the internet on laptops at the same time. A recent hands-on session on blogging in the school had to be abandoned because the school’s broadband connection couldn’t sustain every teacher on the web at the same time.

Conclusions Primary teachers have embraced ICT beyond the limit of the state’s investment to date.

There is an urgent need for signiďŹ cant improvement to broadband supplied to primary schools.

This will require immediate and substantial investment.

Without this investment the policy of integrating ICT into teaching, learning and assessment will not be realised.

Without this investment the policy of seeking the submission of returns online from schools cannot be sustained.

19

Nuacht CMÉ EQUALITY NEWS

INTO LGBT Conference The Ten Year Anniversary Conference of the INTO LGBT Teachers’ Group was held in Dublin last month. Speakers included Sheila Nunan, INTO General Secretary, Anne Marie Lillis, Chairperson, INTO LGBT Group, Dr Aoife Neary, Dr Declan Fahie, Eileen Gamble, Deputy Chairperson, INTO LGBT Group, Senator Ivana Bacik, Minister Aodhán Ó Riordáin, Rory O’Neill and Ciara Fagan, INTO LGBT member.

The theme of the conference was ‘The Inclusive School’.

The day saw the launch of a new poster called Different Families, Same Love. The poster along with teaching guidelines highlights the importance of discussing diverse family structures in all primary schools and facilitates discussion of modern families in a child friendly manner.

In addition the Group launched a video called The Inclusive School with the aim of promoting greater visibility and support for LGBT teachers. It is hoped that these resources will be used by primary schools and teacher training colleges to promote LGBT inclusion.

Delegates included representatives from the trade union movement, primary school management bodies, colleges of education and members of the Seanad and Dáil Éireann.

Full details of the conference are on the INTO website.

Creating an inclusive school: good practice guidelines 1. An inclusive curriculum starts in junior infants.

Ensure all types of families and relationships are represented in your class discussions, lessons and resources.

2. Check that your enrolment form caters for all types of families (for example by using the terms ‘Parent/Guardian’ and ‘Relationship to Child’ instead of ‘Mother/Father’).

3. Ensure that all parents, teachers and staff members are respected, valued and welcomed in the school.

4. Be aware that children in your school come from a variety of family backgrounds including samesex families, single parent families,

20

grandparent-led families, foster families, adoptive families, as well as many others.

5. Ensure the school environment is rich with resources that celebrate all family types, for example, posters, displays and library books.

6. Respond effectively to homophobic or transphobic language. When pupils use phrases such as ‘that’s so gay’ or ‘you’re so gay’ they may not realise the negative impact of their language on others. It is essential for the teacher to challenge such language. Be clear that ‘gay’ is not a ‘bad word’ and should be used in the correct context.

7. Tackle homophobic and transphobic bullying.

Implement rigorous and explicit bullying policies in accordance with the Department of Education and Skills’ Anti-Bullying Procedures.

Ensure that you have educational and preventative strategies in place that are reviewed and updated frequently.

8. Explore the positive contributions of LGBT individuals to Irish and global society.

9. Enable the children to recognise and challenge gender stereotypes. Remind them that girls and boys can like and do many things.

10. Embrace the individuality of all children.

Encourage the children to respect and celebrate the uniqueness of one another.

InTouch December 2014

INTO News

Vere Foster Medal winners Mary Immaculate College

Vere Foster was born in Copenhagen of an Irish-born father. He worked in the UK Diplomatic Corps but left to help the victims of the Great Famine on his brother’s estate in Ardee, Co Louth.

Concerned by reports of the terrible conditions for those using emigrant ships, Foster campaigned in the USA and Britain for improved conditions for passengers. He helped to found and became the first president of the INTO, travelling throughout the country campaigning for the maintenance and improvement of national schools.

Foster is also known for the popular ‘Vere Foster National School Writing Books’.

He died in Belfast on 21 December 1900.

The INTO Congress of 1956, held in Belfast decided to organise a suitable memorial as a tribute to the memory of Vere Foster.

The memorial takes the form of a Vere Foster medal, and is generally awarded by the INTO to the student obtaining the highest mark in teaching practice and/or curriculum areas of education.

InTouch December 2014

Pictured at the recent MIC graduations was Michelle Nicholas from Dooradoyle, Limerick, who was presented with the Bonn Vere Foster Award, by the president of the INTO, Seán McMahon (a proud alumnus of MIC) for first place in Teaching Practice and Curriculum Education in the Bachelor of Education Programme.

Mairead Farrell from Longford Town with her Vere Foster Medal presented by the Sean McMahon for the highest marks in teaching practice and in the curriculum area of education in the B.Ed/B.Ed in Education and Psychology.

St Patrick’s College

Froebel Department, Maynooth University

Congratulations to Amy Boyd (left) from Castleblayney and Sarah Catherine English (right) who were recipients of the INTO Vere Foster Medal for 2014. The students received the highest marks on school placement.

The INTO Vere Foster Medal was presented by Sean McMahon, President of the INTO.

B.Ed Vere Foster award winner, Rachel Crotty was presented with her medal by INTO president Sean McMahon for obtaining the highest marks in school placement.

More photos next issue

21

Nuacht CMÉ INTO LEARNING

INTO Learning Professional Development INTO Learning will oer the following online courses to members in the 2015 spring term: Key skills for good school leadership.

Maths problem solving: process not product.

Play in the infant classroom.

These courses are delivered over ďŹ ve modules and cost 70. They commence on Monday, 2 February 2015. Registration opens Monday, 19 January.

Teaching English as an Additional Language This stand-alone module supports both the classroom teacher and the learning support teacher. This module costs 25 and is available until mid-June 2015.

Need help with your school self evaluation process?

INTO Learning is offering a series of three whole school CPD packages to support schools through the school self evaluation process.

This package of three virtual presentations will give your staff a grounded understanding of the six steps in the SSE process and guide them through each step – gathering, collating and

analysing evidence of learning and drawing up your SSE report and your school implementation plan. The sessions can be scheduled at your own convenience using your Croke Park hours.

For further details on all INTO Learning courses please go to moodle.intolearning.ie

Eircom Spiders Awards Congratulations to INTO Learning who was shortlisted for an award in the eLearning and education category of the Eircom Spiders Awards for 2014.

INTO Learning was shortlisted under the eLearning and education category for websites that displayed innovation and ingenuity for those involved in eLearning whilst recognising the unique interactive learning experiences.

Entrants had to demonstrate innovation

or excellence in the use of digital technology to deliver elearning or training. Judges were looking for excellence in eLearning and how digital courses or applications resulted in real beneďŹ ts for organisations and/or individuals.

Congratulations also to COGG (An Chomhairle um Oideachas Gaeltachta agus GaelscolaĂ­ochta) who won the Irish Language category award.

Combatting stress with mindfulness If you would like to learn how to combat stress with mindfulness practice you may be interested in the Mindfulness Based Stress Reduction Course for Educators scheduled to take place in the INTO Learning Centre in the new year.

See page 31 of this issue of InTouch for details.

Accounts Committee attends training in Head Office Members of the INTO Accounts Committee and Examiners of Accounts attending training in INTO Head Office on 7 November 2014 which was facilitated by the General Treasurer, Noel Ward.

INTO accountant, GrĂĄinne Cleary, provided an insightful and informative presentation on the accounting policies and the rules governing INTO accounting practices. Mark Kennedy from Mazars also attended this training event and his presentation focussed on the external and internal audit functions.

The Accounts Committee will meet for their pre-Congress meeting on 2 and 3 March 2015 and the Examiners of Accounts will meet to examine the fourth quarterly accounts for 2014 early in the new year.

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InTouch December 2014

INTO News

In the media In print Paperwork eating into time spent with pupils, say primary teachers Paperwork is eating into the time that primary school teachers spend in the classroom, they claim.

More than four out of five teachers say their reporting duties are taking up the time they should be teaching and assisting students.

A total of 85pc say the number of reports they have to complete is having a negative effect on their ability to perform their basic duties.

However, the survey of more than 200 primary teachers by the Irish National Teachers’ Organisation shows that the majority of teachers feel positive about the interaction they have with parents.

Irish Independent, 15 November 2014 Schools kept in the dark over essential repair funds Schools are still waiting to find out if they will get Department of Education funding for repairs this year or if they will have to ask hard-pressed parents to pay the maintenance bills instead...The Irish National Teachers’ Organisation says repairs which cannot be done would have to be left on the long-finger so postponing grants would prove more costly in the long run.

“Given that the Department of Education coffers have more money than this time last year, there is no excuse for failing to deliver on the minor works grant,” said INTO General Secretary Sheila Nunan.

Irish Examiner, 10 November 2014 Digital gap in schools fury The Government has been accused of building a “digital apartheid” between primary and post-primary schools. Sheila Nunan of the Irish National Teachers’ Organisation slammed a lack of funding and technology in primary schools. She said, “It is wrong that Government funds one level of education adequately and ignores another”.

Irish Daily Mirror, 24 October 2014 “It’s digital apartheid” A teachers’ union has accused the Government of abandoning primary schools in favour of secondary schools when it comes to internet access. The Irish National Teachers’ Organisation says there is a digital divide between them. The union pointed to high-speed broadband connections in all post-primary schools with the bills paid by the InTouch December 2014

Government as opposed to substandard General Secretary, Sheila Nunan. connections in primary schools. INTO The Irish Times, 23 October 2014 General Secretary, Sheila Nunan said, “The Government funds one level of education “A much fairer model is required” – INTO A member of the INTO Central Executive adequately and ignores another. This Committee for Donegal and Leitrim has digital apartheid has to stop.”

The Irish Sun, 24 October 2014 said that while they welcome the budget announcement from education minister, Schools to get free access to Jan O’Sullivan, for additional teachers, no dictionary of Irish biography changes were made in the budget for small The announcement coincided with schools in the county. Michael Weed, a complaints from the INTO that there was teacher at Meenagowan NS in Lettermaa growing “digital divide” between caward said, “Class sizes in small schools primary and post-primary sectors.The have been increasing annually since Budget 2012 and the INTO is seeking a reversal of primary teachers’ union said the the pupil numbers needed to retain a Government had committed 3 million teacher in small schools. Small schools are for high-speed broadband bills in postunder threat for a number of years and this primary schools in the recent Budget but budget has not reversed or decreased the there was “not a red cent” for primary budget 2012/13 and 14 figures that inschools. “It is completely wrong that creased pupil numbers to retain teachers government funds one level of education in small schools.” adequately and ignores another. This Donegal Democrat, 16 October 2014 digital apartheid has to stop”, said INTO

On the airwaves Priest calls on church to sell gold Staffing in disadvantaged schools. Interview with Sheila Nunan, INTO General Secretary.

TV3, 3 November 2014 Teachers’ union says lack of funding for primary school broadband represents “digital apartheid” The Government announced a provision of 3m for internet in secondary schools as part of Budget 2015. However, as yet there has been no allocation for primary schools. The INTO, however, says it is important to develop computer skills at an early age. Spokesman Peter Mullan says reliable broadband is essential in primary schools.

Newstalk Radio – News, 23 October 2014 Sligo INTO representative slams Government broadband decision The education minister is being called on to revisit a decision taken to allocate 3 worth of funding to post-primary broadband schemes, and award nothing to the countries national schools.

Substandard connections are being relied upon by many primary schools, while the government have pledged to maintain high speed broadband

connections at second level. The INTO has today accused the government of building a digital divide between primary and post-primary schools. INTO representative for Sligo, Pat Stenson, says that the move will put pressure on small primary schools in particular.

Ocean FM – News, 23 October 2014 Garda vetting system Over 36,000 teachers have not been vetted by gardaí despite impending legislation aimed at strengthening the vetting system. Interview with the general secretary of INTO, Sheila Nunan.

RTE Radio 1 – Morning Ireland, 22 October 2014 Budget cuts to school funding Interview with Sheila Nunan, General Secretary, INTO, on budget cuts to the running costs of school.

Tommy Marren Show – Mid-West Radio, 20 October 2014 INTO responds to calls for coding and computer science to be prioritised in schools Interview with Peter Mullan who says primary schools cannot do everything.

RTE news, 17 October 2014

Full details of media coverage on www.into.ie 23

Nuacht CMÉ

Changing of Examiners The CEC has appointed Kieran Brosnan (Portlaoise Branch) to join Niamh Coyle (Monaghan) as an Examiner of INTO Accounts. Kieran replaces Joe Carmody (Ennis) who has retired from teaching.

At Joe Carmody’s final meeting of Examiners of Accounts, a presentation was made to recognise his dedicated service in that role over a number of years.

Pictured are Grainne Cleary, Georgina Glackin, Noel Ward, Joe Carmody, Niamh Coyle and Kieran Brosnan

INTO supports UNICEF Ebola Appeal At its most recent meeting the Central Executive Committee decided to make a donation of 5,000 from the INTO Solidarity Fund to the UNICEF Ebola Appeal.

The Ebola disease in West Africa is one of the deadliest outbreaks the world has ever seen. UNICEF are working with the most vulnerable people and doing everything possible to stop the spread of this virus.

If you would like to contribute towards the UNICEF Ebola Appeal, please donate to: AIB, 40/41 Westmoreland Street, Dublin 2. Account number: 24 07 00 37. Sort Code: 93 33 84.

Reminder Job sharing/ teacher exchange registers Teachers interested in job sharing or teacher exchange can avail of a FREE live register provided

by INTO Head Office in the Members’ Area of the INTO website.

Fill in your details on the online form by 5 p.m. on Friday, 9 January. The completed list will be posted online in the Members’ Area on Monday, 12 January and will remain online until 5. p.m. on Friday, 27 February, 2015.

Full details were published in the November InTouch and are also available online on the INTO website.

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Revised marking scheme for posts of responsibility DES Circular 39/2014 which became effective from 28 April 2014 introduced two key changes to marking schemes for post of responsibility interviews.

The five criteria under which candidates are assessed now receive equal weighting. The criteria themselves are unchanged.

Under the ‘Length of Service’ criteria, provision to award some limited marks for service in other schools is introduced.

InTouch December 2014

INTO News BENEFITS

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.

New offers New offers are added to the Membership Plus website throughout the year. Make sure you visit the website regularly to see what’s new!

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?

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will then be taken to our supplier’s website where you can purchase the gift card online. Your discount will be applied at the time of purchasing / topping up your gift card which will then be sent to your home address ready to use in store. You can even use these on top of other offers and promotions!

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For more information, please visit the Membership Plus website: www.membershipplus.ie/teachers InTouch December 2014

25

Nuacht CMÉ

Website launched for parents of children with life-limiting illness A website has been launched to provide parents with greater information and understanding of palliative care for children.

The Children and Young People Palliative Care website was developed by the All Ireland Institute of Hospice and Palliative Care (AIIHPC) to assist parents, guardians, carers and the wider public in understanding what children’s palliative care is. It seeks to filter the wide range of information available on the internet to make it easier to find the right information.

At the launch, encouraging parents to learn more about palliative care for children, were Brian and Sharon Thompson who suffered the tragic loss of their daughter Victoria at nine months old.

Sharon, an INTO member, said: “Victoria had an incurable, untreatable rare condition which left her in constant and severe pain.

Her nerve endings were un-insulated. She also had horrendous symptoms. Our first question was ‘how do you fix it?’ Then we were told – ‘it can’t be fixed’.”

Living in Donegal, Brian and Sharon found it difficult to access information and services locally. While in the majority of cases seriously sick children are cared for at home, Victoria was so sick that they took up the opportunity of a place in the LauraLynn Children’s Hospice.

For the Thompsons the palliative care approach provided at the hospice was a

Pictured at the launch were Sean McMahon, INTO President, Sharon Thompson, INTO member, and Miriam O’Callaghan, broadcaster and journalist.

Photo: Conor Healy very positive experience for Victoria and for them.

AIIHPC Director Paddie Blaney said: “The palliative care community, both in the Republic of Ireland and in Northern Ireland recognised the need for a ‘go to’ point that parents, carers and the general public could access to get independent

Cumann na mBunscol National AGM 2015 The Cumann na mBunscol National AGM will take place in the Landmark Hotel in Carrick on Shannon on the weekend of 6 and 7 March 2015.

Counties are asked to send two delegates to the AGM. Four awards in the Annual Cornmarket Awards will take place on the Friday night. Cumann na mBunscol would like to thank Cornmarket for their continued support.

Cumann na mBunscol would also like to thank Allianz for their continued sponsorship of their activities. Counties are asked to recognise this sponsorship when writing articles in newspapers to advertise the great activities that are ongoing in all counties.

Visit the Cumann na mBunscol website at cnmbnaisiunta.com.

County committees are reminded that articles are always welcome for the website.

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information on a topic which is difficult to talk about or gather information on.

The website includes photos, stories and quotes about real children and parents who are or have availed of palliative care services.”

The website is available at www.cypph.com

Comhar Linn – October draw winners Car – Toyota Auris Agnes O’Malley, Bruckless NS, Bruckless, Co Donegal.

Cash 1,500 Patricia Walsh, Scoil Náisiúnta Magihdine Muire (Boys), Ballymun, Dublin 9.

Weekends for two in Jury’s Inn Anne Flaherty, Scoil Náisiúnta Pádraig Naofa, De La Salle, Kilkenny, Co Kilkenny.

Kay Clancy, Kilrush, Co Clare.

Congratulations also to Colm Ó Tiarnaigh, SN Naomh Maodhog, Ferns, Co Wexford, who won a car in the September Comhar Linn draw.

InTouch December 2014

INTO News

INTO remembered in generous legacy The late Fr Thomas O’Connor, who died in the USA, was remembered recently in a ceremony organised by Rathmore Branch of the INTO. Fr O’Connor left US20,000 to INTO in his will and this is being allocated to the Benevolent Fund.

Fr O’Connor’s brother, Fr Michael commemorated the late priest at the event which was also addressed by INTO representatives including president Sean McMahon.

Fr Thomas O’Connor’s father and namesake, principal teacher of Shrone NS near Rathmore, died suddenly at Christmas 1930 leaving a widow and five young children aged from seven years to 11 months. The youngest of those children was Thomas who, 25 years later, was ordained to the priesthood in the USA. He served in New Jersey where he developed an interest in harness racing.

Two horses which he acquired were very successful, winning a number of big races.

INTO help After the death of Thomas’ father, the INTO played a part in helping the family through what was then called the Widows’ and Orphan’s Fund. Members of the family, many of whom were educated through third level, recall an INTO cheque for 50 arriving at the house each year before Christmas. This considerable sum of money in the early to mid-20th century was of significant assistance to the family.

At the ceremony in Shrone, the role of the INTO Benevolent Fund was outlined and it was stressed that Fr O’Connor’s generosity would reflect itself in support for needy INTO members, former members or their dependents.

Pictured above are (back row from left): Dan V. O’Connor, Chair of BOM and former principal of Shrone NS, Gerard Lucey, Chair, Rathmore Branch, Sheila Starr, niece of Fr Tom O’Connor, Diarmuid McCarthy, Secretary, Rathmore Branch, Úna Gallagher, niece of Fr O’Connor, Anne Horan, BFC, Middle row: Michelle Murphy, Principal, Shrone NS, Noel Ward, General Treasurer &Deputy General Secretary, Seated: Fr. Michael O’Connor, brother of Fr Tom O’Connor and Seán McMahon, INTO President.

Plaque At the ceremony, a plaque commissioned

by Rathmore Branch, to be placed at Shrone NS, was unveiled by INTO president

Commerative plaque placed at Shrone NS

Sean McMahon. The ceremony was also attended by representatives of INTO nationally and from District 13 as well as members from Rathmore Branch past and present, and relatives of the O’Connor family.

The INTO acknowledges the work of Rathmore Branch members including secretary Diarmuid McCarthy in organising the event, and the contribution of Dan V. O’Connor retired principal and BOM Chair at Shrone NS, in researching the background to the legacy which the INTO received following Fr O’Connor’s last will and testament.

Updated INTO Rules and Constitution Following the Special Rules Congress in September the revised INTO Rules and Constitution has now been certified by the Registrar of Friendly Societies.

The updated booklet will be made available online in the Members’ Area of the website. A hardcopy version will be printed following Congress  and distributed to schools.

InTouch December 2014

27

Nuacht CMÉ AROUND THE BRANCHES

Blanchardstown Branch host a successful Youth Workshop With a lively, active and vocal branch committee, the Blanchardstown Branch of the INTO has a wealth of opinions to inform its discussions and debates.

In recent years, and because of accelerated population growth, this area of North-West Dublin has seen large numbers of NQTs (newly qualified teachers) appointed in local schools. Last month, the Blanchardstown Branch of the INTO hosted a successful Youth Workshop.

On graduation, many NQTs are not always familiar with the structures, facilities and supports that membership of INTO brings.

Most are focused on securing employment, and work duties that other commitments can be daunting. For others transport to meetings is a challenge. Sometimes, it is only when a colleague suggests attendance at (or a lift to!) a branch meeting that ears prick up. An awareness of this, and the vibrancy that newly qualified members would bring to meetings, prompted Blanchardstown Branch Committee to organise a Youth Workshop.

The aim of the workshop was to introduce the INTO to new members, and to give them an opportunity to take an active and vocal part in their union.

Traditional structures and procedures associated with branch meetings were put to one side. On this occasion, the evening was chaired not by the branch cathaoirleach but by an NQT who is also a new member of the branch committee.

The objective of the workshop was to provide new members with a forum in which to identify, discuss and prioritise issues affecting them. The meeting was opened by a guest speaker, a recently qualified teacher who outlined his experience of union involvement at this early stage in his teaching career. He said that in his experience, INTO branch meetings were a place where each member had the opportunity to speak and be heard; where questions can be asked in a collegial environment; where we are all individuals that together form a strong and loud collective.

Discussions grew from this impressive and honest opening. In small informal groups, attendees took the opportunity to identify the issues that were most relevant to their individual and collective circumstances. Following animated and robust discussion, the various groups prioritised their key concerns and presented them to

the whole forum. People found that they had much in common when they began to air their thoughts and fears.

The setting was conducive to open and frank discussion. This was very much in evidence as discussions continued long after the meeting formally ended. Individual worries that emerged reflected those often raised at Congress, at branch meetings and in staffrooms across the country.

These concerns included equalisation of pay scales, uncertain employment, panel rights and workload.

As NQTs and new members, there was serious discussion around how best to ensure that concerns specific to their experience would be heard within the INTO as a whole and beyond. All came away from the meeting with a sense that participants believe that as union members it is important to be active in shaping the direction of the INTO. Blanchardstown will, at future meetings, consider, discuss and advocate for the issues raised at the meeting. The branch welcomes new members, looks forward to continued valuable discussions, and thanks those attendees who so actively engaged in the workshop.

Snapshots from the workshop

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InTouch December 2014

INTO Advice INTO advice for members on issues of importance

SCHOOL LEADERSHIP

New data protection website for schools launched A new resource for principals and boards of management has recently been published by the management bodies of schools. The new website www. dataprotectionschools.ie went live in September, having spent a considerable period of time in development. The website is funded by the DES, through the budget for training for boards of management. The content of the website has been cleared through the Office of the Data Protection Commissioner.

The website will prove an asset to schools in developing sound data protection policies, and a template policy is provided. It also provides answers to commonly asked questions in relation to data protection.

The website outlines the context of data protection in schools, which is about protecting an individual’s right to privacy. However, there is a recognition that schools collect a huge amount of personal information about staff and

their students and the website gives guidance to schools as data controllers as to how they can manage this data, in accordance with the eight principles of data protection. These are: 1. Obtain and process information fairly.

2. Keep it only for one or more specified, explicit and lawful purposes.

3. Use and disclose it only in ways compatible with these purposes.

4. To keep it safe and secure.

5. To keep it accurate, complete and up-to-date.

6. To ensure that it is adequate, relevant and not excessive.

7. To retain it for no longer than is necessary for the purpose/s.

8. To give a copy of his or her personal data to an individual on request.

The website gives advice in relation to issues including the management of sensitive and personal data, records retention, the management of data access requests, the use of CCTV in schools, school websites, schools and direct marketing among other things.

In the resources section there are a number of checklists, as well as guidance on the drafting of a data protection policy as well as a template data protection policy.

The Principals’ and Deputy Principals’ Committee will monitor any workload and resources implications for school arising out of the advice on the website, and will make representations to ensure that schools are able to meet their responsibilities.

INTO rejects claims about school boards The INTO, backed by the CPSMA, rejected comments made by Jim Daly TD to the Oireachtas Education Committee last month that school boards were “a law unto themselves”.

Anne McElduff, Assistant General Secretary, INTO, told the committee that local boards ensure local voices and concerns are reflected in the management of the school, and that the interests of pupils and their parents, staff and the community are represented.

She said by and large, the boards of primary schools carry out this duty, and enjoy the confidence of the school community. To back up this point she quoted high court Judge Iseult O’Malley

InTouch December 2014

who said the “structure by which most schools in the country are run, with a professional staff managed by a voluntary board representative of the parents, the community, the patron and the staff, is an admirable one which gives an opportunity for all those groups to participate in this most important field”.

Ms McElduff told the members of the committee that primary teachers are committed to working with parents in an open and transparent manner. “It is the case that schools facilitate and encourage best practice in relation to the promotion of home/school links.”

She said where parental complaints

arise, there is an established Parental Complaints Procedure, agreed between the INTO and management bodies which is utilised where necessary. “This procedure focuses on early and informal resolution of complaints as far as possible, while also providing a formal procedure for deciding complaints.”

The Cork South-West TD also claimed that boards were toothless in responding to the INTO’s JobBridge directive.

Ms McElduff rejected the deputy’s comments. She said while boards listen to what happens on the ground from principals and teacher representatives, each board member makes up their own mind on all issues.

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Comhairle CMÉ

Managing your money

The Christmas Budgeting Countdown The fourth in a series of articles from consumerhelp.ie While Christmas is only around the corner, you still have time to plan ahead for the expenses that will come your way at this time of year. Starting your shopping early can help spread the cost over a longer period of time. Use these top-ten countdown tips from consumerhelp.ie to help you save money by planning ahead this Christmas: Start with the Christmas budgeting tool on www.consumerhelp.ie: This handy tool from the Competition and Consumer Protection Commission lists all the main expenses you would expect such as food, drink, presents, but also those that could easily get left out of your budget, such as increased heating and electricity bills as well as nights out. By completing this you can then see how much you are expecting to spend compared to the money you have available.

You can then adjust your plan to help avoid overspending.



Make some small sacrifices now: Use the spending calculator on www.consumerhelp.ie to see how much you are spending on everyday expenses like coffee and lunches out and how much you could save per month if you were to cut back a little. You can put any savings you make towards your Christmas budget.



Think about buying your presents early: Make a list of everyone that you intend to buy for and decide how much you will spend on each person. If you have presents in mind, you have the time now to shop around and compare prices, both in-store and online. If you do buy online remember to add on any delivery costs.



Be creative: Planning ahead gives you a chance to work on making your own gifts. If you have children you can get them involved. There are so many ideas online, from making your own festive candles, Christmas tree decorations, or even how to make homemade baked goods.



 30

Embrace the digital age: Why not save on postage and email some of

your Christmas cards instead this year.

There are lots of free sites that let you create your own cards, with family photos and videos. If you normally buy charity Christmas cards, you can still donate to your chosen charity directly.

Traditions can be changed: If you normally buy friends or family individual presents, why not suggest doing Secret Santa, where each person only has to buy one present.



Keep an eye out for supermarket bargains: Most of us buy the same things each year for our Christmas grocery shop so why not watch out for foods and drinks that may be on offer that you will use over Christmas. For instance, you can start keeping a look out for offers on wine, chocolates and even smaller items like cranberry jam.

But remember to check the best before dates before you buy.



Avoid shopping at the last minute and try to go shopping when it’s quieter: Shops are a lot quieter late at night or first thing in the morning.

Leaving yourself plenty of time and avoiding busy shopping times will make your Christmas shopping a bit easier.

Do up a shopping list before you go, it will help you avoid impulse buying and



help keep your spending on track.

Avoid unplanned splurges: We are all guilty of it – you planned to buy a hat for a friend but end up buying them a matching scarf too. Always bring a list of the people you need to buy for and the presents you plan on getting them and stick to that list. The best way to do this is tick them off as you buy and list the amount you spent. It will help keep you focused.



Share tips on how you can make savings: Last year in the run up to Christmas www.consumerhelp.ie had over 6,500 visits to the Christmas money savings tips. If you have any tips, share them on consumerhelp.ie Facebook page.



Visit the Competition and Consumer Protection Commission consumer website 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 new dual mandate to enforce competition and consumer protection law.

InTouch November 2014

INTO Advice

Teachers fight – or flight Stress is a well known phenomenon nowadays appearing in many different contexts. It is widely accepted that stress is caused by a combination of external and internal factors. An internal stressor which many of us in education may recognise is a tendency towards perfectionism. This trait for example, can cause stress especially when there are too many competing demands. To cope, we stay at work longer, arrive earlier and bring work home. We become consumed more and more by the work we do and, unfortunately, our relationships suffer.

That’s the thing with teaching; it overlaps and spills into many areas of our lives. Our job is not clearly defined with neat boundaries. We need energy and stamina as we tend to individuals, the class as a whole and to our added responsibilities both inside and outside of school. It is not surprising then that the Irish Congress of Trade Unions report high levels of stress amongst teachers (88).

Added to this are the countless number of external stressors, like the loss of take home pay, changes in maternity, paternity and sick leave, an increase in student aggression and drive by inspections; to name but a few. We are well aware that the ever increasing paper work, class sizes and a continuing reduction of budgets for much needed resources are affecting our students and this too breaks our hearts.

These are the factual challenges we as teachers and principals face and it is worth noting that we are doing a good job, often going beyond the call of duty because we take the business of teaching, learning and caring seriously.

The impact of stress on our health and wellbeing We could say that our identity as a teacher once formed takes on a life of its own. We strive to do better, to be better

by working just as hard or harder than when we first embarked on a teaching career. We do not take the foot off the pedal as we continually upskill but be-

ware; we are also on the road to exhaustion, compassion fatigue and burn-out.

Like it or not we too are only human and can be affected by stress and stress related illnesses. Over time, this can lead to burnout – a major issue for those of us in the education profession. Burnout is like a silent attack that lurks and builds up over time poisoning our whole system leaving us depleted. Looking after our health and wellbeing, along with readdressing the public perception of teaching as a profession, is certainly an issue.

Fight back It is vitally important to take control of our physical and mental health.

We can do this in a number of ways.

For me mindfulness is the practice which sustains and grounds me. It is called a practice because it requires effort on my part and, like any self-care tool, it needs to be cultivated, requires discipline and patience. As a result I am more accepting of all aspects of my life.

I am conscious of my limitations and am in a better position to know what I need whether I am exercising, teaching or meeting friends. However, mindfulness will not appeal to everyone so it is important to try a variety of things.

Discover what works for you.

Some of the following suggestions may appeal to you. While the list is not exhaustive it is designed to create space from physical tension which, if not recognised early, can build up into an unhealthy permanent tension making rest near impossible and consequently turning tiredness into exhaustion.

Get physically fit by scheduling regular exercise sessions.

Aim to have a healthy diet.

Try to get enough sleep.

Turn off the computer and the mobile phone earlier than normal. We do not have to be accessible at all times.

Savour some time outdoors by scheduling a walk or simply by being aware of moving from the school building into the outdoors at the end of the day.

Design a cut off point mentally and physically from school related work and stick to it.

Keep some time to relax and recharge during the weekend. We know how to work hard but maybe we do not know how to take a break.

Enjoy your holidays and make no apologies to family, friends and those outside the profession.

Be kind and supportive to your work colleagues, remembering we can all do something to help create a happier, healthier work environment. I like the following words from the Dalai Lama “If you want others to be happy, practice compassion. If you want to be happy, practice compassion.”

We teachers are passionately devoted to doing our best in a profession that has almost endless complexities and challenges and yet caring for ourselves is something which rarely surfaces as a theme.

Kay Murphy, Scoil Chiaráin, Glasnevin, Dubin.

Learning to combat stress with mindfulness If you would like to develop your own mindfulness practice you may be interested in the Mindfulness Based Stress Reduction Course for Educators scheduled to take place in the INTO Learning Centre. The programme consists of eight weekly classes and a one day retreat. The course is experiential, supportive and structured. It is designed for educators only so you can feel free to work in parallel with colleagues. Participating in the

InTouch December 2014

stress reduction programme requires commitment on your part so that you can, learn, practice and integrate mindfulness into your everyday life. The course runs through the spring, with a week off for midterm; beginning Thursday, 29 January with the final session on 26 March, costing €320. The programme commences each Thursday at 4.15 p.m. and ends at 6.30 p.m., providing a window to process stress after a day’s work and

experience some relaxation techniques before heading home.

On completion you will receive a certificate in Mindfulness Based Stress Reduction which is an entry requirement should you decide to opt for further training.

For details and registration visit www. intolearning.ie or contact Kay directly through her website www.aframeofmind.org.

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Comhairle CMÉ

Protect yourself from cyber scams

Stay safe online this Christmas It’s that time of year when security companies are circulating their seasonal advice to keep consumers safe online.

Cyber scrooges leverage all types of digital devices, social media platforms and mobile apps to take advantage of consumers’ distraction during this festive and busy time of year.

We’ve compiled a list of suggestions from McAfee’s 12 Scams of Christmas (blogs.mcafee.com/consumer/12-scamsof-holidays-2014) and our own experience to help you avoid getting scammed this Christmas – happy shopping!

Bank Robocall scam When holiday spending increases, and consumers are aware of possible abuse to their bank accounts or credit cards, cyber criminals use this as an opportunity. In most cases, consumers receive a fake phone call from an automated (or not) ‘security agent’ stating that the user’s account has been compromised and requesting personal information, including the account password, to make changes. Hang up, if you need to check anything ring your bank directly.

Fake banking emails also continue to be a popular way to get to consumers.

Keep in mind that your bank will NEVER email you looking for account information.

You’ve got mail!

As holiday sales continue to migrate online, the risk of fake shipping notifications and phishing scams are increasing.

Though malware is a year-round risk, many people do their Christmas shopping online. At this time of year, consumers are more apt to click on a shipping notification or phishing email because they think it is legit. Look for signs such as poor images, misspellings, bad grammer or odd links.

Deceptive advertising Everyone is searching for bargains and deals. Keep your eyes peeled (and your wallet in check) when online shopping for this season’s most coveted products.

Dangerous links, phony contests on social media, and bogus gift cards are just some of the ways scammers try to steal your personal information and ruin your holiday cheer. Instead of clicking on an email link go directly to the homepage of the company.

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Do an online check of the business you’re buying from to see if there is any news about recent risk. Also look for a lock symbol and ‘https’ at the beginning o a url to make sure the site uses encryption to protect your data.

Chilling charities ‘Tis the season for giving.’ During Christmas, many consumers give back by donating to their favourite charity. Be wary of fake charities that could reach you via email or are shared virally

malware onto your device.

Holiday travel With travel on the rise during peak holiday times, online scammers are ready to take advantage of the fact that consumers often become less vigilant about their safety. Fake online travel deal links are bountiful, but there are also risks that exist once you arrive at your destination, including spyware that can access your information through logging onto your computer.

ATM Skimming During the holiday season, you need cash and are usually in a rush to get it.

Criminals can access your information at ATMs by installing skimming devices to steal the data from your card’s magnetic strip and either using a video camera or keypad overlay to capture your PIN. A simple solution: look carefully at the ATM for anything suspicious and cover the keypad when entering your PIN.

through social media. Do your research to make sure the charity is real and instead of clicking on a link visit the charity website directly. iScams New mobile apps for Android and iOS devices are added online every day.

Thanks to the ongoing advancement of technology, your mobile device can control the temperature in your house, keep you connected to social media and add cool filters to your holiday photos.

Even the most official-looking or festive apps could be malicious and access your personal information. Only download from official app stores and review the app first to make sure you know what you are putting on your smartphone. If the app requests too many permissions don’t download it.

Getting carded Digital e-cards to spread the holiday cheer are fun, easy and most importantly, thoughtful. While you may want a loved one to send you ‘Season’s Greetings’, hackers are looking to wish you a ‘Merry Malware!’ Well-known e-card sites are safe, but be wary of potential scams that could cause you to download

P.S. Just one more thing: Be sure to keep an eye on your bank and credit card statements. Be on the lookout for small ‘under the radar’ payments or possible overpayments that could indicate that your card has been compromised. If you do notice anything then be sure to report it to your bank as soon as possible.

Make sure that an online payment fiasco doesn’t ruin your Christmas!

Free Wifi Can be Dangerous!

Be aware of the risks when using free wifi.

An investigation conducted in the UK shows that consumers carelessly use public wi-fi without regard for their personal privacy.

In the experiment, which involved setting up a ‘poisoned’ wi-fi hotspot, unsuspecting users exposed their internet traffic, their personal data, the contents of their email, and even agreed to an outrageous clause obligating them to give up their firstborn child in exchange for wi-fi use.

Where possible it’s best to either stick to using your data only or connect to networks that have a password.

Source: www.netsecurity.org/secworld.php?id=17429

InTouch December 2014

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

Primary schools honoured for inclusivity Yellow Flags raised over schools Almost four out of 10 pupils across 54 nationalities and cultures honoured at annual Yellow Flag awards of the equality and diversity initiative for primary and secondary schools, reported to having experienced racism.

The 1,772 pupils were surveyed in 11 schools in preparation for embarking on the eight step Yellow Flag programme which requires each school to meet specific targets to create an environment where identity and racism bullying is challenged, and diversity and equality are fostered and embedded within whole school practice, which culminates in their accreditation to flag status.

Of those surveyed, 83 of all students said they would “Like their school to provide time to celebrate different cultures, languages, religions and identities. Coordinated by the Irish Traveller Movement the multi-level programme combining the input of pupils, teachers, parents and the wider community was established six years ago but is only available to a limited number of schools throughout the country despite its success amongst those currently involved Speaking at the awards, Minister of State at the Department of Justice and Equality, Aodhán Ó Ríordháin said; “I warmly commend the Irish Traveller Movement on its Yellow Flag Programme.

It is so important to promote the inclusion of minority ethnic groups and intercultural interaction between different groups in our society, based on the principles of equality, cultural awareness and respect.” He continued: “I want to support the Yellow Flag by providing funding of 49,000 towards the programme.”

Presenting awards to the 11 schools were Tura Arutua, Zimbabwean Irish InTouch December 2014

speaker and dancer, Miss Kilkenny 2014, Traveller Sarah Jane Dunne and Leanne McDonagh, Traveller and artist. The colourful and multicultural ceremony with visual, musical and narrative presentations by pupils from each school was attended by teachers, parents and others and was jointly hosted by RTE presenter

The Yellow Flag symbolises the acknowledgment and respect given to the huge diversity in our school Diana Bunici and Dil Wickremasinghe, broadcaster, actor, comedian and social activist.

There were also special performances by pupils who showcased their work to achieve their flag.

Recipient schools at primary level were: Bracken Educate Together, Balbriggan; Queen of Angels, Wedgewood, Dublin 16; St Mary’s NS, Sandyford, Dublin 18; St Joseph’s NS, Dundalk; Scoil an Linbh Iosa, Naas, Co Kildare; SN Mhuire Gan Smal, Creagh, Ballinasloe, Co Galway; Ennis Educate Together, Co Clare and St Joseph’s NS, Fermoy, Co Cork.

Attending the event Rosemarie Stynes, teacher at Bracken Educate Together NS, Balbriggan, said “To me the Yellow Flag symbolises the acknowledgment and

respect given to the huge diversity in our school. We have worked together as a school and whole community to bring everyone together with a common focus.

We have celebrated our difference and our similarities. We have shared our knowledge and, most importantly, we have recognised areas where we can improve on so that we are constantly moving forwards together.”

The programme also addresses identity based bullying by creating a framework for schools to challenge prejudices within the school environment and helps foster pride in identity for children from different national and ethnic backgrounds focusing on practical intercultural achievements.

The eight steps to accreditation include: 1. Intercultural and anti-racism training for staff and management.

2. Going beyond the school’s walls: engaging with the community.

3. Establishing a diversity committee.

4. Conducting an intercultural review.

5. Formulating an action plan for a diverse school.

6. Monitoring and evaluation and information dissemination.

7. Curriculum work.

8. Production of a diversity code and anti racist policy for the school.

The Irish Traveller Movement believe there is considerable scope for developing the Yellow Flag programme into a mainstream national programme, which would have a long-standing legacy, promoting equality and diversity in schools.

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Ócáidí Nuachta

Supporting and connecting innovative schools Five Irish primary schools join global Changemaker Schools network inspired by social entrepreneurs “What is the purpose of education?” was a question posed by DCU president Brian MacCraith in October to an audience of educators, social entrepreneurs and individuals from across sectors who had come together to celebrate innovation in Irish primary education. The particular event was the launch of Ireland’s ‘Changemaker Schools’ network, an initiative to identify, support and connect innovative schools around the world.

These schools are elected based on their commitment to empower young people to be changemakers – placing a particular emphasis on skills such as empathy, creativity, teamwork and leadership.

Five primary schools became the first from the island of Ireland to join this global network: St Oliver’s NS, Killarney, Co Kerry; St Columba’s GNS, Douglas, Co Cork; Francis Street CBS, Dublin 8; Donabate-Portrane Educate Together NS, Co Dublin and Our Lady’s and St Mochua’s PS, Derrynoose, Co Armagh. They join over 100 schools from the US, UK, Europe, Africa and South America with the opportunity to share knowledge, collaborate on new programmes and work as a broader network to inspire new ways of thinking in education systems across the world.

The schools will also have the chance to connect with some of the world’s leading social entrepreneurs through Ashoka, the non-profit organisation behind the Changemaker Schools programme. Since the early 1980s, Ashoka has supported over 3,000 social entrepreneurs (Ashoka Fellows) with new solutions to some of the world’s biggest social, economic and environmental challenges, many of which have given rise to major global trends and movements. In Ireland, Ashoka is supporting the spread of innovations in education through projects such as CoderDojo, Roots of Empathy, Grow It Yourself’s Sow & Grow, Eco-Beo and Playworks. The common denominator with each of these programmes is their focus on putting young people in charge of their learning, and it was this insight that led to the creation of Changemaker Schools.

In recent years, Ashoka has launched a number of other initiatives to support young social entrepreneurs. One such programme has been the Changemaker xChange, where, last year, Irish teenager Adam Harris began collaborating with other young changemakers in the global Ashoka 34

Principal Rory D’Arcy with pupils from St Oliver’s NS, Killarney. St Oliver’s has joined the Changemaker Schools network. Also pictured are Sandra Chute and Claire O’Sullivan network. Adam is the founder of AsIAm.ie – an online Autism spectrum information advice and meeting point designed to support children with an autism spectrum

The schools will also have the chance to connect with some of the world’s leading social entrepreneurs disorder in their journey through school.

Speaking at the launch of Changemaker Schools, Adam recounted his own experience of growing up in the Irish education system with Asperger’s Syndrome, where his intelligence was typically misunderstood. Ultimately, through perseverance and the right support from teachers, he flourished as a teenager, and his experience became the philosophy underpinning AsIAm – to create a supportive environment that gave people the confidence to take action rather than wait and complain. As with all changemakers, their greatest impact is in helping others create change likewise.

Adam was followed at the podium by author Roddy Doyle who spoke about the

need to focus on what children can do, rather than on what they can’t do. This became a recurring theme in the panel discussion that followed, as stories of inspirational teachers doing just that came from all angles, despite the structures that often favour rote learning and rigid standardised testing.

With such a wealth of ingenuity in primary schools across the country, Changemaker Schools aims to showcase these practices and inspire the same appetite for change throughout all of primary education and soon into secondary. As president of St Patrick’s College Daire Keogh put it, initiatives such as this are critical in stimulating and celebrating teachers for their role as ‘changemakers by definition’. Rather than waiting for the system to change, schools that give teachers the freedom to be changemakers change the system themselves.

After posing his question, Brian MacCraith also suggested an answer – that the purpose of education is for young people to find their place in a challenging and dynamic world, such that they can become agents of change.

On that rainy afternoon in Dublin, it became clear that this vision was not just aspirational, but was actually unfolding.

For more information visit http:// ireland.ashoka.org/changemaker-schools InTouch December 2014

Newsdesk International news Belgium

Europe

Sweden

Thousands of teachers march against austerity

Maintaining Education in crisis

Last month all Belgian teachers affiliated to ETUCE member organisations together with workers in other sectors and professions demonstrated in Brussels to defend their working conditions, welfare state and purchasing power against austerity proposed by the Belgian government.

Despite the wide consensus on the fact that quality education is a key element to exit the economic and social crisis, to reduce social inequalities, to increase social wellbeing and democratic participation in society, education systems in many European countries are deteriorating.

ETUCE looked in-depth into the reality of five countries: Greece, Italy, Portugal, Spain and Ireland, which have experienced very big cutbacks in education.

The ETUCE documentary When Europe forgot its homework: education in crisis shows that cuts and downturns in the education systems have affected everyday people – teachers, students, parents, and societies – and made the prospects and opportunities for young people more unclear, jeopardising the future of the younger generations. It also shows how teacher trade unions have reacted to the economic crisis, delivering alternative answers to face the effects of austerity.

The film can be viewed on www.cseeetuce.org/news/archive/482-when-europe-forgot-itshomework-education-in-crisis-the-etuce-film-documentary-released

The newly elected education minister of Sweden, Gustav Fridolin, plans to support the rebuilding of the teaching profession. He wants to prevent politicians from dictating to teachers what and how to teach.

In his address to Swedish education union Lärarförbundet's Congress in November, Mr Fridolin, who himself was a teacher, emphasised the importance the Swedish Government gives to the development of early childhood education.

Also, Swedish teachers can look forward to an improvement of their terms and employment conditions.

The country expects a shortage of 43,000 teachers by 2020.

There is an understanding between the Government and Lärarförbundet that joining the teaching profession must become an attractive career choice for young people.

At the core of the teachers’ protests is the proposed raising of retirement age, cuts in salaries and in public services. The newly installed government of Belgium has recently proposed a plan to cut the country's welfare system, while increasing subsidies and tax cuts to multinationals.

Teacher unions have begun a series of actions to combat the government plan.

After the national demonstration there was a strike in the education sector last month which will be followed by a general strike this month.

ETUCE release film documentary

Source: www.ei-ie.org

INTO hosts seminar on project addressing quality of education in Uganda A group of former and potential VSO volunteers, including INTO members, attended a seminar sponsored by VSO Ireland and hosted by INTO Global Solidarity Network at the INTO Learning Centre on 30 October. The seminar centred on a presentation by Cleophus Mugenyi, Ugandan Ministry of Education and Sport, on the Irish Aid funded pilot project to introduce school inspection guidelines. They were produced with the assistance of the Irish DES to address the quality of education, through school self-evaluation and inspection and have been piloted in the Moroto and Kotido districts of North Eastern Uganda.

The ultimate objective of the project was the improvement of learning outcomes in primary schools for both girls and boys through the improvement of inspection and support services to teachers and improving classroom teaching and learning. A questions and answer session followed the presentation and led to a good and lively debate.

Pictured are: (l to r) John O’Brien (INTO); Gerry Thompson Executive Director. (VSO Ireland) and Cleophus Mugenyi, Ministry of Education and Sports, Uganda, at the INTO learning Centre.

InTouch December 2014

35

Ócáidí Nuachta

Oireachtas Report Public Sector Pension Levy The Dáil was told last month that to date the public service Pension-Related Deduction (PRD), introduced in March 2009 under the Financial Emergency Measures in the Public Interest Act 2009 has raised an estimated 5.5 billion since it was introduced.

Euro amount in millions 2014

883

2013

923

2012

935

2011

960

2010

949

2009

837

Total

€5,487

The PRD reduced the cost of the public service pay bill by an estimated 6.1 in 2014.

All public service employees with gross pay of more than 15,000 pay by the PRD.

Summer Works Scheme expenditure The minister for education and skills was asked if there will be a summer works scheme for primary schools in 2015. In response the minister said it was not possible to advance a new summer works programme in 2015. Over 1,600 applications were received under the 2014 Summer Works Scheme. Not all applications were approved. However, these applications will be retained and prioritised for consideration under further rounds of the Summer Works Scheme subject to availability of funding.

Bullying in schools The minister for education and skills told the Dáil that phase one of the antibullying support was delivered in February and March 2014. A two hour workshop was delivered across all education centres at primary and post primary level and the workshops provided an overview of 36

the DES anti-bullying procedures and the development of policy. In addition, a webcast was developed which provides an overview of the workshop and is available on the PDST website.

Support was offered to all schools and a total of 90 workshops were delivered and over 1,500 teachers attended the workshops.

The next phase of the anti-bullying seminar is due to commence and a one day seminar is being offered across the education centres in relation to awareness raising, prevention and intervention strategies based on the DES Anti Bullying Procedures at both primary and post primary level.

A set of support materials have been developed for the seminar and are available for schools as a resource through the PDST website.

School staffing appeals mechanism Information relating to appeals against the loss of a teaching position following the budget 2012 changes for small schools was provided to the Dáil. The information is set out in the table.

School Type

No appeals

No. of No. of appeals appeals provisionally upheld upheld following pending confirmation confirmation of of enrolments enrolments

2 classroom teacher 38

23

19

3 classroom teacher 48

36

25

4 classroom teacher 55

44

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School Completion Programme The School Completion Programme is a targeted intervention aimed at those school communities identified through the Department of Education and Skills’ DEIS Action Plan for Educational Inclusion. It involves 124 locally managed projects and related initiatives operating across 470 primary and 224 post-primary schools to provide targeted supports to

approximately 36,000 children and young people.

The Child and Family Agency has operational responsibility for the School Completion Programme, including the allocation of funds to projects within the programme.

Cutbacks of 6.5 per annum across the programme over the period 2012 to 2014 have been imposed. Details of spending on the School Completion Programme from 2012 to 2014 is as follows: Year 2012 2013 2014

Annual allocation €28.256m €26.456m €24.756m

Comprehensive review of expenditure savings €2m €1.8m €1.7m

Teachers’ professional development Approximately 44million is spent on teacher CPD including salary and substitution costs across the primary and post primary sectors. The teacher CPD budget represents 0.76 of the Department’s overall budget for first and second level.

Some of the main areas of expenditure are the Professional Development Service for Teachers (PDST), the National Induction Programme for Teachers (NIPT), health and wellbeing and the Special Education Support Service.

Other areas of expenditure include the Child Abuse Prevention Programme (Stay Safe), boards of management training, Teacher Fee Refund Scheme, Teacher Professional Networks and the National Behaviour Support Service (NBSS).

Career breaks The minister for education and skills told the Dáil that the number of career break approvals by boards submitted to the Department of Education and Skills is as follows: Year 2010/11

Primary 789

Post Primary 247

2011/12

1042

269

2012/13

1229

307

2013/14

1361

354 InTouch December 2014

Newsdesk

Digital Schools of Distinction aims to sign up 750 new schools this year On 20 October the minister for education and skills, Jan O’Sullivan launched the second year of ‘Digital Schools of Distinction’ and highlighted ambitious plans to grow the number of schools participating in the flagship award programme which promotes, recognises and encourages best practice use of technology in primary schools.

The programme is supported by HP Ireland and Microsoft Ireland who have confirmed that they will support the programme with €200,000 in funding for its second year.

More than one in three Irish primary schools – a total of 1,100 schools – signed up to the first full school year of the programme. The programme aims to sign up a further 750 schools during this academic year.

137 schools have already been awarded Digital School of Distinction status and it is expected that a further 300 schools will be awarded during this academic year. Plans are also in place to expand the programme into Northern Ireland and the UK in 2015.

Primary schools who achieve Digital Schools of Distinction status this year will receive a range of ICT supports, including free printing for a year and a monthly printing allowance of 250 colour pages and 2,500 black and white pages; Microsoft software and educational apps as well as technical support and access to education ICT specialists.

In a survey of 300 Irish primary schools who have registered to take part in the programme, access to high speed broadband, IT maintenance, support and funding were identified as the major obstacles to integrating ICT in the classroom.

The programme is supported by the DES in partnership with Dublin West Education Centre, the PDST, the Computer Education Society of Ireland (CESI), the INTO and the IPPN. For further information and to register online, visit www.digitalschools.ie or follow @digital_schools on Twitter for regular updates.

Sooey NS are ReelLIFE winners

Congratulations to Sooey NS, Co Sligo, who were the winners of the ReelLIFE SCIENCE Video competition this year. The judges selected The Secret Life of Honeybees produced by the fifth and sixth class students under the direction of their teacher Thomas Egan, as the best primary school video. The prize consisted of €1,000 towards science resources for their school.

Judge Professor Curry commented that the video had good science content, with a very, very funny script and the kids were clearly having a lot of fun which makes the

InTouch December 2014

film hugely appealing.”

Scoil Eoin, Tahilla, Co Kerry, finished in second place with their video ChemKids, winning €300 in the process. The third placed primary school video, All You Need Are Worms was submitted by Rush and Lusk Educate Together NS, Dublin, winning €200. Also shortlisted were The Digestive System by St Patrick’s NS, Newbridge, Co Kildare and Bíodh an Fórsa Leat by Scoil Náisiúnta Iognáid, Gaillimh.

Well done to all! The videos can be viewed at www.reellifescience.com

Focusing on the education of migrant children

Barbara O’Connell, Oatlands PS, is pictured at the Dublin conference with Sevak Khachatrayan, NCP Youth Ireland On 23 October 2014, the Mansion House in Dublin, was the venue for a conference entitled ‘Migrant Education – Opportunities and Challenges’, hosted by the New Communities Partnership (NCP).

The main aim of the conference was to bring together key policy makers, educators, migrant grass roots organisations and parents to engage in group conversations, as well as to listen to speakers such as Catriona O’Brien, DES, author Ebun Akpoveta and independent consultant Anne Garvey. Also in attendance were members of the Economic and Social Research Institute and many child and family agencies. The three key topics discussed were: ‘Language Barriers’, ‘Migrant Parents in the Education system’ and ‘Social Integration’.

At the conference Christy Bourke, Lord Mayor, highlighted the growing dynamic changes in the demographic of our schools. He called for “platforms, and conferences of this very nature” to continue to allow all facets of our education system “sing from the same hymn sheet” in an inclusive and pro-active manner. He also praised the coming together of various sections of society to influence government policy and best practice.

The key points of the conference discussions were brought to a European Parliament conference in Brussels in November, entitled ‘Helping Children and Youth of Migrant Backgrounds Succeed’. Representing Ireland at that conference, were Sevak Khachatrayan, Head of NCP Youth Ireland and Barbara O’Connell, who teaches in Oatlands Primary School, Stillorgan, Dublin.

NCP is an independent national network of 175 immigrant led groups comprising of 75 nationalities with offices in Dublin and Cork. Their mission is to be an effective network, representing and empowering ethnic minority led groups, at all levels, in order to influence positive change.

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

Staying safe online Safer Internet Day is on 10 February 2015 form of bullying and the fact that one upsetting post can have lasting effects.

The resource, which will be launched on Safer Internet Day, can be accessed free of charge through www.webwise.ie/myselfie

As many of the most popular social networking services do not allow children under 13 years of age to register for their services, we can be quick to dissociate ourselves, and our students, from the problems linked to the use of social networking services.

However, two in five 11- 12 year olds in Ireland have a social networking profile, while just under 30% have an account on a media sharing platform (such as Instagram or YouTube), according to Net Kids Go Mobile research published in February 2014.

Just as we help prepare students for the transition into post-primary school and the changes they will experience with the onset of puberty, we need to help students develop the skills to be responsible and effective online users before they sign up to these social networking and media sharing services.

The theme for the 2015 event is ‘Let’s create a better internet together’ and the hashtags #Up2Us and #SID2015 will be used to help raise awareness online.

What is Safer Internet Day 2015?

One way of helping your students to become better internet users is to celebrate Safer Internet Day (SID) in school on Tuesday, 10 February 2015. This is the 12th edition of the event, which started as an EU initiative and is now celebrated in more than 100 countries worldwide. Promoted in Ireland by the PDST Technology in Education and Webwise, the whole point of SID is to raise awareness of how we all can help create a better internet.

New Anti-Cyber Bullying resource Webwise’s new anti-cyber bullying SPHE resource contains five lesson plans and three animations intended for use with fifth and sixth class pupils. The topic of responsible online photo-sharing, which is particularly relevant to students at Confirmation time and as they prepare to leave primary school, is addressed comprehensively throughout the resource.

Other topics covered include the feelings that cause cyber bullying, exclusion as a

InTouch December 2014

SID and the Anti-Bullying Procedures Celebrating SID in school also provides an opportunity for your school to meet some of the requirements laid down by the AntiBullying Procedures for primary and postprimary schools in September 2013.

The procedures require all school to implement “education and prevention strategies (including awareness raising measures) that build empathy, respect and resilience in pupils; and explicitly address the issues of cyber bullying and identitybased bullying”. SID is the perfect chance to raise awareness around cyber bullying.

What can we do to celebrate?

Check out www.saferinternetday.ie for a list of events and suggested classroombased activities for marking SID. If you are interested in focusing celebrations around the topic of cyber bullying, www.WatchYourSpace.ie has ideas on how to promote a more inclusive online environment. From interactive poster campaigns to RASK (Random Acts of Kindness) days, this site highlights examples of best practice from schools around Ireland.

Share your SID plans and get rewarded Webwise would like to support schools’ efforts to mark SID. Share your SID plans through the online form at www.saferinternetday.ie and you’ll receive anti-cyber bullying wristbands and badges to distribute on the day.

Try this with your class Watch the Webwise animation on photo sharing at www.webwise.ie/thephoto.

The photo animation (and the following maths activity, which can be extended to explain the mathematical concept of indices to sixth class students) shows how picture sharing can easily get out of hand.

Emphasise to the students that anything they share online can be shared and is no longer private.

Simon Grehan, Webwise Project Officer, PDST Technology in Education and Emily Lynch, Webwise Education Officer, PDST Technology in Education.

39

Cúrsaí Teagaisc

To tweet or not to tweet?

Don’t you know about the bird? Everybody’s heard that the bird is the word!

Image: Chukcha / Shutterstock.com

Ciara Brennan (@PrimEdTeacher), a sixth class teacher in St Peter’s Primary, Bray, shares her thoughts and experiences on using Twitter in the classroom You might think Twitter and the classroom are strange companions – believing social media is better used to keep up with celebrity gossip, or sharing gripes about The Late Late Show. But Twitter can also be an invaluable tool to enrich the classroom experience, while also giving pupils a chance to interact with the world far beyond their classroom.

No doubt many teachers might see Twitter as ‘yet another initiative to have to get to grips with’. But one of the joys of Twitter is that it’s far less time-consuming than blogging or updating a website – it’s short, snappy, and accommodates the busier days when we have little time to reflect on our daily activities.

As someone who tweets daily as an educator in the classroom, here I hope to dispel some myths, share some personal experiences, and encourage you to start tweeting with your class or school.

So what is Twitter?

Twitter is a ‘micro-blogging’ platform of 140 characters, where you can share short messages online. Any Twitter user can ‘follow’ another – subscribing to their updates so that they appear on your homepage when you log into the service.

Likewise, they can ‘follow’ you – though you can make your account ‘private’ so that anyone looking to do so will need your approval first.

The joy of Twitter is that it can be used to share audio, visual and text content instantly. Classes can tweet about what and how they’re learning, with links to their website, blog or online resources; work with other schools and take part in online projects; and hold Q&A sessions with experts to help them research any projects. In our school, at @StPetersBray, we tweet about books we’re reading, what we’re making in art lessons, videos of our PE classes, podcasts as Gaeilge ...the list is endless!

Twitter makes the world a tiny place – making the famous and powerful just a click away. Our parents love being able to open our Twitter account from work or home, and immediately know the great work taking place inside the school.

Teachers should have no fear in sharing

40

the outstanding work they do – and Twitter is a perfect way to do so. In fact, our own principal has used Twitter to keep up to date with life in the classroom while she’s out on maternity leave!

Using Twitter as a teacher doesn’t have to impact on your personal life either: I and many other educators have two accounts – one for private communication with friends, and one for public tweeting on educational issues. This lets us engage in great free professional development without having to worry about parents or

Pupils today are ‘digital natives’ – people who have never known a world without the internet, and whose primary method of communication isn’t though the written word in the traditional sense pupils encroaching into our personal lives, or what happens if they ‘find’ us online.

Why should you tweet?

Pupils today are ‘digital natives’ – people who have never known a world without the internet, and whose primary method of communication isn’t though the written word in the traditional sense. Teachers can often pay too much attention to what our students communicate – to each other and the outside world – but precious little to how they do it. Reaching out to children requires us to engage them through the same means they use themselves.

Using Twitter allows your classroom to

project an image to the outside world, letting you engage with other teachers, classrooms and the wider community – helping your children to expand their horizons beyond the school walls. For us, Twitter has helped make our school a more active part of the local community, and outsiders regularly engage with our students, encouraging them to take part in after-school projects. In turn, it helps us share our work and inspire other students and teachers – people we may never have met. It’s an amazing feeling when a child receives a tweet about their work – especially when it comes from someone in a place your pupil has never visited, or possibly even heard of!

When do you tweet?

Twitter works beautifully in schools simply because, by its very essence, it is mobile.

You can tweet from the classroom, corridor, schoolyard or on trips. Twitter can be used for after-school clubs to keep people up to date with their activities, and offers a fine (free!) alternative to Text-a-Parent to keep families updated with school news, announcements, notices and developments.

Who should you tweet?

There are many ways of approaching Twitter in an educational setting. I would recommend a ‘strict but informal’ tone, where tweets are conversational but still professional. The schools who use Twitter most successfully are those who personalise their tweets to reflect the participation of the children in the school and class.

For example, a typical tweet in our school might come from my class, sixth class, saying: “Today we are reading Boy

by Roald Dahl. It’s a fantastic book – listen to our podcast here! From Mary”.

This is a personalised message where the child ‘owns’ and dominates the tweet.

How do you tweet?

Using Twitter requires only a computer and internet access – making it ideal for a classroom with little or no technology, as everything can be done on a single computer. This is all you need to get up and running, and start tweeting immediately.

If you have more devices in your classroom (e.g. tablet computers or mobile phones), you can also use these to tweet while out and about, at PE class outside, or even on school trips. These also make it InTouch December 2014

Teaching Matters

Ciara and her pupils from St Peter’s Primary School tweeting!

easier to attach audio, video or photos to your tweets – but they are far from necessary, and shouldn’t be a major concern for newer users. The important thing is to get started: the more you engage, and the more you see of other classrooms and their tweets, the higher your own quality will be. In my own experience, our tweets became better simply by observing the way others use Twitter, and our success in using Twitter is down to our collaboration with other schools online.

If you choose to allow staff to tweet in an official capacity from their own personal devices, you should consider updating your Acceptable Use Policy to govern their use of social media, and make them aware of the child protection implications of taking/storing any imagery on their devices.

Starting to tweet – the first few steps You can tweet through the www.twitter.com website or any of the many free apps available for Windows, Mac, iOS or Android.

As a staff, you should decide whether you will have separate accounts for individual classrooms, or whether to centralise your tweets to a single, wholeschool account. There are benefits to both: a whole-school account can be better for delivering formal messages from the office, with information on school events, InTouch December 2014

upcoming meetings and so on. Classroom accounts, meanwhile, allow for specialised content from particular rooms that might be of more interest to your pupils’ parents, or similar classes in other schools.

In my experience, a whole-school account works excellently in a smaller school – where we personalise tweets from each classroom, but send them from a centralised school account. This means individual teachers aren’t under any pressure to tweet on a daily basis – but there’s still a sense of collective responsibility, where everyone is encouraged to tweet (where appropriate) about what’s going on in their classroom.

It is important, though, to think about which members of staff will be expected to tweet and when – and again, this may have child protection implications if teachers’ personal phones are being used.

Your school’s ICT policy should be Twitter-proofed and include a policy on commenting and interaction, helping you to establish the tone of your tweets, who your account will follow, how you will interact with parents and students who try to contact you, and so on.

The important thing is to take the plunge: don’t presume you'll be plagued with problems by having a presence online. Have faith, keep at it, and the

rewards will come!

Practice what you preach: displaying safe and practical use of social media While teachers are great at incorporating themed ‘weeks’ into our classes, it would be naïve to think that a couple of SPHE lessons during Internet Safety Week are sufficient to teach our children about the safe use of social media.

It’s futile telling children to keep away from social media – as with anything else, banning it will only make them want it more, and lead them to use it in more subversive and unsupervised ways. Bringing Twitter into the classroom helps to set a positive example – offering a positive, controlled, educational environment to show how to use the internet responsibly.

While using social media in the classroom can’t single-handedly wipe out cyberbullying or trolling, it can deglamorise the internet, and encourage them to communicate in a more formal tone that makes them less likely to act recklessly in future.

Five educators to follow on Twitter: Seomra Ranga (@seomraranga), Fred Boss (@fboss), Mary Jo Bell (@7MJB), Simon Lewis (@simonmlewis) and Bianca Ní Ghrógáin (@bnighrogain).

Ciara Brennan, sixth class teacher, St Peter’s Primary School, Bray, Co Wicklow.

41

Cúrsaí Teagaisc

Discussing Every Monday night, from 8.30-9.30pm, for the last three and a half years, Irish educators have been going online using the hashtag edchatie on Twitter to discuss issues they feel are important in their professional lives. It all began with the inaugural discussion on 7 March, 2011, which was on ‘Examples of how a little technology in class can go a long way’.

It goes without saying that a Twitter account is required in order to take part or follow the edchatie discussions, it’s also required in order to see the calls for topic submissions and for voting for your choice of topic too.

How it all started Based on the successful use of Twitter for discussions by educators in the US called edchat, it was felt that Irish educators also had a lot to talk about when it came to the Irish education system. A tweet, in March of 2011, asked for Irish educators to suggest a title for an Irish version of this online discussion. The vote that followed led to edchatie being the chosen favourite (the ‘ie’ representing Ireland’s internet address). This open method of decision making is still reflected in the way topics are suggested for discussion each week. On Wednesdays the call is tweeted out for

topic suggestions using the hashtag edchatie. People have until that Friday evening to add a topic of their choice.

Voting on all suggested topics runs from then until noon on the Monday of the discussion. The winning topic is announced shortly after noon and the discussion itself begins that night at 8.30 p.m. and runs for one hour. People who get involved have said that this is the fastest hour of their week and also one of the best CPD sessions they have attended too.

How to get involved The edchatie hour always begins with a welcome to all and an invitation to introduce yourself. Taking part are educators from the primary, post primary and third level sectors. Especially welcome are people who watch on the sidelines as the discussion develops and then decide to join in for the first time. It can be a big leap for some to do this, but all report how positive the experience is. Discussions can also involve interested parents and, depending on the topic for the night, representatives from other organisations with a connection to education. The discussion is moderated in order to maintain its flow and ensure people stick to the topic. While the hour goes by quickly, the discussion does not end there. The next day all of the tweets from that discussion are collated and pulled together to form a permanent online transcript available to all to read/

download at their leisure. These are hosted on the edchatie wiki http://goo.gl/BcQVL2 edchatie – the specials Every now and then we run a ‘special’ edchatie discussion. Some examples of these include; ‘Advice you wished you had known when training to become a teacher’.

This was held in conjunction with NUI Maynooth just before their students went on their school placements.

Recently we hosted a special discussion with Jan O'Sullivan, Minister for Education and Skills (@JanOSullivanTD). You can view the full discussion transcript at http://goo.gl/2bVzxx

Jan O’Sullivan, Minister for Education and Skills on edchatie

edchatIE happens every Monday, .-.pm (Irish time). Join in the discussion with Irish educators

42

InTouch December 2014

Teaching Matters

education issues online Download the #edchatie staffroom poster at http://goo.gl/BZPFod

Especially welcome are people who watch on the sidelines as the discussion develops and then decide to join in for the first time.

It can be a big leap for some to do this, but all report how positive the experience is

We also joined with the Teaching Council to discuss ‘Teachers Engaging with Research’ on the launch of the free access, available to registered teachers, to the EBSCO Education Source collection http://goo.gl/6aEpUK On 1 December the discussion focused on the developments around ‘Teachers Engaging with Research’ and teacher input regarding the proposed new Molfeasa website http://goo.gl/EbLoY1 InTouch December 2014

Just a fad?

The popularity of online educational Twitter chats is continually growing. One retired US teacher, Jerry Blumengarten (@cybraryman) has created a webpage listing all of these educational chats. At present he lists over 900 educational chats on it and the number is still growing. You can view the page at http://goo.gl/HJbDfS

being constantly used by people to connect, to ask questions, to give answers.

It has grown to become an open, friendly community. Feel free to check it out and join in and share. Say hello and find Irish educators anytime by sending out a tweet containing the hashtag edchatie We look forward to seeing you online and especially on Monday nights from 8.30-9.30pm on edchatie

More than a discussion edchatie has developed to be more than a weekly discussion for educators. It’s now

Fred Boss (@fboss) edchatie moderator, currently on secondment to NCCA (@NCCAie) 43

Teaching Matters

Film project for primary schools FÍS, the film project for primary schools, celebrated its tenth anniversary at the FÍS Film Festival held in the Helix, DCU, on 4 November. Streamed live for the first time ever, analytics revealed that there were international audiences viewing from Perth, Hyderabad, Malacca and Brussels as well as from all around Ireland.

“Film making lets children become storytellers of the 21st century”, reflected Cormac Cahill, teacher in Carrigaline Educate Together, joint winners of the overall FÍS Film Award 2014 with Behy National School, Ballina.

Presented by RTÉ stars Sinead Kennedy and Eoghan McDermott, the awards were attended by over 1,000 people including 940 primary school children from all over the country, their teachers and parents.

This year’s very special guest was Jan O’Sullivan, Minister for Education and Skills, who presented the Aileen MacKeogh Award for Outstanding Achievement in Film-Making to Carrigaline Educate Together and Behy national schools.

Representing school and community at national level The Film Festival is a great celebration for the lucky finalists who represent their schools with pride. To participate in an awards ceremony in the grandeur of the Mahony Hall is very special. FÍS is a collaborative effort between PDST Technology in Education and IADT Dún Laoghaire.

Second year students pursuing their Film Studies course produce the entire show – a true rich task carried out with all the demands and rigour of a full-scale production. From an IADT perspective, FÍS is a key digital engagement project and college president Dr Annie Doona was on hand to present the prizes demonstrating support from the highest level.

FÍS and learning FÍS enables children to learn about the techniques involved in telling a story through film, including: planning, scripting, storyboarding, cameras, lighting, audio, music, set design, post production editing, costume and of course acting. Throughout the process, children also develop skills in communicating, working in a team, taking responsibility, collaborating with others, making decisions and problem solving.

From a curricular perspective, FÍS is a fantastic way to mediate a particular InTouch December 2014

Photo taken by Andres Poveda of children at the FIS Film Festival

curricular strand/strand unit, while integrating a variety of subject areas. The Battle of Ardnaree was recreated by the pupils of Behy NS, Ballina, drawing on the input of local historian, Terry Reilly. The local community were surveyed regarding their awareness of the battle bringing data gathering and analysis to the fore. The other joint winners from Carrigaline Educate Together and their film, Power Up, brings the viewers on an action packed journey through a world created with Minecraft – creativity on so many levels.

“Projects like FÍS engage children in new, exciting experiences that are great fun, that foster camaraderie, pride and selfesteem. The benefits of this tremendously enjoyable experience can be seen in a myriad of ways – in their development as a young person and in the positive way in which they engage in all aspects of school life,” Pat Cunnane, Principal, Behy NS. Participate without entering the competition It is possible to participate without ever entering the competition and many schools do this. Why not introduce film making to your class and when you and your pupils become more confident, consider entering the competition. PDST Technology in Education issued a grant to your local education centre to purchase film making equipment or software to be available for schools. With new multi purpose devices, scenes can be captured, edited and produced all on the one device.

Support for teachers The FÍS classroom resource pack offers the primary school teacher a structured approach to introducing film as a crosscurriculum medium into the classroom. It

was developed by teachers for teachers and contains 16 lessons that support the development of children’s creativity and critical response. A FÍS technical manual is also available with clear practical information about film making processes and techniques at www.fisfilmproject.ie/ teacher-resources/resource-pack PDST Technology in Education also designed a FÍS summer course and this was scheduled in many education centres in the summer of 2014.

You can also avail of the FÍS Interactive online course or approach your local education centre and ask if any face-to-face support sessions are taking place in your locality. If you know of other teachers in your school who are interested in FÍS and considering implementing it in their classrooms, PDST Technology in Education, through the education centre network, can fund a tutor to deliver a whole school ICT training session (a minimum of 10 participants is required).

More information Log on to www.fisfilmproject.ie for more information on all of the above and view details of all the winners, including their films. The deadline for entry is the end of June in any school year, so there is no need to commit before then!

In considering the merits of any initiative like FÍS, the student voice must be the strongest, “The film-making experience means a lot to me and I will remember it for years to come. Making our film was a great achievement for our class and we are very proud of it. We hope the classes to come will enjoy the film making as much as we did”. Jason, Behy NS, Ballina.

Written by Seán Gallagher, PDST Technology in Education 45

Cúrsaí Teagaisc

Living things and the environment It can be quite daunting reading over the large number of objectives and content to be covered in each strand and strand unit in the primary science curriculum and to achieve “balance between strands and the development of concepts and skills” (DES 1999 p. 64). With such a large number of areas to cover in science, developing long term plans can be a challenging task. This article provides teachers with ideas and a resource on how to develop a progression of main concepts within and between strands and strand units to

help with long and medium-term planning of science lessons.

Concept maps and reference tables were designed to provide an overall summary of the content that needs to be covered in the different strand units in the primary science curriculum (from infants to sixth class). The maps provide a quick overview of the scientific concepts and how they interlink and are related to one another, showing progression through the strand. In this month’s article we will focus on the ‘Strands: Living Things and Environmental Awareness and Care’.

Key concepts covered in the strand: Living Things

Key concepts covered in the strand: Environmental Awareness and Care

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Teaching Matters

– a primary science plan Ideas on how you can link the different strand units: Living Things and Environmental Awareness and Care The tables on the right highlight where the strand units covering plants, animals and environmental awareness and care are related and interlinked. They show how in a very comprehensive science curriculum a topic common to several strand units can be covered in a single lesson.

Plants and Animals

Environmental Awareness and Care

Human Life

Variety and characteristics of living things 1. Biodiversity: there are many different kinds of plants and animals.

2. Characteristics of different species.

3. Diversity within species.

4. Classified into groups based on their observable features: – External features: flowers, leaves, stems, roots and hair, fur, wings etc.

– Internal features: human and animal body organs and structures of plants.

5. Different parts of the plant and animals have different functions.

6. Parts and functions of the body (muscles, nervous system, digestive system, breathing system, circulatory system, reproductive system).

7. Compare and contrast characteristics of plants and animals: food sources, hibernation and migration.

8. Compare humans to plants: Do plants drink? Do plants breath? Do plants sweat?

Do humans make their own food like plants?

9. Compare humans to other mammals and different animals from the animal kingdom: eyesight, size and shape of ears, type of teeth, fur/scales/hair/feathers, body parts and movement (joints, legs, arms, fingers/claws).

Process of life Both animal and plants are alive. They are classified as living things because they carry out all of the following processes: feeding, movement, respiration, sensitivity, excretion, reproduction and growth.

1. Seeds grow into plants (germination) and plants grow larger and larger.

2. Seasonal changes.

3. Plants need light and water to grow.

4. Animals need food for energy, growth and repair.

1. Requirements for growth and life of plants and animals.

2. Care for the environment: local and wider habitats around the world.

3. Our responsibility to take care of plants and other animals.

4. Destruction of habitats around the world and therefore reduction of species of plants and animals, the reduction of oxygen and food sources.

1. Growth and change over time from childhood to adulthood.

2. Balanced, healthy diet.

3. Humans need water, food and nutrition for energy, growth and repair.

4. Harmful substances.

Habitats 1. Animals depend on plants for food.

1. Plants and animals living in different habitats (local and wider environments/ built and natural).

2. Interdependence: depend on each other and the environment to survive.

3. Interrelationships: food chains and webs.

1. Humans depend on plants and other animals for food.

If you would like to get a larger electronic copy of the concept maps. Please email Maeve Liston at maeve.liston@mic.ul.ie and she will send them to you.

With such a large number of areas to cover in science, developing long term plans can be a challenging task

InTouch December 2014

Dr Maeve Liston, Lecturer in Science Education, Mary Immaculate College. email: maeve.liston@mic.ul.ie and senior research fellow at the National Centre for Excellence in Mathematics and Science Teaching and Learning; www.nce-mstl.ie References Department of Education and Science (1999). Primary School Curriculum: Introduction. Dublin: The Stationery Office.

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Cúrsaí Teagaisc

Children as rule makers !

Focusing on the characteristics of 2D shapes The Primary School Mathematics Curriculum (1999) recommends that children become aware of the properties or characteristics of 2D shapes. Across the primary years, children are introduced to the distinctive properties of 2D shapes which include lines, angles and symmetry.

Due to the extensive language demands associated with the shape and space strand, it is not surprising that children may understand the relevant geometric concept, yet struggle to recall or identify the relevant terminology. Therefore, a series of open-ended activities were designed to support children to actively explore 2D shapes.

There is a tendency to over rely on prototypical shapes (e.g., the equilateral triangle when teaching triangles). We intentionally selected shapes which were non-prototypical (see images 2, 3, 4). The activities outlined in this paper can be used to assess for learning and/or to revise or formally introduce new concepts or geometric language.

The approaches also promote peer teaching and learning where individual children and groups report their understandings and outcomes of explorations. While the activities were developed for and used with fifth class pupils, the ideas can be used and modified for a range of classes and abilities.

Introduction In addition to providing information on pupils’ prior knowledge, a warm-up activity should be engaging and interesting. We chose to take the children on a ‘virtual maths trail’, which presented a number of carefully selected pictures of everyday objects from the children’s environment (see image 1). Children were encouraged to identify shapes which they considered interesting. Subsequently, they were asked to draw the shapes on their response boards and describe the shape to their partner. Following observation of children’s work, the teacher invited several pupils to share their discoveries and descriptions with the class.

Image 1 – Sample picture for virtual trail 48

Our observations revealed many children’s unease with irregular shapes and nonprototypical shapes. When referring to image 1, some pupils only recorded common prototypical shapes such as rectangles. Other children were concerned that they did not know the name of the shapes for example the nonprototypical pentagon. It is important to highlight to children that it does not matter if they don’t know the name of all shapes as all shapes can be described by focusing on their features. Throughout this activity, pupils’ informal and formal descriptions of shapes should be built upon. You would expect that children will refer to the number and type of sides, number and type of angles, symmetry and perhaps make reference to the name of the shape.

Sorting shapes according to ‘rules’ In order for the following activities to be optimally effective, it is essential to have two large sets of shapes (for teacher and pupil demonstration) (see image 2) and a complete set of smaller shapes (for pair or group work) (see image 4). Numbering each shape supports identification and selection during the course of the lesson.

As previously stated, the shapes should include ample examples of non-prototypical shapes (see image 3).

Image 2 – ‘Guess my Rule’ – pupil demonstration Activity 1: ‘What’s my rule?’

In order to focus children on the properties of shapes, teacher demonstration is necessary.

Prior to the lesson, tape a large numbered shape under each seat. Prepare in advance the groups of shapes you wish to explore in the lesson. Then select children with the corresponding shape e.g., ‘Can pupils with shape number 23 and 25 come to the top of the room?’ (see image 2). Encourage the remainder of the class to ‘guess the rule’ i.e. ‘If these two shapes are part of the same group, what is the rule for the group?’

Children usually present a number of different possibilities e.g., ‘four sides’,

‘straight sides’, ‘four corners’. Subsequently, the teacher invites another shape number to the top of the room e.g., shape 22. The children have to identify the rule or property that the three shapes have in common.

Image 3 – A sample of the shapes used Activity 2: Rule rings Demonstrate how a ‘rule ring’ can be used to sort shapes according to a particular rule.

For example, if the rule is all shapes with four straight sides, then all shapes that meet the rule are placed inside the ring (e.g., shapes 2, 5, 6 in image 3) and those that do not are placed outside the ring (e.g. shapes 1, 3, 4 in image 3). Distribute a set of shapes to each group and instruct them to create and implement their own rules (see image 4). This open-ended activity challenges children to explore shapes and identify properties and provides opportunities for peer teaching and learning through discussion and reporting back.

During our research, while some pupils initially over-relied on rules relating to the number of sides, they quickly demonstrated a variety of sorting criteria. We were equally accepting of both formal and informal language e.g. ‘Our rule is shapes with pointy corners’ and through questioning used the opportunity to introduce and reinforce the correct mathematical term e.g. ‘Oh your rule is shapes with an acute angle? Great’. On regular occasions during this activity, some of the groups were invited to demonstrate the placement of their shapes (using the shapes on the whiteboard) so that the class could guess the nature of the rule. Alternatively, groups were selected to share their rule e.g. parallel lines, with time allowed for the class to implement this rule.

Image 4 – Pair work: using rule rings to classify shapes InTouch December 2014

Teaching Matters

After allowing pupils time to try a number of different rules using the entire set of shapes, the teacher asked the pupils to select particular shapes (e.g., shapes 4, 7, 8, 9, 10, 12, 13, 15, 17). It was necessary to pre-select these shapes before teaching in order to target particular concepts and predict the rules the children may select e.g. straight vs curved lines, regular vs irregular shapes, symmetry vs no symmetry.

Pupils had to identify the property that some of the shapes had in common and place all others outside the ring.

Activity 3: Quirps Children were then presented with a preprepared set of shapes (see sample on image 5) and asked to individually work out what the rule/property was (e.g., each shape has a right angle). Once they had determined the rule, pupils were asked to create a shape on the geo-board provided which would ‘fit’ in the set i.e., which demonstrated the rule (see image 6).

Image 6 – Pupils create shapes to fit the rule Again it became evident that pupils were more inclined to create prototypical shapes. Pupils could be encouraged to create an irregular shape which could belong to the set. This was carried out a number of times using pre-prepared sets of shapes – each targeting on different concepts e.g., symmetry, lines, regularity.

Concluding activity Using the large shapes from activity 1 above, the teacher selected a specific pupil to hold up his/her large shape. Pupils were encouraged to examine their large shape and hold it up it if it had something in common with the chosen shape. Pupils identified the property that their own shape and the sample shape shared. The activity was repeated using different ‘target’ shapes.

Reflections The above activities, while providing appropriate challenge to pupils, provided a springboard to develop subsequent lessons and target geometric concepts. All of the activities can be modified for younger classes by narrowing the range of shapes or focusing on a smaller number of properties. The fact that many fifth class pupils struggled with non-prototypical shapes leads the authors to question whether the curriculum, and in turn textbooks, are promoting an over focus on regular shapes.

In order to make a smooth transition to secondary school maths, it is essential that pupils demonstrate flexible thinking around the properties of shapes. A range of 2D shapes can be accessed from Mack (2007) below or from websites such as www.math-salamanders.com/printableshapes.html.

Mairéad Hourigan and Aisling Leavy lecture in mathematics education in Mary Immaculate College.

References Mack (2007). Gaining Insight into Children’s Geometric Knowledge. Teaching Children Mathematics, pages 238–245.

Robichaux, RR and Rodrigue, PR (2010). Polygon Properties – what is possible? Teaching Children Mathematics, May, pages 524–530.

Image 5 – Sample set of shapes for Quirps

th transition o o sm a e k a m o T

maths, l o o h sc ry a d n o c to se upils it is essential that p thinking le ib x e fl te ra st n o dem ies around the propert of shapes Acknowledgements Sincere thanks to the cooperating pupils and staff in Scoil Mhathair Dé (Limerick City) and St Michael’s NS (Limerick City). Thanks also to Áine McMahon, Colin Murphy, Ursula O’Brien, Deirdre Forde and Yvonne Ryan for their contribution to this research.

InTouch December 2014

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Cúrsaí Teagaisc

The workings of austerity When, in November 2010, the president of the European Central Bank wrote to the then Irish minister for finance, he stated on behalf of the Governing Council of the ECB that the Irish Government undertake four specific actions.

The first two included the following commitments: (1) the Irish government shall send a request for financial support to the Eurogroup; (2) the request shall include the commitment to undertake decisive actions in the areas of fiscal consolidation, structural reforms and financial sector restructuring, in agreement with the European Commission, the International Monetary Fund and the ECB. ‘Decisive actions’ in the area of ‘fiscal consolidation’ were well underway since 2008. The huge transfers of capital to the banks in 2009 and especially in 2010 put enormous additional pressure on Irish public finances. 15 billion in spending cuts and revenue increases had been announced between 2008 and 2010 just prior to the arrival of the Troika. The budget of December 2010 added another 6 billion of measures while the incoming Fine Gael/Labour coalition finished the fiscal job by adding another 9 billion in adjustments.

Throughout the period from 2008 up to 2013 fiscal consolidation leaned heavily on expenditure cuts. This exacted a severe cost on public services, incomes as well as employment and GDP. Did fiscal austerity work?

It is suggested that the policy of austerity worked for two fundamental reasons: (1) swift and decisive action to cut spending and raise revenue narrowed the deficit; and

(2) the pursuit of a coherent and convincing plan to restore order to the public finances reassured the markets – over time.

tive impact on GDP with a limited reduction in the government deficit. The deficit did come down but at a rate that could have been faster if the Government had adopted a more growth-friendly fiscal consolidation that did not cut capital spending and used revenue increases (especially those on capital income) over spending cuts.

An alternative fiscal adjustment could have worked if it yielded higher growth and faster reduction in the deficit. Bond markets look for assurance on investments and the capacity of sovereigns to pay back. They also look for long-term yield which reflects risk and short-term capital gain in some cases.

A key consideration is not what might have happened if the fiscal consolidation had not been done, but, if it had been done differently with no cuts to public capital investment, minimal cuts to current spending and significant increases to revenue especially that related to income from capital?

Moreover, a carefully planned and strategic investment programme conducted ‘off-the-books’ availing of the limited resources available in the National Pension Reserve Fund would have

assisted economic recovery and government revenue buoyancy. It is acknowledged that such measures would have been constrained by the need to maintain a large cash reserve as part of an adjustment to re-entry to the international capital markets. Moreover, borrowing costs for commercial enterprises were very high in the 2010-2011 period. A forthcoming NERI Working paper will explore these issues further.

Whatever the impact of fiscal adjustment on the deficit it should never be forgotten that a heavy price was paid – especially by those who lost jobs, suffered a huge jump in personal indebtedness (whether mortgage related or otherwise) as well as real wage cuts, tax, levy and charge increases of various types and cancellation of various public services or supports in some cases.

One way to assess the impact of the recession is to examine trends in material deprivation. Chart 2 shows trends up to 2012 using published CSO data.

What is striking is the increase in material deprivation.

Tom Healy, Director, Nevin Economic Institute. www.nerinstitute.net

Chart 1 shows the fall in the underlying ‘primary deficit’ from 2009 onwards (excluding and including the impact of bank bailout spending).

Yes, fiscal consolidation certainly did help to reduce the deficit over time. However, the evidence suggests that the scale and composition of the fiscal adjustment was unnecessarily blunt and inefficient.

A heavy reliance on spending cuts over tax increases and the use of regressive tax measures (such as VAT increases) in later budgets had an unnecessarily large nega50

InTouch December 2014

Teaching Matters SOLIDARITY

Pepy – improving the quality of education Colm Byrne writes about a collaboration that is benefiting teachers and students in Ireland and Cambodia

In July 2013 four teachers from Donabate Portrane Educate Together NS (DPETNS), Niamh Kershaw, Cormac O’Brien, Jenny Stanley and Colm Byrne, travelled to Cambodia and visited PEPY (Promoting Education Empowering Youth). They began sowing the seeds for a mutually beneficial partnership.

What is PEPY? PEPY is an educational non governmental organisation (NGO) that aspires to improve the quality of education in the rural area of Kralanh in Cambodia. PEPY’s vision is a future where Cambodians are empowered to achieve their dreams. Their mission is to invest time and resources in young people, working with them to raise standards of living and improve the quality of education in their communities.

PEPY’s current programs focus on youth leadership and supplementary education.

The educational partnership Since October 2013, DPETNS and PEPY have been collaborating. This partnership has been based on mutual trust, reciprocity between the parties and a shared responsibility towards achieving goals.

The partnership is a learning exchange, which seeks to enhance the quality of education in both organisations, with a particular emphasis on promoting global citizenship and wellbeing.

In May 2013 Balbriggan Educate Together NS (BETNS) became involved in the partnership.

Achievements Education and awareness: Because of this partnership, the children in DPETNS have moved beyond simply learning the theory of equality and justice, to playing an active role as global citizens. All children in DPETNS have been taught class-specific development education lessons related to Cambodia. They have learned about Cambodian culture and events like Bon Om Touk (Cambodian Water Festival) have been marked throughout the school.

Students in PEPY’s Learning Center have participated in development education workshops. Staff and students in PEPY have celebrated Irish culture through language, dance and sport.

Positive mental health: DPETNS has assisted PEPY in sharing various lessons online, (www.cambodiaireland.com) including a positive mental health programme InTouch December 2014

Colm with Cambodian students developed within DPETNS and used in both organisations.

community. DPETNS contributed $10,020 dollars to directly support PEPY’s programs.

Personal connections: A ‘penpal exchange’ has been established and is now in its second year. A dedicated website enables students to communicate directly with one another through moderated exchanges.

The future Some of the activities planned are; a recording of a song on the theme of mental health, a celebration of cultural festivals, a cycle, video updates on cambodiaireland.com (weekly) and pen pal exchanges.

In April 2015 it is anticipated that PEPY representatives (two staff members and two students) will visit Ireland to learn, teach and share. PEPY teachers will be teaching classes as well as taking joint assemblies with teaching staff in ETNS. Students will be giving first-hand accounts of their own experiences growing up in Cambodia. We also plan a visit to INTO Head Office and, as DPETNS, PEPY and DCU are all Changemaker organisations, we hope to visit DCU during the visit.

Our partnership is strong and growing.

It has benefited teachers and education more broadly in both Cambodia and Ireland. It has achieved much and is set to achieve much, much more.

Teacher Placement: Five teachers from DPETNS and one teacher from BETNS have travelled to Cambodia. There they have learned, taught and collaborated. In July of this year, Micheál Garvey, a teacher in DPETNS, facilitated workshops to share his knowledge about CV writing and job applications with the students. As a former principal teacher, Micheál was able to assist PEPY’s management on effective leadership. Cecelia Gavigan from BETNS worked with staff sharing her knowledge on communications and ICT. Students enhanced their understanding about good communication with presentations on how to develop good oral communication, skills and practices.

The staff in PEPY and teachers from Ireland collaborated in devising lessons and planning future activities.

Fundraising: DPETNS carried out a series of fundraising events to raise funds to support the partnership and PEPY. Included in this was a sponsored children’s run. During this event the 17 classes in DPETNS journeyed from Donabate to Siem Reap with each class running a section of the journey around our school yard, cheered on by our school

Colm Byrne teaches in DPETNS and is also the Learn Together co-ordinator. He is currently on sabbatical and volunteering with PEPY in Cambodia until April 2015. For more information visit cambodiaireland.com or see video www.youtube.com/watch?v=2g7FLf7uPPo. This partnership has received funds from the INTO Solidarity Fund.

If you would like to contact Colm directly, his email address is colmbyrnester@gmail.com 51

Cúrsaí Teagaisc

Christmas carousel What will children make art about? An analysis of the primary school curriculum would suggest that the answer to this question lies in the notion that children should be enabled to work like artists and that, therefore, their art will emerge from four basic sources. Art can emerge from experimentation, it can be based on experiences, it can be a representation of imagination or it can record observation. If you stop to think of some famous artists for a moment you can see how, for example, the work of an artist such as Miro is based very much on experimenting with art elements such as shape and colour, the work of an artist like Dali is very much based on his imagination while Van Gogh’s paintings of sunflowers are very much based on his observations.

The following plan of work gives children the opportunity to explore each of these ideas over a period of time and simultaneously explore a variety of drawing tools. I have given the plan a seasonal twist so that you can explore the theme of Christmas with your school/class at the same time.

Carousel teaching is a variety of group teaching that is particularly suited to the visual arts in that it involves the participants moving and keeps the actual art materials in place, thus avoiding unnecessary accidents or messes. The following diagram briefly summarises the idea.

separate room in a smaller school. A different activity will be taking place at each station with each student having a period of time at, and working with different media at each station. This could be organised to run straight through, perhaps as the basis for a day of art or could take place over a period of four weeks with participants working at a different station each week, the framework for a monthly plan for visual art. As you can imagine, the key to success is good planning and training the children to ensure that the necessary tools remain at one station and that these are replaced neatly for the next group to use.

Station 1 The group is provided with a variety of drawing papers and with boxes of soft/chalk pastels. At any other time of the year the group would have three small boxes containing small cards. One box contains drawings of shapes, the second contains drawings of different lines and the third contains cards, each of which names two colours. Each participant has to choose one card from each box and experiment with a shape, a line and two colours to create a drawing – the one instruction is to avoid creating anything representational! The seasonal twist is added by replacing the usual shapes with seasonal ones e.g. stars, holly leaves, bells, trees, puddings, etc.

Michael O’Reilly outlines Station 2 The focus in this group is the production of a collaborative/cooperative drawing where the participants work as a team to produce one large drawing based on a theme that is within their experience.

The group is provided with one poster sized paper and with oil pastels. Again the group has to choose a small card from a box to work with but here the cards name particular themes. At other times of the year I often use the themes from the Gaeilge curriculum to work with but, to give this a seasonal twist, choose themes such as Christmas shopping, opening the presents, decorating the tree, carol singing, Christmas dinner, etc. A secondary task is given to each group when the drawing is completed – to write a collaborative piece to accompany the drawing. With younger groups the teacher can act as a scribe here or with senior classes the writing task can be in Irish.

Drawing based on experience ‘Forest Creatures’.

I have used four stations here, one to correspond with each of the four ideas outlined above. A station could be either a group in a single classroom or indeed a 52

Drawing based on experimentation with star, wavy lines and focusing on yellow and purple.

Station 3 At our third station the focus is on creating drawings based on imagination. The group is provided with a variety of types of paper and with wax crayons, felt tipped pens and, colouring pencils. Quite often I again use stories or poems as starting points for this work. Poems such as the ones featured in the October edition of this magazine on the theme of monsters make great stimulus for art based on the InTouch December 2014

Teaching Matters

how to plan for and organise a variety of process focused art activities for the festive season imagination. Check out my article ‘Christmas Time’ from the December 2004 InTouch for some poetry ideas (available at www.into.ie). For Christmas you might consider getting children to focus on creating images inspired by stories such as The Grinch, by carols such as Angels We Have Heard on High or by poetry such as The Night before Christmas.

of Christmas fruits, collections of baubles or ornaments, Christmas foliage arrangements, parcel or toy collections, etc. for the group to look at and draw. You might add a modern twist to this activity by allowing children to use any of the drawing apps currently available on mobile devices to photograph still lives and then add to them using traditional art materials such as paint, aquarelles or pastels.

be organised as follows with each station featuring a particular type of printing technique. Obviously a carousel works most effectively if the children are familiar with all of the techniques and media involved but it is possible to focus the bulk of your time on one station should you wish to introduce one new technique.

Christmas still life using ‘My Sketch’ app.

Drawing based on imagination ‘The Grinch’.

You can of course use the methodology of carousel group activity with the other strands of the curriculum. You might use the methodology to explore a wider section of themes at seasonal times of the year or indeed use it to explore a particular strand in greater depth over a four week period.

For Christmas you might extend the plan to look like this – moving away from a complete focus on drawing to explore other strands. Instead of making experimental drawings with lines, shapes and colours at station one use a variety of coloured papers to turn the activity into a collage activity. Add paint to the collaborative activity at station two. Get the children to use their imaginations with clay at station three and create models rather than drawings at station four.

Drawing/print from imagination ‘Angels We Have Heard on High’.

Station 4 At the final station we focus on creating drawings based on observation. I generally provide 2b pencils, graphite and charcoal to work with here. The most obvious example of this would be the still life. Set up bowls InTouch December 2014

Similarly, an intensive exploration of the print strand of the curriculum might

Check out my articles Christmas Card Factory (Dec 2011) and PrintShop (Dec 2003) in InTouch section of www.into.ie for ideas.

Impressed print based on observational drawing.

Michael O’Reilly has worked for many years with the NCCA, the PCSP, the NCTE/ Scoilnet and various other organisations on the design and implementation of the arts curriculum. He has published widely in the field of visual arts education and in the areas of intercultural education, special education and literacy. Contact Michael at oremichael@ gmail.com if you are interested in having him visit your school in an advisory or staff training capacity and check out www.iamanartist.ie and www.scoilnet.ie for additional visual arts ideas for your class.

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Cluichí Anois agus sinn ag druidim leis an Nollaig is deas ár n-intinn a dhíriú ar spraoi agus ar bhealaí éadroma leis an teanga a fhoghlaim. Is uirlis chumhachtach é an cluiche teanga mar go bhfuil sé tasc-bhunaithe, agus tugann sé deis do

Crannóg Cluiche litrithe a spreagann smaointeoireacht stráitéiseach atá sa chluiche Crannóg. Is féidir le himreoirí d’aon aoisghrúpa, nó d’aon chumas teanga an cluiche a imirt, ach tá féidearthachtaí ar leith ann dóibh siúd atá ag iarraidh litriú a fhoghlaim nó cur lena stór focal. Imrítear an cluiche le 2 go 4 imreoirí, trí phíosa imeartha a thabhairt ón mbaile go crannóg i lár locha.

Caitheann na himreoirí ocht ndísle ar gach seal imeartha, agus déanann siad iarracht focail a chruthú leis na litreacha ar na díslí. Bogtar na píosaí imeartha de réir fad na bhfocal a chruthaítear, timpeall an bord imeartha ach ní mór d’imreoirí cinneadh a dhéanamh focail bheaga nó focail níos mó a dhéanamh chun céimeanna píonóis a sheachaint, nó chun leas a bhaint as céimeanna eile ar an mbord.

Cluiche an-úsáideach é seo chun cuidiú le litriú. Imrítear an cluiche le hocht ndísle 12 thaobhach, rud a thugann rogha de 96 litir gach seal. Is annamh nach mbeidh imreoirí in ann focal a chruthú.

Focail Iontacha Is cluiche nua cártaí do pháistí 6+ é Focail Iontacha, a chuireann an litearthacht chun cinn ar bhealach spreagúil agus spraíúil. Is é aidhm an chluiche ná an bua a fháil ar do chéilí imeartha trí gach ceann de do chártaí a úsáid roimh gach duine eile chun focail Ghaeilge a dhéanamh.

Iniata le gach ordú gheobhaidh tú: l Foclóir Gaeilge. l Rialacha an chluiche. l Paca cártaí. l Bileog scórála.

Tá an dá chluiche seo Crannóg agus Focail Iontacha, cosúil go leor lena chéile san aidhm atá leo, agus is féidir iad a úsáid ar an mbealach céanna.

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na páistí spriocanna cumarsáide a bhaint amach i suíomh atá taitneamhach agus spraíúil. In eagrán na míosa seo, amharcann muid ar cheithre chluiche teanga a chuidíonn le foghlaim na Gaeilge sa seomra ranga agus taobh amuigh de.

Úsáid sa rang l Spreag na páistí le fuaimeanna i bhfocail a aithint agus focail nua a chruthú leis an bhfuaim chéanna. l Nuair a chruthaíonn páiste focal iarr orthu focail leis an mbrí chéanna a rá, nó tapaigh an deis focal nua a mhúineadh a bhfuil an bhrí chéanna leis. l Léirigh conas is féidir cur le focal chun focal níos faide a chruthú m.sh roth, rothar, rothaí, rothaíocht.

Comhrá trí Ghaeilge Cé go bhfuil bua na cainte ag muintir na hÉireann bíonn ábhar cainte de dhíth go minic nuair a chuirtear daoine óga i mbun saorchomhrá sa rang. Cabhróidh Cártaí Comhrá go mór le páistí a chur i mbun cainte. 52 cárta cosúil le paca cártaí imeartha atá ann le ceisteanna ar gach cárta chun caint a spreagadh. Is slí spraíúil iad na cártaí comhrá seo chun an Ghaeilge a chur chun cinn. Úsáíd sa rang l Spreag páistí le comhrá leanúnach a dhéanamh ag baint úsáide as foclóir agus feidhmeanna teanga atá sealbhaithe acu. l Roinn páistí i ngrúpaí de sheisear agus iarr ar pháiste amháin cárta a roghnú agus an cheist ar an gcárta a chur ar gach páiste eile. Beidh ar gach páiste a fhreagra féin a thabhairt. Iarr ar na páistí ansin freagraí páistí eile a athinsint don rang iomlán. l Iarr ar gach páiste sa rang cárta difriúil a

Ar fáil Crannóg: www.cluiche.eu ar 20.

Cártaí Comhrá: www.clevermindtoys.ie ar 8.25.

Focail Iontacha: focailiontacha@gmail.com ar 25.

Caith an Cat Cainteach: www.smartycatgames.ie ar 16.

roghnú, agus bíodh ceol ciúin á sheinnt sa chúlra. Lig do pháistí siúl timpeall an ranga go ciúin, agus nuair a stopann an múinteoir an ceol beidh orthu an cheist ar an gcárta a chur ar an duine in aice leo.

Caith an Cat Cainteach Liathróid mhór ildaite atá i gceist leis an gcluiche Caith an Cat Cainteach, le 21 ceist agus gníomhartha a chabhróidh le páistí óga a gcuid scileanna teanga labhartha a fhorbairt agus a chleachtadh ar bhealach spreagúil agus spraíúil. Tá éagsúlacht ceisteanna ar an liathróid, cuid acu níos deacra ná a chéile m.sh. Cad is ainm duit? Cá bhfuil tú i do chónaí? Cé mhéad deartháir agus deirfiúr atá agat?

Cén aois atá tú? Caitheann páiste amháin an liathróid chuig páiste eile, agus freagraíonn an dara páiste cibé ceist is cóngaraí dá lámh dheas ar an liathróid. Tá leagan nua níos deacra den liathróid le foilsiú roimh an Nollaig chomh maith, agus bheadh sé oiriúnach do na hardranganna.

Úsáid sa rang l Bain úsáid as ag tús an ranga le stór focal agus abairtí a chleachtadh leis na páistí. l Iarr ar an bpáiste a chaith an liathróid freagra an pháiste eile a insint don rang. l Roinn an rang in dhá ghrúpa agus tabhair liathróid do gach grúpa. l Más gníomh atá i gceist (seachas ceist), abair leis an ngrúpa ar fad é a chur i gcrích. l Bain úsáid as an liathróid le gníomhaíochtaí éagsúla sa rang corp oideachais.

Curtha le chéile ag Bríd Ní Dhonnchadha agus Máire Nic an Rí faoi choimirce COGG. InTouch December 2014

Teaching Matters

Island hopping in Greece Two hardworking teachers find a holiday in Greece ticks all the boxes “Happy is the man, I thought, who, before dying, has the good fortune to sail the Aegean sea” Nikos Kazantzakis, Zorba the Greek When you tell people you’re thinking of going island-hopping in Greece over the summer, everyone has a tip or memory to share or a hilarious mishap to recount.

None of them can quite prepare you for the unique experience Greece offers as a holiday destination.

Arriving in Athens after a comfortable, and civilised, flight with Aer Lingus, Sinéad and I found our hotel, complete with rooftop swimming pool, a few steps from the metro. The underground transport system in Athens, by the way, leaves our own public transport quite in the shade. It is excellent, clean and efficient; not to mention economical.

We spent three days in Athens, marvelling at the ancient buildings, trawling museums and Byzantine-era churches, eating, drinking, shopping and, of course, visiting the Acropolis. No matter how many times you see photos of it, the Parthenon, majestically perched on top of the Acropolis, is mind-blowing in reality. I didn’t think I would be so impressed until, having wandered up the slope, through the Theatre of Dionysus, passing the Temple of Athena Nike, and climbing the marble steps up to the Parthenon, the might of it all hit me. Here I was, in 2014, face to face with rows of giant columns dating to the 5th century BC. I felt so tiny and insignificant beside all the handcrafted stone, which has seen war and fire and bombings, innumerable religious ceremonies, countless rulers and economic crises. It’s certainly worth the hot climb up the rocky, steep crag that is the Acropolis.

After our curiosity had been satisfied in the city, our plan was to head for Crete,

Santorini, Milos and Paros. We had found a yoga retreat on Crete that was just the thing for two hard-working teachers after a long year in the classroom. We took the excellent train service to Piraeus, a working port dating to the 26th century BC. Piraeus, while you have to be watchful for pickpockets, is a bustling hive of seafaring activity. Huge ferry boats line the piers in the harbour, and every second building is a ferry company. We ferried to Crete, which while exciting to do once, I wouldn’t repeat because it took so long.

It was a full day at sea, from Piraeus to Heraklion. Next time, I’ll take a plane.

We spent four to four and a half hours per day at Yoga on Crete, aligning our chakras under olive trees and looking out at a brilliant blue sea, while the bells of mountain goats tinkled in the distance.

Led by local mountainy man Vangelis, we hiked through the magnificent Aradaina Gorge, emerging at beautiful Marmara Beach. The beach is formed entirely out of marble and boasts one of the best tavernas in Greece.

While Crete was charming we had other places to see and, after a week, we ferried to volcanic Santorini. We stayed in a good hotel complete with much needed pool and explored the two main towns, Oia and Fira. Oia is famous for the iconic blue-roofed buildings built into the cliff and, of course, the sunset – which is unmissable. The island is more expensive than the others, so staying there long was not an option.

Milos was up next, a calm, serene island with amazing beaches that look like moonscapes. Milos is a lot less commercial than other Greek islands, but has a steady influx of visitors to keep the tourist industry going. Highly recommended, if only for the beaches, which are unique.

The ferry took us to Paros, a smaller, quieter spot that, once out of the main port town, is very stony and rocky, rather like a very hot Connemara. We stayed in a surfing village for a couple of nights. The pool was good, the beach was dirty and

wifi reception was terrible. We escaped to Paros town and had a lovely couple of days in the Anna Platanou hotel, run by two fastidious and professional brothers, which more than made up for the last place. We were so well taken care of by the hotel, it deserves a mention. They even dropped us to the ferry on our last evening, hours after checking out.

We had pre-booked accommodation before arriving in Athens. After that we used Booking.com and slept on ferries.

Locals tout rooms and hotels the minute you get off the ferry so you’ll never be stuck for a place to stay.

Greece gets a bit of bad press when the talk turns to things economic and financial but, for all the reported woes, the country itself maintains some very high standards in food, accommodation and transport. Happily too, it’s not expensive.

The people themselves are second to none, warm, friendly, sincere, up for the craic and go out of their way to help you or make suggestions. If you’re looking for a great holiday that ticks all the boxes, I can’t recommend Greece highly enough.

Eat: Souvlaki, dolmades, dakos, Greek salad, roasted goat (surprisingly good!)

Drink: Raki (potent local homebrew); avoid the local wine, it’s harsh to say the least.

Read: when in Athens: The Two Faces of January by Patricia Highsmith; On the islands: Captain Corelli’s Mandolin by Louis de Bernières.

Watch: Joanna Lumley’s Greek Odyssey.

Must see: The Acropolis. There’s nothing quite like it.

Elizabeth-Ann Kirwan teaches in Scoil Naomh Lúcáis in Tyrrelstown, Dublin  Left: Elizabeth Ann resting on the marble steps of the Parthenon.

Background: Santorini

We spent four to four and a half hours per day at yoga… aligning our chakras under olive trees and looking out at a brilliant blue sea

InTouch December 2014

55

CĂşrsaĂ­ Teagaisc

School gardening notes for December NĂłtaĂ­ garraĂ­odĂłireachta scoile do MhĂ­ na Nollag Diary Brought children to ga rden to break ice on the pond. A novel experience for them. They were als o delighted in walking on the crunch y frost which covered the gra ss. Later a past pupil passing on his bike called to the class and urged us to look at an unusual sight in the garden.

Followed him out and watched in awe as hundreds of mi grating waxwings devoured the berries on a rowan tree.

Making clay bird feeder in St Joseph’s JNS, Tullamore.

Teachers

Class Indoor Junior In. Make bird feeders from apples and sunflower seeds. See old. gardenorganic.org.uk/growyourown/ Activities/A30.pdf Senior In. Do. First Make bird feeders from clay and bird seed. See www.biodiversityinschools. com/uploads/6/2/6/2/6262929/bis_ activity_sheet_-_bird_feeders.pdf Second Do. Third Make pine-cone feeders etc. See www.pinterest.com/ggfisher1/ school-bird-feeders-for-3rd-graders/ Fourth Do. Fifth Observe birds outside the classroom feeding on recycled plastic bottles.

Use binoculars and bird identification guides to record species and frequency of visits. See schoolearthed.ie/ paddys-school-garden/video-novbirdfeeder.htm Sixth Do.

Robin on bird table – Cormac Madden

Cookery Make festive baked apples.

See: www.growingschools. org.uk/Resources/Downloads/ GrowingSchools_ YearPlanner.pdf

Training: SEED provide training in the basic skills of school gardening to whole school stas. See www.schoolearthed.ie Stratify holly berries. Young holly trees are always popular at school plant-sales. See www.schoolearthed.ie/pdf/intouch/ Zoom_in_on_hollyandIvy.pdf

Female holly

Weed of the month This month’s weed is the Couch Grass or Scutch Grass.

Dig up roots carefully ensuring that they are not broken in the process.

Cotoneaster

Literacy/Litearthacht Detritivores/drĂĄmhĂłirĂ­: Creatures that eat decomposing matter.

Neacha a itheann åbhar atå ag meath Queen wasp/cråinfhoiche: The only survivor from the summer’s colony. She will hibernate until the spring in a dry, sheltered spot. An t-aon fhoiche a thagann slån ó choilíneacht an tsamhraidh. DÊanfaidh sí codladh geimhridh go dtí an t-earrach in åit tirim faoi fhothain.

Hibernating butterflies/fĂŠileacĂĄin a dhĂŠanann codladh geimhridh: Brimstones, peacocks and small tortoiseshells hibernate until the spring. DĂŠanann buĂ­Ăłga ruibheacha, pĂŠacĂłga agus ruĂĄin bheaga codladh geimhridh go dtĂ­ an t-earrach.

Bird table/bord Êan: A flat board on a stand on which bird food is placed. It should be light so that it can be moved regularly. Clår cothrom ar sheastån ar a gcuirtear bia d’Êin. Ba chóir dó a bheith Êadrom ionas gur fÊidir Ê a bhogadh go rialta.

Bird box/bosca Êan: A box for nesting birds which can have different sized openings. It is usually positioned facing east or south-east. Bosca d’Êin neide. Is fÊidir oscailtí de thoisí Êagsúla a bheith aige. De ghnåth, cuirtear Ê le haghaidh ar an oirthear nó le haghaidh soir ó dheas.

Pot of holly berries 56

InTouch December 2014

Teaching Matters

It’s the month of rest.

Nature closes down.

It’s a good month for children to study birds.

Wren on author’s hand Tits on feeder – Cormac Madden Living things Study: Robin (junior infants); Holly (senior infants); Fox (ďŹ rst); Hibernating bee (second); Hibernating butteries (fourth); Hibernating snail (third); Hibernating earthworm (ďŹ fth); Hibernating queen wasp (sixth).

See: www.heritagecouncil.ie/ďŹ leadmin/user_upload/ Publications/Education/Wildlife_in_Schools.pdf For art projects and outdoor exploring see www.naturedetectives.org.uk/search.htm?search=Christmas

Biodiversity Make a mammal footprint tunnel and a birdfriendly Christmas tree. See www.biodiversityinschools.com/ lesson-plans.html Make a bird-feeder from a plastic bottle. See www.blackrockec.ie/content/december Make a bird table. See www.blackrockec.ie/content/ december Make a bird bath. See www.blackrockec.ie/content/ december Hang a bird box. See www.blackrockec.ie/content/ december Do a bird survey. See www.schoolearthed.ie/pdf/ intouch/Hands_On_Dec2014.pdf

InTouch December 2014

General All my previous InTouch articles are now available on www.schoolearthed.ie/ intouch-pdfs.html as well as INTO website

Mammal tunnel

Recycled birdfeeder – Eamon O Murchú

Ben Ward, St Joseph’s JNS, Tullamore with clay bird feeder

Paddy Madden lectures on SESE in the Marino Institute of Education. He also gives short courses to whole stas on school gardening. His book Go Wild At School, has recently been reprinted. Available for  from paddy.madden@mie.ie (Includes p&p).

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Cúrsaí Teagaisc

Book reviews Ábhar léitheoireachta den scoth Is deas an rud é ábhar léitheoireachta den scoth sa Ghaeilge a bheith le fáil ag páistí. Éiríonn leis na leabhair thuas an sprioc sin a bhaint amach gan aon stró. Tá réimse leathan de dhánta a scríobh Frankie Leonard sa leabhar, An Bogha Báistí. Is féidir leis an múinteoir feidhm a bhaint as an leabhar seo nuair a bhíonn gnéithe eile den Ghaeilge idir lámha aici, e.g., na séasúir, na huimhreacha, fiú amháin na briathra. Éiríonn le Nellie Nic Giolla Bhríde páistí a mhealladh i dtreo na Gaeilge lena leabhar Ní Thuigimse Daoine Fásta. Beidh seans iontach ag páistí bunscoile éisteacht le canúint fhileata cheolmhar Uladh ach an dlúthdhiosca a théann leis an leabhar a chur ar siúl. Is áis iontach é an dlúthdhiosca céanna mar cuireann sé ar chumas an mhúinteora feidhm a bhaint as na dánta/rannta i ranganna eile seachas an Ghaeilge. Tá an foclóir atá i gcuid de na dánta ábhairín casta uaireanta. Mar

réiteach ar an bhfadhb sin áfach chuir an t-údar leagan Béarla ar fáil de gach dán atá sa leabhar.

Leabhar slachtmhar tarraingteach is ea Báidín Fheidhlimidh. Tá réimse leathan filíochta le fáil ann. Cosúil leis na cinn thuas cuireann an dlúthdhiosca agus na haistriúchán go mór leis an leabhar seo. Ní mór don scríbhneoir seo tagairt speisialta a dhéanamh do na maisitheoirí a chuaigh i mbun ceirde ar gach leabhar. Rinne siad sárobair. Bhí ról lárnach ag na páistí ’sna dlúthdhioscaí. Ba mhaith leis an léarmheastóir seo ardmholadh ach go háirithe a thabhairt dóibh. Rinne siad éacht oibre. Go n-éirí go geal leis na leabhair agus leis na leanaí. Rath Dé ar an obair.

An Bogha Báistí le Frankie Leonard. ISBN 978-0956501-65-3. Ní Thuigimse Daoine Fásta le Nellie Nic Giolla Bhríde. 16.00. ISBN 978-0-9565016-1-5. Báidín Fheidhlimidh. 18.00. ISBN 978-0-9565016-3-9.

Léirmheas le Dónall Ó Fionnáin, Coláiste Hibernia.

Recording a child’s GAA journey My GAA Journey – Mo Chluichí, Mo Chuimhní is effectively a personal record book allowing children to record memories from their GAA experiences from Academy stage right through to U15.

Highlights can be recorded and photos and autographs added. The book also includes words of wisdom from famous players and managers such as Brian Cody, Henry Shefflin and Mick O’Dwyer. In the introduction to the book GAA President Liam O’Neill states: “We all remember our childhood heroes and the vehicle that is this book has the potential to store in one place those figures, games, incidents and stand out achievements that help mould us as people.”

The author, Dara Ward, a student at 58

Coláiste Éanna, has published this journal as part of a student enterprise project. A percentage of profits from the book is going to GAA clubs and Dara’s school charity, the India Immersion Project, which helps build schools and homes for children in Kolkata, India.

An ideal present for a child, the book costs 7.50 and can be bought directly from Dara. For orders over 20 the book can be personalised with a school or club crest on the cover.

Dara can be emailed at darafrancisward23 @gmail.com

Irish bedtime stories This collection of Irish bedtime stories is a beautifully illustrated book written by big people, loved by little people at bedtime.

From hairy spiders, spotty ladybirds and a heroic nightingale, to the magical world of daredevil dragons, scaredy monsters, lonely angels and lazy elves this book will capture the imagination of every child.

Once Upon a Bedtime is a book that will benefit children all over Ireland as royalties will be going to the Jack and Jill Children’s Foundation.

Poolbeg Press. ISBN 978-1-78199-963-9.

Price 14.99.

Favourite rhymes from an Irish childhood This collection of nursery rhymes known and loved throughout Ireland, includes international, British and Irish rhymes as well as special Irish favourites.

Sally Go Round the Stars is beautifully illustrated by Steve McCarthy. Nursery rhymes are a brilliant way to spend fun yet educational time with children and they are sure to be delighted with this ‘modern classic’. Royalties to the National Children’s Hospital, Tallaght.

O’Brien Press. ISBN 978-184717-675-2. Price 9.99 paperback.

InTouch December 2014

Teaching Matters

The value of INTO campaigns and lobbying – proven For much of the last four years, John Walshe was the proverbial boy in the sweetshop. Handed a role as special adviser to Minister Ruairí Quinn that as an education journalist of 40 years he could never have dreamed of, he was nevertheless hamstrung by not being able to do what journalists do – report the news. A few months on from Quinn’s departure from cabinet his special adviser has returned to writing. But this time Walshe has better access, not only to the workings of the Department of Education and Skills but to the goings on in government, than he ever had as a working journalist.

At 244 pages An Education is a well-paced, interesting and honest account of Walshe’s time as adviser to Quinn.

The INTO, one of the country’s most effective lobbying machines according to Walshe, features large in this account. INTO members know their side of this narrative well – fiercely opposing class size increases, battling to overturn cuts to small schools, attacking cuts to special needs provision, getting cuts to disadvantaged schools reversed, trying to improve employment for new teachers and strongly criticising a proposed free books scheme. The effect of this lobbying and campaigning on the official side is not as well-known and is often hidden by what gets a full chapter in the book, “leaking, kite flying, spinning and u turning”. The insights provided by Walshe prove the undoubted value of INTO campaigning and lobbying through its impact on official decision making.

The book also lays bare, with some honesty, the basic errors of judgement, inexperience and mistakes made by what was then, his own side. According to Walshe, in their first budget “an obvious option” for the Quinn team was “worsening the pupil teacher ratio at primary” as well as making “changes to the staffing arrangements in small schools that would mean they would need a higher number of pupils to justify an additional teacher”. The former was well leaked to test the water; the latter came from what can only be seen as a failure to fully understand the importance of small schools in rural Ireland.

What Walshe reveals is that Fine Gael had used focus groups to test the kite flying proposals and the primary pupil teacher ratio came back strongly so the increase on the schedule was dropped.

But both failed to spot the impact of Labour’s ‘small schools’ proposal. The bigger party had to content itself with burying the VFM report in a cabinet subcommittee from which it is yet to emerge and Walshe had to suffer a (playful) headlock from An Taoiseach who wanted to know “What are ye doing to my small schools anyway?” The book later devotes a full chapter to the issue (rural Ireland fights back) containing significant detail on efforts made by the INTO (and current INTO president, Sean McMahon, in particular) to rescue the situation.

The INTO/Irish Examiner led protest against Quinn’s proposed cut to resource teaching hours gets a chapter all to itself. Notwithstanding a few lines of attempted justification for the cut, there is some fine detail on what was ultimately an embarrassing u-turn for his then boss.

Activists will have seen and heard the minister in the media and at Congress. The book provides significant detail of the lengths to which his team went to set (or hijack depending on your point of view) the conference agenda by making big news announcements of their own. The tale of close encounters with the teachers ends with how Quinn’s embarrassing faux pas about female teachers

InTouch December 2014

and maths at last year’s INTO Congress was quickly knocked off the media headlines by some megaphone diplomacy at the ASTI conference.

The book contains some surprisingly candid admissions.

School transport was spared the axe as much for the fact that major cuts would cripple Bus Éireann as for the impact on families and, therefore, Dáil seats. The school uniforms palaver seems to have had more to do with the former Tanaiste’s ratings than with anything else and it is clear that some schools refusal to jump to survey parents still rankles.

This very readable account of his time in Marlborough Street is also set in the wider context of the coalition government which is of particular interest to those whose passion is politics. It details the regular infighting that range from mere scraps to bare knuckled fights that often go unreported and, therefore, unnoticed.

Commendably the book doesn’t try to gild the lily too much. It is not by any stretch of the imagination a political hagiography treating as it does the triumphs and disasters of working inside education with a high degree of fairness and balance.

But whether the one time outsider ever gets invited back inside remains to be seen – after spilling the beans!

Published by Penguin Ireland. ISBN 978-1-84488-360-8. Price €14.99 paperback.

WIN A WILDLIFE BOOK! My First Book of Irish Animals, by Juanita Browne, is a beautifully illustrated children’s book. Both educational and entertaining, this unique book is a must for every home and school library.

We have five copies of My First Book of Irish Animals to give away. To be in with a chance to win, simply answer this question: We have two types of squirrel in Ireland, what are they?

Please email your entries to: jbrownebooks@gmail.com Closing date for entries is January 9th 2015 To order directly from the author/publisher, please send a cheque or postal order to: Juanita Browne, Calverstown, Kilcullen, Co. Kildare.

Price 12 (plus 2.25 towards P&P within RoI).

For larger orders please contact Juanita for details.

Tel. 086-3378611 Email: jbrownebooks@gmail.com

59

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 January/February issue of InTouch should arrive in Head Office by 5 January 2015. The deadline for the March issue is 9 February 2015.

Responsible Pet Ownership Educate Together has launched a new programme of lesson plans teaching responsible pet ownership to primary school students. This novel education initiative is the ďŹ rst comprehensive animal welfare primary school curriculum to be developed in Ireland. It is supported closely by Dogs Trust, the ISPCA and Veterinary Ireland who, along with Educate Together, have made the lesson plans available for all primary school teachers in any school on their respective websites. The programme will also be hugely beneďŹ cial for welfare groups to use as part of their humane education programmes.

The programme teaches children emotional intelligence with a view to changing the way animals are treated and viewed in the home and society.

The lesson plans can be downloaded at: Veterinary Ireland: www.lovemypet.ie/education/ ISPCA: ispca.ie/educate_together/ Dogs Trust: www.learnwithdogstrust.ie/freelearning-resources/educate-togeth er-lesson-plans/index.html DoneDeal: bit.ly/DDPetAware

InTouch December 2014

Reminder CPD Consultation for teachers – Have your say by 12 December.

Phase 1 of the Teaching Council’s consultation process on teachers’ professional learning opened in October. The purpose of this consultation with teachers is to inform the development of a national framework for continuing professional development.

Further details on the Teaching Council website at www.teachingcouncil.ie, in the November issue of InTouch and on the INTO website at www.into.ie/ROI

Indoor Soccer The Limerick Indoor Soccer Tournament (LIST 2015) will take place over the weekend of 6 and 7 March 2015. There are three competitions: 1. Men’s Open Competition 2. Ladies Competition 3. Men’s Over 40s Competition.

For full details, please go to www. limerickindoorsoccertournament.com

Research on Teacher Exchange Members conducting research on teachers currently participating in a teacher exchange. If interested in contributing to this research please contact 0861600049 or 0872966346 after 4 p.m.

INTO/STSG Separated Teachers’ Support Group Next meeting: 17 January 2015.

Venue: Armagh City Hotel, Armagh.

Time: 11 a.m.

Separated, divorced, widowed, lone parents from INTO, ASTI, TUI and IFUT welcome.

Annual subscription: 20.

For further information, please contact: Chairperson: Trudy Carroll-Miller: 0044-7931609313/042-9383670 or Secretary : Iseult Bourke at 085-2394661/01-5162069

Did you teach overseas?

Are you a qualified teacher who taught overseas for a minimum of two years? Are you currently teaching in Ireland for a minimum of one year? If so, PhD student would very much appreciate if you would complete a short survey as part of her doctoral research project which examines the experiences of repatriated Irish teachers.

Please email M.NAGLE4@nuigalway.ie by 16 December.

Head Office Closure INTO Head Office will close for Christmas vacation on Tuesday 23 December at 5 p.m. and re-open on Friday, 2 January, 2015 at 9 a.m.

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Nótaí Deiridh

Two pages of resources for the classroom, from training courses to helpful hints and useful links

National Museum of Ireland schools’ programme now available online Registration is now open for the Show Racism the Red Card Creative Competition 2015. To participate you will need to register at theredcard.ie/competition_ register.php. You will then be sent a DVD Education pack (40 pages of activities and a high quality, engaging dvd).

About the competition You are tasked to produce a message arising from one of the themes from the Show Racism the Red Card DVD by written, visual or audiovisual means.

Categories include: Overall, Primary, Secondary, Youth Service and Poster/ Written

For more information or to view last year’s winning entries visit theredcard.ie/competition.php

The National Museum Ireland’s 2014 -2015 Schools Programme is now available online. Visit the ‘Explore and Learn’ section of www.museum.ie for full details.

The Schools Programme is a ‘one-stop shop’ for teachers interested in visiting the museum. Providing clear and concise information about planning your trip, pre-visit preparation, activities on the day as well as ideas and resources for the classroom.

On a visit to the museum, students of all ages can explore the exhibitions and enjoy activities and interactive resources designed to complement the curriculum in a fun and enjoyable way. The programme outlines special one off events, a range of tours and activities that can be pre-booked and learning resources for the classroom.

Comhar Linn Crossword NO 160 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 16th January 2015 1

2

3

4

8

5

6

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NAME:

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Across 1. Farewell to the cricket extra. (3) 3 & 23a. Is this timepiece older than Father Time? (11,5) 8. This possibly cures a piece of crockery. (6) 9. Seemed that this was copied, having taken in some fruit. (8) 10. Alloy found right inside a fish. (5) 11. Lit up, as a bulb may be. (5) 13. Behaved in a model way. (5) 15. Can this person's abhorrence of technology be diluted? (7) 16. This bag has aged in the vestibule. (7) 20. Gullible one found in part of the church. (5) 21. Couples write a tune into the postscript. (5) 23. See 3 across.

24. If this could be suitable for ploughing, then it would be tolerable. (8) 25. Start knitting to get the actors onto the stage. (4,2) 26. Luck is useful for Melody! (4,7) 27. Demure, being at the periphery of the company. (3) 36. Do some Irish rivers share this name because they suffer pollution? (10)

Down 1. The palace blabs about such headgear. (8,3) 2 & 3. Adduce Sue gets around to making an informed estimate.

(8,5) 4. The tidiest kind of sea tent. (7) 5. A chap is a spy. (5) 6. In a difficult way? I don't think so!

(6) 7. Remove an article from the highway and go fishing with it. (3) 12. Yell "Prank!" as this Limerick town is revealed. (11) 13. Point out an item of mountaineering equipment. (5) 14. Motored right into a bird. (5) 17. The doubter is coasting around. (8) 18. The idiom of the ruined citadel. (7) 19. Operetta? That takes the biscuit!

(6) 22. Such a garment will mark the French leader. (5) 23. Kildare location with many an alley. (5) 24. How great is Abigail, at heart! (3)

ADDRESS:

Gordius - In Touch Crossword No. 159 November Bumper 2014 Solutions and winners will be announced in the Jan/Feb 2015 issue of InTouch.

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Winners of Crossword no 158 are Kevin Duggan, Claremorris,Co. Mayo and Ruth Randles, Claddagh, Galway

InTouch December 2014

Finishing Touches

‌ and your Comhar Linn Crossword!

No 48

Engineers Week runs from 8 to 14 February 2015 and is an opportunity for schools to learn more about engineering, have fun, and win prizes. Now is the time to start planning if you wish to participate in this nationwide celebration of the wonders of engineering.

The theme for 2015 is ‘Engineering is for everyone’, highlighting how engineering touches the lives of every citizen. The week is an ideal opportunity to showcase the positive impact of engineering on your community. And, for a school audience, the theme also reflects the message that engineering as a career is accessible to all interested students.

There are several ways to take part Design your own engineering trail.

Book an event in your area.

Organise an event/activity in your school.

For resources or more information on how to get involved, check out the ‘Schools’ page on Engineersweek.ie

MATHletes challenge The MATHletes Challenge is a free pioneering online and in-person maths tournament for Irish students.

The four month Challenge aims to develop students’ confidence and competence in maths using Khan Academy, a free online learning platform.

Students from fourth class (primary) to fifth year (second level) in the Republic of Ireland and primary six to year 13 (NI) are eligible. The competitive and engaging experience culminates with top scorers advancing to in-person playoffs, where over â‚Ź20,000 in prizes and the title of MATHletes Challenge AllIreland Champion are on offer.

Registration is FREE and opens on 1 December. The Challenge launches on 5 January. More information at mathletes.ie

We looked back at the most viewed Christmasthemed resources for the past two years.

Dunderrow NS, Co Cork www.dunderrow.ie

Standard design with a very clear navigation that runs across the top of the site with access to deep links hanging from the top. Great newsletter section.

Ones to watch Resources highlighted on Scoilnet for their usefulness Science.ie science.ie

Resources, events, news relating to the teaching of science, engineering and maths.

FĂ?S Film Project ďŹ sďŹ lmproject.ie Innovative project supporting digital story telling through film.

World War 1 Resources bbc.co.uk/schoolreport/25423256 Lesson ideas built around the idea of students investigating some aspect of the war.

1

Christmas Themepage scoilnet.ie/primary/theme-pages/ christmas/ Your starting point for finding resources and activities for Christmas.

2

The Nativity Story topmarks.co.uk/Christmas/ NativityStory.aspx Highly visual telling of the story.

3

Christmas Around the World the-north-pole.com/around/index.htm Traditions associated with the feast celebrated in other countries.

4

Nativity Play catholicireland.net/nativity-play Script for a traditional nativity play.

5

Christmas at Seomra Ranga nollaigshona.ie Lots of teacher shared resources and class activities.

6

An Nollaig – Drag ‘n’ Drop scoilnet.magicstudio.ie/interactive/ view/110575 Vocabulary activity for younger classes.

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Woodlands School – Advent projectbritain.com/Advent.html Questions and answers about the season of advent.

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Build a Snowman highlightskids.com/games/build-snowman Interactive activity for art class.

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Christmas Carols carols.org.uk Lyrics and music to get the class singing

10 An Nollaig CartaĂ­ TeaspeĂĄntais

schoolblog8.scoilnet.ie/nollaig/display_cards_ an_nollaig.pdf CĂĄrtaĂ­ taispeĂĄntais le pictiĂşir a bhaineann le seasĂşr na Nollag.

Primary level winners in 2014 were CloughďŹ n NS, Co Donegal, pictured with principal Fiona Farry.

InTouch December 2014

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