Issue No 139

November 2013
ISSN 1393-4813 (Print)
ISSN 2009-6887 (Online)
8a4qet 11
5ect|oa 1I sabm|ss|oa
Nortbera lre|aad aews
5absearcb apgraded
New
teachers
laIoacb November
GENERAL SECRETARYS COMMENT
Keeping in Touch
Interactivedialoguewithnenbers,andkeynewsitens
astJuneRuairQuinn,MinisterforEducation
andSkills,putafairlylargeincreaseinprimary
classsizesonthebudgetagenda.Having
reversedadecisiontoreduceresourceteaching
hourstospecialneedspupilsunderpressurefrom
theINTO,heletitbeknownthatanincreasein
classsizesatprimarywasonewaytopayforit.
TatwasachallengetheINTOExecutivecould
notignoreand,atthemarginsoftheICTUCon-
ferenceinBelfast,aspecialCECmeetingdrewup
acampaignplanfortherstsixweeksofthis
schoolyear.BeforetheschoolyearstartedHead
OcestaandCECmembershaditne-tuned
andreadytorollout.
Anationwideseriesofwellpublicisedpublic
meetingsbroughtthemattertothefore.Apost-
cardcampaignwithothereducationpartners
highlightedtheneedtoprotectprimaryeducation.
An intensive campaign of lobbying of public
representativesthroughoutthecountrypushed
theissuewellupthepoliticalagenda.Teresult
wasthatclasssizedidnotfeatureonthelistofcuts
imposedinthebudget.
However,thecampaignwasnotacomplete
victory.Whilewedidsucceedinstoppingfurther
increasestothestangscheduleinsmallschools
we did not manage the reversal of increases
announced two years ago. Tis issue will be
discussedbytheCEClaterthismonth.
TeresultofsixweekshardworkbyINTO
membersisthatIrelandsclassroomswillnot
beevenmoreovercrowdedanduptoa,ooo
additionaljobswillbecomeavailablenextyear.
TisisofmajorsignicancetoNQTswhoare
featuredinthiseditionofInTouch.
Toeveryonewhoplayedapartinthiscampaign,
nomatterhowsmall,Iextendmythanksand
congratulations. It clearly shows what INTO
memberscandowhenchallengedtocampaign
onissuesthatmatter.
Meet|ag tbe cba||eage
Sheila
^unan,
General
Secretary,
and^oel
Ward,
Deputy
General
Secretary
General
Treasurer
participate
inarecent
Letterkenny
Branch
neetingvia
Skype.
L
, Editorial
Meetingthechallengeon
classsize.
What you need to
know
, Budget:oI,.
, Section,,subnission
Subsearchupgraded.
Extraresourceteachers.
Iothingsyoushould
knowaboutBudget:oI,.
:o Connect
Wanttofobshare?
Interestedinateacher
exchange?
Telluswhatyouthinkby
letterortextnessage.c,ofor
bestletterpublished.Keepup-
to-dateviaFacebook,Twitter,
websiteorRSSfeed
In the News
:, Educationconferenceto
discussnuneracy.
^orthernOce
expansion.
Liketobeona^ational
Connittee?
:; DESconsultationon
inclusivenessinschools.
Surrogacyandnaternity
leaveconictingopinions.
Calcuttateachersvisit
HeadOce.
:, I^TOaccountsfunds
andresponsibilities.
:o ^ewsandreportsfron
PrincipalsandDeputy
PrincipalsConference.
:, In the Media
Mediacoverageofclasssize
canpaign.
.o INTO Learning
UtiliseyourCrokePark
hoursforwhole-schoolCPD.
.: Membership Plus
Haveyouregisteredyet?
Freenewnobileapp.
.. Solidarity
SolidaritySunner
Schoolnowinits,th
year.
Keeping InTouch INTO News
InTouch General Editor: Sheila Nunan
Editor: Tom OSullivan
Assistant Editor: Lori Kealy
Editorial Assistants: Selina Campbell, Ashling
Lynch, Cara Kirwan
Advertising: Mary Bird Smyth, Ashling Lynch
Design: David Cooke
Photography:Moya Nolan, Shutterstock
Correspondence to: Te Editor, InTouch,
INTO Head Oce, Vere Foster House,
Parnell Square, Dublin
Telephone: o 8o( ;;oo
Fax:o 8;z z(6z
LoCall: 8o ;o8 ;o8
Email: editorQinto.ie
Website: http:}}www.into.ie
InTouch is published by the Irish National
Teachers Organisation and
distributed to members and educational
institutions. InTouch is the most widely
circulated education magazine in Ireland.
Articles published in InTouch are also available
on our website www.into.ie
Te views expressed in this journal are those
of the individual authors and are not necessarily
endorsed by the INTO.
While every care has been taken to ensure
that the information contained in this
publication is up to date and correct, no
responsibility will be taken by the Irish National
Teachers Organisation for any error which
might occur.
Except where the Irish National Teachers
Organisation has formally negotiated
agreements as part of its services to members,
inclusion of an advertisement does not imply
any form of recommendation. While every
eort is made to ensure the reliability of
advertisers, the INTO cannot accept liability for
the quality of goods and services oered.
Contents
Infornationand
advicefor^QTs
pgs:,-,,
Classsizepgs,,,
^anosciencepg,,
Mathscalculationspg,:
laIoacb November
Bumper Crossword
Win a Christmas hamper courtesy of
Comhar Linn pg 62
., School Leadership
Leadershipinchallenging
tines seninarsfor
principals.
.; Healthy Living
Healthyhairwithhenna.
., Financial Advice
Salaryprotection
products.
Areyoupayingtoonuch
forcredit?
., Tipsandadvicefor^QTs.
LouiseOKeeewrites
aboutherownexperience
asan^QT.
.8 Workingasaprofessional.
., Achievingawork-life
balance.
,o Short-ternandweekly
planning.
,: Organisingyour
classroon.
,. Yourassessnentfolder.
,, Preparingforparent-
teacherneetings.
,, Childrenssightproblens.
,o StCiaransPeregrininake
asignicantfourneyto
Zanbia.
,, Tributestodeceased
teachers.
,8 Teforgottennourners
ChildrensGriefAwareness
Dayison:I^ovenber.
,, CelebratingWorld
TeachersDayatFeilte.
;o DigitalSchoolsof
Distinctionprogranne
launched.
Creagh^Shonours
teacherscanogiewin.
;: Uniteforquality
education
Earlychildhoodgathering.
VereFosterlecture.
;. IuniorEntrepreneur
Progranne.
;, Internet Safety in
Primary School
AdvicefronPDST.
;; Arts Education
Partnership
StPatricksCollege
collaborateswithTEAM.
;, NanoWOW!
BaysideS^Steacherand
AMBERdevelopscience
packforschools.
;8 Media Education
DrMarianHenryonhow
wecanencouragechildren
tobeconediscerning
nediausers.
,. Towards Formal
Calculations
MathstipsfronDr
LorraineHarbison.
,o The School
Woodland Garden
SESEtipsfronPaddy
Madden.
,8 Irish Resources
TipsfronCOGG.
,, Book Reviews
Soundsgoodphonics
Guidetowriting,
punctuationandgrannar.
o: Noticeboard
Upconingevents.
o. Comhar Linn
Crossword
Bunpercrosswordthis
nonth.WinaChristnas
hanper.
o, Scoilnet Panel
Resourcesforschools.
INTO Advice Finishing Touches Teaching Matters
laIoacb November
November 2013
Newsdesk
Northern Ireland News
Newly Qualied Teachers
AineOToole^avanBranchSecretary,
neetsnewlyqualiedteachersata
recent^ationalInductionProfect
sessionin^avanEducationCentre.
I^TOrepresentativesvisited^IP
sessionsaroundthecountryinOctober
toneet^QTs.Aine(centre)ispictured
withMchealBaoill,KatieCurtin,MariaMurphyand
DeniseDunne.Photographer IennyMatthews

Cover pic
Mediaeducationpg,8
Subsearchupgradedpg,
Watch out for this
symbol in InTouch news
sections. It means the
news item may be of
interest to members
both North and South
Budget 2014 7
Section 37
submission 9
Subsearch upgraded 9
Newly qualied
teachers 27
Northern Ireland news 35

On the cover
Teschoolwoodland
gardenpg,,
PrincipalsandDeputy
PrincipalsConferencepgIo
RegisterforMenbershipPluspg:I
Ten
Christmas gift
packs to be won
Mol an Oige
competition
pg 60
laIoacb November ;
Keeping InTouch
Budget yields 895 extra
primary teachers
Previous Budget
measures
impacting in 2014
The allocation for 2014 also takes account of
savings deriving from savings measures announced
in previous Budgets.
Ieacbers
Teacher allocation measures introduced in earlier
Budgets will also impact on teacher numbers in
schools in 2014. These include the changes in
Budget 2012 announced to the stafng schedules
for smaller primary schools with up to four teach-
ers. This change will see approximately 75 posts
lost in 2014. A further 80 primary posts will be lost
on foot of the Budget 2011 decision to reduce
language support posts over a four year period.
5tadeat coatr|bat|oa
As signalled in Budget 2013 the student contribu-
tion, at 2,500 for the 2013/14 academic year will
rise by a further 250 in each of the 2014/15 and
2015/16 academic years, to a maximum of 3,000.
fap|tat|oa graats
On foot of school funding cutbacks in Budget 2012,
funding for capitation and related grants to
primary and post-primary schools in 2014 will be
reduced by 1%. The overall cut will be achieved by a
reduction in the standard capitation rates, with
other related grant rates remaining unchanged.
The new standard mainstream capitation rates in
2014 will be 173 for primary and 301 for post
primary.
UndertheeducationprovisionsofBudget
aoannouncedinOctober,anextra8,
primaryteacherswillberecruitednext
yeartocaterforincreasingenrolmentsand
provisionforpupilswithspecialeducation
needs.TeINTOwelcomedthefactthat
therewasnochangetothestangsched-
uleinlargerschools.However,INTO
GeneralSecretarySheilaNunansaiditwas
amatterofgraveconcernthatintwo,
threeandfourteacherschoolsthatclass
sizeswerebeingincreasedagain.Teachers
arefrontlinestaintheeducationsector,
whetherinsmallruralschoolsorlarge
urbanones,saidSheila.
TeINTOledasignicantlobbying
campaignagainstproposedcutsinthe
runuptotheBudgetwhichconsistedof
publicmeetings,apostcardcampaignto
TDs,signicantmediacoverageand
meetingswithpublicrepresentatives.Te
INTOhadarguedthatincreasestoIrish
classsizeswouldundermineinitiativesin
schoolsincludingliteracyandnumeracy,
SchoolSelfEvaluationandantibullying.
Aswellasadditionalteachers,the
educationbudgetforthenextschoolyear
alsoprovidesfortheintroductionofseed
capitalforbookrentalschemesatarateof
coperpupilinDEISschoolsandcoo
innonDEISschools.Tereisalsoan
additionalc,millionfortheimplementation
oftheliteracyandnumeracystrategy.
Parents,teachersandnanagenentrepresentativesinEnnis,atoneofthenanyClass
SizeneetingsorganisedaroundthecountryinSeptenber.
Estimated changes in teacher numbers
in schools for 2014/15 school year
Primary sector
(posts)
Estimated additional posts to cater for increased demographics
and provision for additional resource teachers +1050
Job losses from previous budget measures (small schools
and language support) 155
Estimated net changes in overall number of posts +895
The INTO is delighted to announce the launch of the
new and improved INTO SubSearch website which
went live on Thursday 24 October.
Subsearch ofers a facility to connect available
teachers with substitute posts nationwide. The
improved site has
new features
including verifcation
of Teaching Council
numbers, verifcation
of roll numbers for
principals which
will help speed up
the registration
process by
prepopulating school
details a more
powerful reporting
tool which will
provide more specifc
reports to help the
INTO to identify
subbing trends. The
revised site includes the location of all primary
schools throughout the country. The upgrade also
improves ease of use on smartphones and tablets.
Register on subsearch at Subsearch.into.ie. Find
the mobile website at msub.into.ie
laIoacb November ,
Keeping InTouch
1
Ibere w||| be aa extra 8 pr|mar teacbers
emp|oed |a tbe aext scboo| ear.

Ibe pres|deat aad geaera| secretar w|sb

to tbaak a|| members |aro|red |a tbe
receat c|ass s|te campa|ga.
1
Ibe cbaages aaaoaaced |a 8adget ze:: for
sma||er scboo|s w||| come |a to eect bat tbe
lNI0 w||| coat|aae to campa|ga aga|ast |t.
1
Ibe extra teacbers ar|se becaase of ao
cbaage to staag scbeda|e for |arger
scboo|s aad for extra pror|s|oa for pap||s w|tb
spec|a| edacat|oa aeeds.

Ibe cap|tat|oa graat |a tbe aext scboo| ear

w||| be c:J per pap||.

book reata| graat scbeme w||| be g|rea to

scboo|s oa tbe bas|s of c:e per cb||d |a 0fl5
aad c:ee per cb||d |a aoa 0fl5 scboo|s.
I
5taag aad graats |a 0fl5 scboo|s are
reta|aed at preseat |ere|s.

cm |s a||ocated to |mp|emeat tbe ||terac

aad aamerac strateg aext ear.

Ibe stadeat coatr|bat|oa at tb|rd |ere| w|||

|acrease b a fartber cze to cz,Je for tbe
aext academ|c ear, aad a fartber cze |a tbe
fo||ow|ag ear.
1
lartber deta||s of tbe 8adget are
ara||ab|e aader tbe
8adget ze:| bead|ag oa tbe
lNI0 webs|te.
10 THINGS you should know about Budget 2014
Subsearch website upgraded
lNI0 makes sabm|ss|oa oa 5ect|oa J
of fmp|omeat fqaa||t cts
Section;oftheEmploymentEquality
Actsprovides,inrelationtoschoolem-
ployees,thataninstitutionwhoseenvi-
ronmentpromotesreligiousvaluesdoes
notdiscriminate(a)ifittreatsaperson
morefavourablyonthereligionground
whereitisreasonabletodosotomain-
tainitsreligiousethos,and(b)ifittakes
reasonablynecessaryactiontoprevent
anemployeeorprospectiveemployee
fromunderminingitsreligiousethos.
TeINTOopposedtheintroductionof
suchexclusionsforcertaininstitutions
whenemploymentequalitylegislationwas
rstpublishedintheformofaBill,and
continuestoviewSection;()asunnec-
essaryandinappropriate.Inaddition,
teachersincertaincircumstancesview
theseprovisionsasthreatening,partlydue
totheirlackofdenitionandtheirpoten-
tiallywidescope,especiallyinthecaseof
Section;()(b).TeINTOalsocalledfor
thedeletionofS.;.initssubmissionto
theForumonPluralismandPatronage.
TeINTOhasnowmadeasubmission
totheEqualityAuthorityinrelationtoa
proposedamendmenttos;.Tesubmis-
sionisavailableontheINTOwebsite.
NCSE announces
extra resource
teaching
allocations
TeNationalCouncilforSpecialEd-
ucation(NCSE)announcedona
October theoutcomeofapplications
receivedforspecialeducationsup-
portuptoaoSeptemberlast.Te
resultisthatovera6ofulltime
equivalentpostsareallocatedatpri-
marylevel.
Tiswillbringthetotalallocation
ofspecialeducationpoststoover
,;ooinapproximately;oschools
atprimaryandpostprimarylevel.
NCSEChiefExecutiveTeresa
Grinsaid: TeNCSEisdelighted
thatadditionalpostshavebeen
madeavailableintheBudgetto
meetincreaseddemandforsupport
despitethediculteconomictimes.
Wealsohaveasmallnumberof
postslefttodealwithemergency
applicationsduringtheyear.
INTOGeneralSecretarySheila
Nunansaidthattheadditional
allocationswouldbewelcomedin
schools.ShesaidthatINTOopposi-
tiontothethreatenedcutstore-
sourceteachinghoursbeforethe
summermeantthatchildrenwould
nowgetsupportneeded.Shealso
said,however,thatpreviouscuts
meantthatallocationswereonlyat
8ofwhattheyshouldbe.Onthe
positivesideSheilasaidthat the
announcementwouldbegoodnews
forthehundredsofqualiedteachers
withoutregularwork.
o laIoacb November
I dteagmhil
Aschemetoallowpermanentteachersto
temporarilyexchangepostswasintro-
ducedinSeptember,,.Tefullterms
oftheschemeareoutlinedinDESCircu-
larai,;whichshouldbeconsultedfor
fulldetails.
Seeking an exchange?
Eachteacherwishingtoparticipatein
anexchangemustndapartnerto
exchangewith.Asinpreviousyears,in
ordertofacilitateteachersmakingcontact
withapartnerforthepurposeofan
exchange,alistofteachersinterestedin
anexchangewillbecompiledinINTO
HeadOce.
Teachers who wish to have their names
on the list must email their details to
Head Oce by Friday, January .
Te completed list of candidates
for exchange will be available in the
Members Area of the INTO website
by close of business on Monday,
January .
Please note: TeINTOhasnorolein
matchingteachersorapproving
exchanges.TepurposeoftheINTO
listissimplytofacilitateteachersmaking
contactwithpotentialpartners.
Applicationsforteacherexchangemust
besubmittedtoboardsofmanagement
onorbeforeMarchao.
If you wish to be included on the
teacher exchange register please
provide all of the following details
by email to teacherexchange@into.ie :
. \car aame
z. \car sc|cc| |ccatlca
;. Mc|l|e ac.
. |mal| a44ress
;. !ee|laq traasfer tc
. | wls| tc |e ccatacte4 |,
nmc|l|e ca|,
nemal| ca|,
nelt|er
Interested in teacher exchange?
LIVE JOB SHARING REGISTER
NOW AVAILABLE
Teachers interested
in job sharing
can now avail of a FREE live register
provided by INTO Head Office in the
Members Area of the INTO website until
28 February 2014.
Ifyouwishtobeincludedinthisregister,orviewdetailsof
personswishingtojobshare,logintotheMembersAreaof
www.into.ie. Youmayneedtoregistertoenterthisareaif
youareaccessingforthefirsttime.
Detailscanalsobeemailedto jobshare@into.ie.
TheregisterwillbeupdatedonadailybasisandisFREEto
members.
However,ifyouwishtoplaceanadvertisementforjob
sharingintheDecemberorJanuaryiFebruaryissuesof
InTouch,usualrateswillapply.Theadcopydeadlineforthe
December2013issueis8November,and6January
fortheJanuaryiFebruary2014issue.Pleaseemailto
ads@into.ie
Please note: Theclosingdateforjob-sharingapplications
toboardsofmanagementis1 March 2014.
Stay informed
Get news on the move at our mobile
website m.into.ie
Check our website www.into.ie
Subscribe to the INTO enewsletter
into.newsweaver.ie
INTO News
TeIrish^ationalTeachersOrganisationwhoswho,whatsnew,andwhatshappening
laIoacb November
|N!0 |4acatlca Ccafereace tc
4lscass aamerac,
TisyearsConsultativeConference
onEducationwilltakeplaceon
FridayandSaturday6Novem-
beraointheHeritageHotel,
Portlaoise.
Teconferencewillfocusonthe
themeofNumeracyinthePrimary
School.
Conference App
Ifyouareadelegatetotheconfer-
encemakethemostoftheeventby
usingtheINTOconferenceapp.
Oncedownloaded,delegateswillbe
abletoviewtheagenda,nd
detailsofspeakersandnavigate
theirwaytothevenue.During
theconferenceyouwillbeable
toreceiveremindersofkey
eventsandnewsalerts.
DownloadtoyouriPhoneor
iPadfromiTunesortoyour
Androidphonefrom
play.google.comistore
Ifyoualreadyhavetheappon
yourphonefrompreviousINTO
conferencesyouwilljustneedto
taptheupdatebutton.
lNI0 Nortbera 0ce expaas|oa aad aew tra|a|ag fac|||t
Reviewingplansandprogressonbuildingwork
totheextensionofI^TOsBelfastOce(fron
no.:,CollegeGardensintono.:,)are
Back(ltor)BarneyMagill(I^TOBelfast),
ChristyKilcoyne(CIKBuildingMaintenance
Contracting),^iallBowers(QuantitySurveyor),
GerryMurphy^orthernSecretary,I^TO).
Front(ltor)^ualaODonnell(SeniorOcial,
I^TO),LisaMcVeigh(DMVFArchitects),
GrinneCleary(I^TOAccountant),^oel
Ward(DeputyGeneralSecretaryGeneral
Treasurer).
l|ke to be
oa a
aat|oaa|
comm|ttee|
National Committee
elections notice
The attention of members is
drawn to Rule 40 of the INTO
Rules and Constitution which
governs elections to the ofces of
president, vice-president, district
representatives on the Central
Executive Committee, Beneft
Funds Committee (Divisions 3,4
and 5), National Appeals Panel
(Divisions 3,4 and 5), Equality
Committee and the Principals
and Deputy Principals
Committee.
Rule 40 states that a member
may not be nominated for the
above positions unless that
member has given notice in
writing of intention to be a
candidate to the General
Secretary not later than 5 p.m. on
the frst working day in December
proceeding, for publication in the
Bulletin issued prior to the
branch annual general
meetings.
A full list of members who have
indicated their intention to be
candidates in accordance with
Rule 40 will be published on the
INTO website in December.
Current members of committees
who do not intend seeking re-
election are requested to give
ample notice to the branches in
their respective districts.
Nuacht CM
laIoacb November
EQUALITY NEWS
The INTO has been invited to make a
submission to the DES on inclusiveness in
primary schools. You may already be
aware of this consultation because an
information leafet for parents on the topic
was sent to schools last month.
This consultation follows from the
recommendations of The Report of the
Forum on Pluralism and Patronage. In
addition to recommendations about how
demand for alternative patronage might
be established and the process managed,
the report also made a number of recom-
mendations about how all primary schools,
particularly those in areas where a choice
of patronage is not available or warranted,
might move towards being more inclusive
and showing greater respect for the diversity
of pupils now present in them.
The recommendations from The Report
of the Forumin this regard broadly cover:
Equitable enrolment policies.
Dealing with opting out of
religion teaching.
School policies on the
conduct of religious and
cultural celebration.
Responsibilities of boards
to refect and uphold
diversity.
Dealing with complaints.
The full report of the
Forum, and the information leafet for
parents is available on the DES website.
The DES is seeking the views of INTO in
relation to these matters, and we would
invite members to participate through
sending their views to Deirdre
OConnor, INTO Equality
Ofcer (doconnor@into.ie)
before 15 November. The DES
is also seeking examples of
best practice in promoting
inclusiveness in schools, and
we would be very interested in
hearing from schools who
would like to be considered as
such.
0f5 coasa|tat|oa oa |ac|as|reaess |a scboo|s
TeECJrecentlyreleasedwhatappear
tobecontradictoryopinionsinrelation
tosurrogacyandmaternityleave.Te
rstcase,thatofMsZ,ateacherina
communityschoolinIrelandwasrefused
maternityleavebyherschoolwhenshe
becameamotherfollowingthebirthof
herchildthroughasurrogacyarrange-
ment.TematterwasreferredtotheECJ
bytheEqualityTribunal.Teteacher
claimedthattherefusaldiscriminated
againstherongroundsofgender,family
statusanddisability.
InanopinionissuedonaSeptember,
theA.G.Wahlstatedthatshecouldnot
relyontheprotectionofthePregnancy
WorkersDirective(,ai8),asshehadnot
beenpregnant.However,hethenconsid-
eredwhethershehadbeentreatedless
favourablythanacomparablemaleworker
(amaleparentofachild)andstatedthat
shehadnotbeensotreated.Healsoruled
outdiscriminationonthegroundsof
disability(shewasunabletohaveachild),
onthebasisthatthiswasnotacondition
whichpreventedherfromfullandeec-
tiveparticipationinherprofessionallife.
Onthesameday,A.G.Kolkottissued
anopinionwhichseemstoconictwith
this,inrelationtoC.D.,anNHSworkerin
England,whoalsobecameamother
throughasurrogacyarrangement.Unlike
inIreland,surrogacyispermittedin
certaincircumstancesintheUK,but
therearenospecicrulesonmaternity
leave.A.G.Kolkotttooktheviewthat
intendedmothers,inparticularthose
whoarebreastfeedingasC.D.was,are
entitledtosomeprotectionunderthe
PregnantWorkersDirective.Healso
consideredtheimportanceofpromoting
thespecialrelationshipbetweenmother
andchild.However,hestatedthatthe
surrogatemotherandtheintended
mothermustsharethematernity
leave.
Bothofthesestatementsareopinions,
ratherthanbindingdecisions,andthese
apparentlycontradictoryopinionswill
havetoberesolvedbytheECJindue
course.
Visitors from Calcutta
The Hope Foundation works mainly
for the protection and welfare of
street children in Kolkata (Calcutta).
Froebel College of Education (NUI
Maynooth) has been involved with
Hope in an education project for a
number of years. The project is
supported by the INTO Solidarity
Fund and by INTO Comhar Linn Credit
Union.
Recently, three Hope workers,
teachers and mentors from Kolkata
visited INTO Head Ofce to discuss
the project. Pictured are (front, l to r)
Madhumita Aditya, Priyanka Mukher-
jee and Chaitali Poddar. In meeting
Sheila Nunan, INTO General Secre-
tary, Noel Ward, Deputy General
Secretary and ofcial John O'Brien,
they were accompanied by Froebel
College NUIM President Marie
McLoughlin, Head of Education
Samie O'Neill, and lecturers/project
participants Laura Thornton, Triona
Stokes and Brian Tubbert, together
with Brendan Kelly of Comhar Linn.
Conflicting opinions on surrogacy and maternity
leave from the European Court of Justice (ECJ)
INTO News
laIoacb November
INTO accounts information and insights: Article
laads aad respoas|b|||t|es
OurRulesandConstitution
specifythatINTOincomeisto
beapportionedoveranumber
offunds.Eachisestablished
foraparticularpurposeand
expenditureundereachfundis
governedbyINTOrule.
FundsdetailedinINTO
rules(Ruleso6 ;),togeth-
erwithexpenditureprovisions,
aresetoutbelow:
General Fund byfarthe
largestINTOfund,this
meetsalladministrative
expenditureassociatedwith
INTOocesandcommit-
tees,legalexpenditureon
lower-costcases,Annual
Congressandallconference
costs,plusaliationand
professionalfees.
Publication Fund covers
alladministrative,printing
andpostagecostsassociated
withproductionofthe
INTOmagazine,reportsand
otherpublications.
Contingencies & Legal Fund
paysforballot,campaign
andrelatedexpenses,including
strikepayincircumstances
wheretheCEC(CentralEx-
ecutiveCommittee)autho-
risesstrikeaction,andfor
majorlegalexpenditure.
Benevolent Fund usedforpayment
ofgrantsincludingdeathgrantsonthe
deathofaspouseorcivilpartnerofa
member,oronthedeathofanINTO
member,andgrantsinexceptional
casesofhardshipwheretheBenet
FundsCommittee(BFC)issatised
thatcircumstancesjustifythis.
Political Fund providesforgrants
towardstheexpensesincurredbya
memberseekingelectionasapublic
representativeortotheGoverning
BodiesofUniversities.
Solidarity Fund supportsthedevel-
opmentofeducationalinitiativesfor
developingcountries(including
supportingINTOmembersinvolved
inrelevantdevelopmentwork).
Capital Expenditure Fund usedto
meetmajorexpenditureincurredinthe
provisionandmaintenanceofINTO
property.
Training Fund meetscostsincurred
bytheINTOinprovidingtraining
coursesforoceholders(including
starepresentativesandbranch
ocers)andmembers.
Professional Development Fund
meetscostsincurredbyINTOin
promotingtheprofessionaldevelop-
mentofmembers,includingthrough
theorganisationofCPDcourses.
Benefts & Services Fund covers
expensesincurredbyandforINTOin
connectionwithprovidingbenetsand
servicestomembers,asignicant
spendcurrentlyisontheMembership
Pluscardscheme.
Fortheyearaoa,thelargestspending
occurredthroughtheGeneralandthe
Publicationsfunds(,andoofINTO
expenditure,respectively).Tesmallest
expenditurewasthroughthePoliticaland
throughtheBenetsandServicesfunds
(o.oaando.8ofspendingrespectively).
Teremainingsixfunds
accountedfortheother
spending.
Responsibility for
expenditure
Policyresponsibilityforexpen-
dituregenerallyrestswiththe
electedCentralExecutive
Committee(CEC).Inspecic
cases,INTOrulesalsoautho-
risetheelectedBenetFunds
Committee(BFC)tohave
oversight.TeBFChasexclu-
siveresponsibilityforspending
undertheBenevolentFund.In
addition,legalexpenditure
underboththeGeneraland
ContingenciesandLegalfunds
mayonlybeauthorisedon
footofapplicationtoajoint
meetingoftheCECandBFC.
DaytodayINTOexpendi-
tureisauthorisedbythehead
oftherelevantsectionwithin
theINTOocesandthen
examinedandsanctionedby
theFinanceSectionwhich
includestheINTOgeneral
treasurerideputygeneralsecre-
taryandouraccountant.
INTOrulesalsoprescribea
numberofchecksandbalances
inrespectofsupervisionof
accounts.Forexample.theExaminersof
Accounts(seephotograph)areappointed
onanannualbasisbytheCECandmeet
quarterly,whiletheAccountsCommittee
iselectedfromINTOdistricts.
Afulloverviewoftheoversight,audit
andreportingprovisionsregardingINTO
accountswillbeprovidedinthenext
InTouch.
^ianhCoyle(Monaghan)andIoeCarnody(Ennis),Exaniners
ofAccounts,reviewingtheI^TOhalf-yearlyaccounts:oI,
PDP Conference
6 laIoacb November
Principals andDeputyPrincip
^ewsandreportsfronPDPConference:oI,
Its really important that principal teachers
feel that they belong and have a place
within the INTO and work within the
structures of the INTO, said General
Secretary Sheila Nunan in her keynote
address to the conference. Sheila said she
wanted a conversation with school leaders
about how the INTO might reposition itself
to support school leaders more efectively.
It is time for us to commence that
discussion with each other about whether
or not the INTOs structures and way of
doing business meet the needs of school
leaders today.
The General Secretary acknowledged the
impact of recent cutbacks on schools. She
said that school leaders have, in addition
to salary cuts, seen resources signifcantly
depleted in schools. That all of this should
have happened when the 2007 Benchmark-
ing Award was poised for implementation
only adds to the injury.
But she was very clear that the next time
trade unions are in discussions it will be
about the implementation of the restora-
tion commitments contained in the agree-
ment.
Sheila said that the INTO had gone
through a very difcult democratic process
in relation to the Haddington Road Agree-
ment and that many school leaders were af-
fected by the measures for those earning
over 65,000. Returning to the theme of
school leadership she said she believed
that, in government and among the public,
there was a clear consensus about the com-
plexity of school leaders work in terms of
administration, budgeting, managing
human resources, being accountable for
teaching and learning, quasi-marketing and
local fundraising activities.
But, she said, despite the excessive
paperwork, the constant change and the
bureaucracy it was important to be positive.
One of the things that struck me very
forcibly on 1 September this year is the
enormous trust and confdence that the
Irish people put in their primary school sys-
tem. I think it is a tribute to our profession,
to your role as school leaders that, notwith-
standing the pressure, we do not have ma-
jor stories about crises in our primary school
system. It is a very signifcant fact that, na-
tionally and internationally, the quality of
Irish primary education and teachers is well-
recognised.
Sheila said the INTO had to position itself
to be strategically ready to advance policy
issues. This, she said, would require
grounded, well thought out, well argued,
well debated policy positions. She paid
tribute to the signifcant work done by the
INTO in the 1990s on school leadership.
Such work, she said, delivered release days
for teaching principals, the lowering of the
appointment schedule for administrative
principals and a huge increase in middle
management.
She said setting the agenda for school
leadership was more challenging today as
there were other agencies infuencing policy.
She also pointed to the global infuences
shifting the policy focus from the provision
of education to educational outcomes
and the justifcation of expenditure so the
principal in efect, becomes the accounting
ofcer ...and if theres one clear trend
internationally, it is that principals are
required to stand over the quality of
teaching and learning in school.
Sheila said the teaching profession could
not avoid the accountability and evaluation
debate and the INTO, and particularly
principals within the INTO, needed to
decide where to position ourselves on that.
Because if we dont want the metrics and
criteria that are set down in narrow terms,
in terms of the performance of pupils, then
we need to determine what the new
metrics and what the new criteria are going
The INTO Biennial Principals and Deputy Principals
Conference 2013 took place on Friday 27 and Saturday
28 September, 2013 in the Killashee House Hotel, Co
Kildare. The theme of the conference was School
leadership at the Crossroads, which addressed key
issues of concern for school leaders including stafng,
funding and workload.
The conference was an opportunity for school leaders
to examine these and other issues, to share good prac-
tice and to examine INTO supports for school leaders.
Sheila^unan,
GeneralSecretary,
withBreda
Fitzgerald,
Cathaoirleachofthe
PDPConnittee.
UltanMacMathuna
andDeclanKyne,
LeasCathaoirleach,
ofthePDP
Connittee.
INTO News
laIoacb November ;
als Conference
Sheila^unanandBrendanOSullivanwithClareGeoghegan
andTonyHollandofPrin-Ed.
to be. If we dont want a narrow testing
approach, we need to articulate an alterna-
tive and stand over it.
Sheila said what was needed was a focus
on how the INTO as an organisation can
advance that debate. We do need to look
at our structures in the INTO, and ask a
question, do principal teachers believe that
the way we do our business in the INTO
serves them in engaging in debate on key
issues?
In relation to INTO Principals Fora, Sheila
questioned how useful they were as a
forum for principals. Feedback from Fora
ofcers supported the case for examining
their efectiveness. I dont believe were
getting constructive engagement with
them and I think we need to examine how
they are working and if theyre not working
ask why. Are they worth retaining, or do we
need to replace them?
Sheila said other issues that needed to be
considered included the inadequacy of
school management structures, the recruit-
ment process for principal teachers, the
issue of a qualifcation for leadership, and
comparators in pay including the fact that
principal teachers in primary are paid less
than post primary principals. We can also,
in exceptional cases, have a situation where
a principal teacher who has the ultimate
responsibility in the school, can be paid less
that someone else in their staf.
She said the defnition of the role of
school leaders was set out by the Education
Act. Do we need the role more clearly
defned? she asked. Sometimes we do,
and sometimes we dont, she said.
Its time to research what posts of
responsibility should look like, in terms of
supporting principal teachers. What do
we need in terms of back ofce function,
such as administrative and secretarial
caretaking support and how should that
be delivered? Sheila asked.
The general secretary said the Principals
and Deputy Principals Committee needed
to take the subject of school leadership and
give it a root and branch review. She said
the CEC with the PDC would be looking at
trying to set out a framework for develop-
ing a review and a new plan for the role of
the principal teacher.
We cant continue to incrementally nip
and tuck as we go along, she said. I think it
is time for a fundamental review which we
will start ourselves but will then have to
adjoin management when we are ready
and then the Department because there
will be resourcing implications, she said.
Concluding her address, she said she
wanted to send out a clear message that
the INTO is an organisation that helps and
supports school leaders. Sheila also high-
lighted the statistics in terms of support for
principals from INTO Head Ofce and that
support continues to be enhanced through
casework, CPD and policy development.
EnfoyingoneofthediscussiongroupsatthePDPConferencein
KilasheeHouseHotel,Kildare.
Delegates
ItaCordu,
Carnel
Huneand
Carnel
Dillonat
the
conference
Photographer: Tommy Clancy. To see photos from the
conference visit www.ickr.com/
photos/irishnationalteachersorganisation/
PDP Conference
8 laIoacb November
Some highlights from the discussion groups
fect|re scboo| staag
While delegates generally agreed that
the NCSE was sincere in its desire to re-
form the allocation model, there was a
widespread feeling that the DES will try
to turn it into a cost cutting exercise. Re-
sponsibility to profle schools and allo-
cate resources could lead to further
workload.
The amount of SEN resources given to a
school should be set for a three-fve year
period.
Many delegates raised concerns over
Circular 02/05 (SNA additional hours)
and the lack of clarity in the language
used. School leaders have not received
training in managing SEN teams and this
should be sought.
Infant classes should have a maximum
of 20 or 25 with a classroom assistant.
PTR should have a regard to the amount
of classes in the classroom and the
amount of SEN pupils in the room.
The 30 September cut-of date needs to
be examined so the system might better
respond to fuctuations in numbers.
Teaching principals need a minimum of
one day per week or equivalent hours
release time and this allocation should
be combined with GAM hours. The latter
should be known well before June.
fect|re scboo| maaagemeat
Because of reductions in capitation
funding and the stopping of the minor
works grant, the majority of schools rep-
resented at the conference were run-
ning a defcit. There was consensus that
the fund-raising activities of schools
means the DES does not have to fund
schools properly.
There was general agreement on the
need to flter external demands and give
priority to key areas to enable school
leaders to manage change efectively.
The DES should produce model policies
ready made for all schools to adapt
and/or adopt.
It was also suggested that the relation-
ship between the principal and the
board of management should be rede-
fned with roles and responsibilities
made explicit. Principals need profes-
sional Human Resources (HR) back-up.
The on-going reduction in Posts of Re-
sponsibility (PORs) is a major concern
given the workload associated with
school leadership. The reduction also af-
fects succession as unpromoted teach-
ers are losing out on opportunities to
develop leadership skills.
There was widespread criticism of re-
peated requests for the same or similar
information from the DES and other
groups with whom schools interact.
There was discussion about some school
leaders raising the bar unnecessarily in
the amount of paperwork produced and
demanded of staf. This, it was argued,
was having a demoralising efect.
The demands placed on school leaders
by the new Relevant Contracts Tax (RCT)
requirements were widely criticised.
There was discussion about some school
leaders raising the bar unnecessarily in
the amount of paperwork produced and
demanded of staf. This, it was argued,
was having a demoralising efect.
In relation to overall workload, it was ar-
gued that some principals are their own
worst enemy and that they should say
No occasionally, concentrating on one
or two things only and doing them well.
Having said No to a few things recently
a principal found this liberating!
fect|re era|aat|oa of
teacb|ag aad |eara|ag
On School Self Evaluation (SSE), some
delegates felt that the results/outcomes
didnt justify input but, in general, there
was support for the concept of SSE. It
was generally agreed that the Depart-
ments guidelines on SSE were not user
friendly, were overly complex and
schools had to navigate a lot of verbiage
to make some practical sense of them.
School leaders reported a positive re-
sponse from parents when their children
were in the junior end of the schools
and that there was little feedback from
senior parents.
A number of delegates viewed develop-
ments in whole school evaluation as
broadly positive, and that while overly
stressful, it reinforced the positive as-
pects of the school. There was wide-
spread criticism that school evaluation
was unfair and unbalanced and did not
report overcrowded class sizes, substan-
dard buildings and underfunding.
Concerns were expressed at how some
parents are handling standardised test
scores and that these were being used
to compare children, which was damag-
ing to young peoples self-esteem.
Delegatesatthe
PDPConference
SeanMcMahon,
I^TOVice
Presidentspeaking
atthePD
Conference.
In print
INTO media co-ordinators on Budget

Reinforcements will just keep up with

baby boom
TeacherPaulMoroneybelievestheextra
teacherswillnotreduceclassroomsizes
duetothebabyboom.Paul(a8),who
teachesinStPatricksBoysNational
SchoolinMallow,CoCork,welcomed
theannouncementofupto,ooextra
teachingjobsatprimaryandpost-primary
level.Teextrateachingjobsaretocope
withtheprojectedspikeinpopulation,
hesaid.Itisgoodthattheclasssizeisnot
toincreaseandthatwearentlosing
teacherswearejustkeepingwhatwe
haveinonesense.
IrishIndependent,IoOctober:oI,
Pupils and teachers feel the squeeze
THEprotectionofclasssizesmaybe
heraldedasasuccessforRuairQuinnbut
withmorethanochildrenbeingtaught
insixofitsoclasses,Budgetaoisno
reasontocelebrateatBallybrownNational
School.Asprincipalattheschoolnear
PatrickswellontheoutskirtsofLimerick
City,JoeLyonsacknowledgesanotherhit
tostangscheduleswouldhavebeenhis
nightmarescenarioforstaandpupils.
Wehaveinoneclassthisyear,
becausekidssimplydontarriveinthe
samenumberseveryyear.Tereally
brightchildrencangetoninanyclass
butthereslessindividualattentionfor
weakerchildren,hesaid.
Tepreservationofstangwillatleast
begoodnewsfortheteacherwhostarted
attheschoollastmonth,meaningherjob
thereisgoodforanotheryear,butthere
wontbeenoughnewpupilstoappoint
anotherclassteacher.
IrishExaniner,IoOctober:oI,
Marlborough Street protest over class
sizes
Leniency urged in upcoming budget
Severalhundredparents,teachersand
childrenprotestedoutsidetheDepart-
mentofEducationinDublinyesterday
callingfornoincreasetoclasssizesinthe
upcomingbudget.INTOPresidentBren-
danOSullivantoldattendeesatthe
protestthattheGovernmenthadother
choicesopentotheminthebudgetthan
tobalancethebooksonthebacksofchil-
dreninourprimaryschools.
TeIrishTines,,October:oI,
Dont make class sizes bigger, say
protesters
Teachers,parentsandpupilsbravedthe
rainastheygatheredoutsidetheDepart-
mentofEducationtoprotestagainstthe
threattoclasssizesintheBudget. Te
protestwasorganisedbytheINTOand
wasattendedbyseveralhundredpeople.
INTOPresidentBrendanOSullivantold
theprotestersthathewascallingupon
MrQuinntonotincreasepupil-teacher
ratioinmainstreamschools.
IrishIndependent,,October:oI,
Department urged to scrap planned
education budget cuts
INTOGeneralSecretarySheilaNunan
saidtheyshowthereisnobasisforfur-
thereducationcuts. Whenadepartment
doesntspenditsallocatedfunding,it
shouldntcomelookingforanotherround
ofcuts.TeMinistershouldprotectpri-
maryeducationandmaintainclasssizes.
IrishExaniner,,October:oI,
Regional meetings
Teachers and parents express anger
over class sizes
Morethantwohundredparentsand
teachersattendedapublicmeetinginthe
ClanreeHotelonMondaytoshowtheir
disapprovaloftheexpectedclasssizein-
creaseintheupcomingbudget
MichaelWeed,memberoftheINTOs
CentralExecutiveCommittee,shared
recentguresthatmorethan6,ooo
Donegalchildren,86.6percentofthe
countysprimaryschoolpopulation,are
alreadyinclasseslargerthantheEUaver-
age
ColmBreathnach,PrincipalinDrum-
keenNS,spokefromtheoorasbotha
parentandaprincipal.TotheMinister
andanyoneelsethatthinksclasssize
doesnotmatter,Iaskthis,whatwould
youwantforyourownchild
Donegal^ews. :,Septenber:oI,
Fury voiced over class sizes
Tethreatofmoreovercrowdedclasses
broughthundredsofparentsandteachers
toapublicmeetingintheNewpark
Hotel. AccordingtotheINTO,a;of
childreninKilkennyareinsupersize
classroomsofochildrenormore.Te
publicmeeting,oneofmanyaround
thecountry,drewalargecrowdof
approximatelyopeople...Tepeopleof
Kilkenny wantthemtopreventevenmore
overcrowdedclassesinprimaryschools,
saidlocalteacherandINTOExecutive
Member,JoeMcKeown.
KilkennyPeople,:,Septenber:oI,
Leave our schools alone!
Kerryparentsprotestatincreasesinclass
sizes...Teyallspokeatthemeetingand
Ithinktheywenthomewithsoreears,
saidINTOrepresentative,GerardDoyle.
Itsnogoodmakingpromiseswhenthey
cantkeepthemTerearechoices,and
theyhavetocomebacktoourdoorsteps.
KerrysEye,:oSeptenber:oI,
Teachers anger at overcrowded
classrooms
Tethreatofmoreovercrowdedclasses
inCoOalybrought8oparentsand
teacherstoapublicmeetinginthe
TullamoreCourtHotellastTursday
night.AccordingtoBryanOReillyof
INTO,aopercentofchildreninCo
Oalyareinsupersizeclassroomsof
ochildrenormore...
TepeopleofOalywantthemto
preventevenmoreovercrowdedclassesin
primaryschools,saidlocalteacherand
INTOorganiserSandraNoone.
TullanoreTribune,:oSeptenber:oI,
INTO to hold Castlebar meeting on class
sizes
TeINTOisholdingaapublicmeeting
intheWelcomeInnHotel,Castlebar,at8
p.m.onMonday,oSeptemberonpri-
mary-schoolclasssizes...Speakingtothe
TeMayo^ews aheadoftheCastlebar
meetingnextMonday,PatStenson,
MayoSligoCECRepresentative,District
Four,saidthatanymovestosavemoney
byincreasingclasssizeswouldbeshort-
sighted.
Irelandhasthesecond-largestclass
sizesintheEU,comingonlysecondtothe
UK.
TeMayo^ews,:,Septenber:oI,
INTO News
In the media
laIoacb November ,
ao laIoacb November
Nuacht CM
INTO LEARNING
Continuous Professional Development packages
Utilise your Croke Park hours for whole-school CPD!
CrokeParkCPDpackagesareself-
containedwhole-schoolprofessional
developmentandtrainingpackages.Tey
aimtosupportprincipalsandteachers
whowishtouseschoolCrokeParkhours
toorganiseandfacilitatewholeschool
professionaldevelopment.
TeSchoolSelfEvaluationpackage
consistsofthreeseparatewhole-school
CPDsessionseachcontainingavirtual
audio-visualpresentation,discussion
activitiesandSSEguidelinesandreference
materials.
Tethreesessionswillbestaggered
throughouttheaoiaoschoolyear.
Terstsessionwillcommencemid-
November,thesecondsessioninlate
JanuaryandthethirdsessionlateMarchi
earlyApril.Tesesessionswillsupport
schoolsthroughtheSSEprocessfrom
gatheringandanalysingteachingand
learningevidenceandevaluatingitto
developinganSSEReportandanimple-
mentationplan.
Homeworkbetweensessionswill
enableschoolstofullybenetfromthe
sessionsandensurethattherequiredSSE
Reportisdevelopedandimplemented.A
facilitateddiscussionforumbetween
sessionswillallowschoolstoseekadvice
andtoshareexperiences.
Tispackagecontainingthethree
sessionscostscoo.Forfurtherdetailsand
registrationseewww.intolearning.ieicpd-
packages.RegistrationopensMonday,
Novemberao.
OtherCrokeParkhourCPDpackages
include:
l
ChildProtection ca.
l
Bookmaking ca.
l
LiteratureCircles ca.
l
Comprehension ca.
Supporting Literacy Development
across the Primary School online
course
TeINTOLearningonlineSupporting
LiteracyDevelopmentacrossthePrimary
Schoolcourseaimstoraiseawarenessof
whatismeantbyliteracy,inparticularthe
orallanguage,readingandwritingaspects
ofliteracy.Tecoursewilllinkvery
stronglytothecurriculumandexplore
strategiesandapproachesforliteracy
developmentandassessment.Tecourse
willalsoincludesuggestionstointegrate
andsupportliteracyacrossanumber
ofcurricularareasaswellasproviding
approachesforharnessingICTtosupport
literacydevelopment.
Tecoursewillbedeliveredoverfour
modules:
l
Module:Orallanguagedevelopment.
l
Modulea:Readingdevelopment.
l
Module:Writingdevelopment.
l
Module:Onlineresources.
Tecourseissuitableforallteachers
acrosstheprimaryspectrumbutmost
particularlythoseinthejuniorimiddle
classes,learningsupportandthosewish-
ingtoobtainanoverviewofthecontinuum
ofliteracydevelopmentforplanningi
assessmentiwholeschoolCPDpurposes.
Course commencement
TecoursewillcommenceonMonday,
NovemberaowithModule.Subsequent
moduleswillbereleasedonaweeklybasis.
Tecoursewillremainonlineandaccessible
untiltheendofJanuary.Acoursefacilitator
willprovidesupportforthefourweeksof
thecourse(NovemberaDecember).
Course cost and registration
CourseregistrationopenedonMonday,
aOctober.Tecoursecostsc6andpay-
mentcanbemadebydebitorcreditcard
byloggingonto
moodle.intolearning.ie
Branch ofcers at training
Over 100 INTO branch ofcers from
around the country attended two recent
training events in the INTO Learning
Centre. Topics covered included the role
of ofcers, leadership and delegation,
structures and participation, as well as
recruitment and organisation at branch
level. Branch secretaries also had an
ICT training element included in the
training. These seminars are part of an
ongoing roll out of training for activists
at district and branch level in the INTO.
Two further sessions for ofcers will
be held on 7 and 8 November and 21
and 22 November next and details have
been posted on the ofcer extranet. As
well as this a number of other initiatives
in relation to training, particularly in the
context of getting younger members in-
volved in the Organisation, will be held
during the course of the current school
year.
^oelWard,DeputyGeneralSecretaryaddressingbranchocersoncurrentissuesata
recentseninar.
INTO News
laIoacb November a
BENEFITS
Membership Plus
your member benet programme
MembershipPlusisthebenetprogrammeavailable
toINTOmemberswhereyoucanenjoyuptoo
discountatover6orestaurants,shops,gyms,golf
clubs,daysoutvenuesandmuchmore.
Oersareavailableacrossallareasofthecountryand
includesuchnamesasJurysInn,StenaLine,Pizza
Hut,wagamama,DIDElectrical,CarltonHotel
Group,Argosandmanymore.
Toviewthefullrangeofdiscounts,bekeptuptodate
withnewoersandenterfantasticcompetitions,
simplyregisteryournewaoiaoMembershipPlus
cardwhichwasinyourSeptembercopyofInTouch
magazine.
To register your card, go to
http://intoroi.membershipplus.ie and click on the
register button.
We are excited to announce
that can now download our
new free mobile app
allowing you to see what
ofers are available closest to
your current location,
browse by category, save
your favourite ofers and
much more.
Whether you are out and
about and need to see where
you can save with your card
or want to see what ofers
are close to home, our new
App brings over 650 ofers
to your fngertips.
The app is free to download
from the App Store for
iPhone users or Google
Play for Android users.
New app to nd oers
on the move
Suggest a venue
Ifthehottestnewrestauranthasopeneddowntheroadfrom
youoryourfavouriteplacetoshopisnotyetinMembership
PlusthenvisittheMembershipPluswebsitetoSuggesta
Venue.Ourvenuesteamwillthenworkonobtainingadiscount
withthatcompanywhichwillthenbepublishedontheNew
OerspageontheMembershipPlusWebsite
On 23 August at the new facility, the
CWU Conference Centre on North
Circular Road, in the heart of Dublin,
approximately 100 people gathered
at the ffth Annual ICTU Global Soli-
darity Summer School. Given the
date of the commencement of the
school and it being the 1913 cente-
nary year, the theme was aptly titled
100 years of lockout: Learning from
the past to shape the future.
The mission of the summer school
this year was ambitious, seeking to
enhance the engagement of ICTU
afliates with global development,
through the lens of the Decent Work
agenda. Assisting in this endeavour
was Padraig Yeates, journalist, historian
and trade unionist, scheduled to give
the keynote address Remembering
the Dublin Lockout, 1913, and assessing
its impact, along with an array of in-
vited guests from Australia, Denmark,
Iraq and Bahrain to mention a few.
But frst, the Minister of State for
Trade and Development, Joe Costello,
formally opened the summer school
with his own address covering a
number of aspects of the work of Irish
Aid, inviting the trade union move-
ment to engage on a new programme
of volunteerism to assist especially
with the Africa Strategy. He also
confrmed his commitment to push
for the inclusion of decent work as a
MDG in the forthcoming discussions
on the post 2015 programme.
Delegates were also welcomed by
John Douglas, General Secretary of
the Mandate trade union and Presi-
dent of Irish Congress of Trade
Unions, and John OBrien, Chair, ICTU
Global Solidarity Committee and
INTO Ofcial.
Following a fascinating keynote
address, the panel discussion was
moderated by Sheila Nunan, General
Secretary, INTO and delegates heard
contributions from Peter Rossmann,
Director of International Campaigns
and Communications, International
Union of Food, Farm and Hotel Workers
(IUF); Gordon rskov Madsen, Execu-
tive Member, Danish Union of Teach-
ers [DLF] and Alex Bukarica, Legal and
Industrial Director, CFMEU, a large
Australian construction and mining
workers union. All contributors, from
a variety of jurisdictions, detailed
experiences where union members
had recently encountered lockouts as
a tactic used by employers.
Day two of the school began with a
panel discussion, titled Develop-
ments since the Rana Plaza disaster,
Bangladesh. By invitation, Primark, as
a leading clothing retailer in Ireland,
outlined their eforts to date to
engage on the serious health and
safety matters following the disaster
and those relating to compensation
for injured workers and families who
were sufering severe fnancial depra-
vation following the deaths of workers
there. The discussion was chaired by
John Douglas, General Secretary of
MANDATE, that represents workers
in Primark (Penneys) here in Ireland.
The company answered serious
questions on this matter and took on
board some criticism from delegates.
The variety of workshops flled the
remaining hours of the Saturday
morning ranging from debate on the
repressive situation in Bahrain; trade
unionism in the Middle East in
general; development education
in trade unions; international
taxation incl. transaction tax; the
situation in Sri Lanka and the
Decent Work agenda into the
future. The fnal plenary sessions
added substance and created
focus to the GS agenda for the
coming year and the
announcement that next years
school would be going North,
was welcomed with anticipation.
This programme is only able to
work when trade union
members engage with the issues
and raise their own ideas as well.
To this end, the next Global
Solidarity Champions training
course will be held in Dublin on
30 October to 1 November, and
any INTO members interested
can contact jobrien@into.ie for
further details. Travel and
accommodation expenses are
covered by the INTO. Make your
interest count!
Nuacht CM
SOLIDARITY
Solidarity Summer School in its 5th year
Marle Case, attea4e4
t|e |c|a| !c|l4arlt,
!ammer !c|cc|
IohnDouglas,PresidentICTUIoeCostello,MinisterofStateDavidIoyce,
EqualityOcer,ICTUFionaDunne,GlobalSolidarityOcer,ICTUIohn
OBrienI^TOOcialandChairICTUGSConnittee.
aa laIoacb November
Ia|l|a k|-!a|maa, actlaq
|resl4eat, 8a|ralal
!eac|ers ksscclatlca
laIoacb November a
SCHOOL LEADERSHIP
INTO Advice
I^TOadvicefornenbersonissuesofinportance
Due to a misprint in the October issue we are
reprinting the recruitment criteria table in this
issue of InTouch.
The table shows the qualifcations,
registration and probationary status necessary
for appointment to particular posts in schools.
Under the terms of Circular 40/2010
appointments of new teachers to posts for
which they are not fully qualifed may have
implications for salary. Appointing an
unprobated teacher to a post in which they
cannot be probated and are not eligible may
have implications for that teacher's ability to
complete probation within the given time.
fost la|| If recoga|t|oa If fror|s|oaa|/ If kestr|cted
recoga|t|oa w|tb foad|t|oaa| kecoga|t|oa
|ac|ad|ag probat|oa kecoga|t|oa |ac|ad|ag
probat|oa coad|t|oas (llk/otber Moatessor|
sbortfa||s}
Principal (subject to Circular 02/02) \es
Mainstream \es \es \es
Special school/class \es \es \es \es
GAM EAL \es
Resource post (SEN) \es \es \es \es
HSCL \es
Early start class \es
Teacher recruitment Qualications, registration and probation
Leadership in challenging times
I^TOLearninghostsonedayseninarsforprincipals
Followingonfromtheverysuccessful
seminarsforprincipalteachersduring
thelastschoolyear,andgiventhehuge
volumeofdemandformoresuchsemi-
nars,INTOLearningishostingfurther
principalsseminarsthisterm.Teaims
oftheseminarsare:
Toprovideuptodateandrelevantin-
formationtoprincipalsontopical
schoolissues.
Toenableprincipalstocommunicate
moreeectivelywiththeschoolcom-
munity,particularlyinrespectofdi-
cultissues.
Todiscussthepreventionandman-
agementofbullyingamongstpupils.
Tofacilitatequeryandanswerses-
sionswithourLegal,IndustrialRela-
tionsandEqualityandourConditions
ofEmploymentteams.
Toprovideaforumforprincipalsto
shareinformation.
Topicstobecoveredincludethefollow-
ing:
Eectivecommunication.
Areasinwhicheectivecommunica-
tionisimportant,forexamplein
managingparentalcomplaintsorsta
relationsissues.
Keyskillsinmanagingdicultcon-
versations.
Preventionanddealingwithbullying
amongstpupils.
Tenewanti-bullyingproceduresis-
suedbytheDESinao.
Bestpracticeindealingwithbullying
atschoollevel,includinginteraction
withparents.
Teprovisionofadviceonbestprac-
ticeforprincipalsonengagement
withstawithregardtosickleave.
Updatesonissuesincludingroll-
booksiregistersandenrolmentiad-
missionspolicies.
INTOLearningheldtwoseminarsin
Octoberandtwomorearescheduled
forNovember:
WednesdayaoNovember Radisson
Hotel,Sligo.
Wednesdaya;November Kilkenny
OrmondeHotel.
TeDEShasauthorisedthereleaseof
teacherstoattendtheseseminarsbut
unfortunatelysubstitutecoverisnot
providedforsuchrelease.Tesesemi-
narsareprovidedfreeofcharge.How-
ever,afullyrefundablebookingdeposit
ofcowillbechargedwitheachappli-
cationandisrefundableonattendance.
Tosethatdonotattendanddonot
cancelwithin8hourswillnotbere-
funded.Teseminarswillbepresented
byINTOocialsandrunfrom,.oam
.opm.Lunchandrefreshmentswill
alsobeprovided.
Register on www.intolearning.ie/principals-one-day-seminars
Anoccasionalcolunnonhealthandhealthyliving.....
Healthy hair with henna
Grandmausedit!Motheruseditand
nowitsyourturn!Hennahasbeen
aroundforalongtimeandthereasonfor
thatareitsbenets.Noitdoesntturn
yourhairorangeoratleastthelatest
hennaproductsdontbutwhatitdoes
doisgiveyouheavenlyhealthyhair.
Tetotalnumberofhairsonyour
headisdeterminedatbirthandnever
increasesonlydecreasesoveryour
lifespan!Healthyhairgrowsabouthalf
anincheachmonthandwillremainin
placefortwotosixyears.Afteryour
hairfolliclefallsoutitwillremain
dormantforthreemonthsbeforeit
producesanewstrandofhairsowe
needtoensurethatwelookafterthe
hairwehave!
Heresthesciencebittheouter
layerofthehairshaftiscalledthecuticle
andismadeupoflayersofkeratinor
scales.Tescalesprotectadelicatelayer
calledthecortexanditsthecortex
whichcontainsyourhaircolouror
melaninasitisknown.Ifyoudonthave
melaninthenyouarealovelygrey.
However,ifyouwishtocolouryourhair
thentherearenaturaloptions,oneof
whichishenna.
Youcannowbuyhennainarangeof
coloursfromblacktolightblondeina
handypremixedcream.Hennahas
comealongwayfromGrandmastime
ofmessypowdersbutthebenetsofit
haveremainedthesame,notleastthe
continuedbenetofzerosideeects
comparedwithconventionalhair
colours
Itisalsoknownforitsgreatcondi-
tioningtreatmentandshine.Whatis
lessknownisitsanti-fungalandanti-
bacterialproperties,idealforcombat-
tingdandruandiorakyidryscalps.
Hennaalsoincreaseshairvolumeas
thedepositsofhennabuildupthethick-
nessofyourstrand whichinturn
helpsincreasingthevolumeidealfor
thosewiththinninghairoranyone
growingbacktheirhair.
Contact Cn:nvuv Mucnnv at
info@yourtonic.coh if you would like any
particular issues covered in this coluhn. Ior
inforhation on your natural health and
beauty needs please visit www.yourtonic.coh.
Tel ROI o1 .8 ,,,/ !th Ireland o8, o.;
o18. Also available through Mehbership-
Plus website and app.
Note: The information provided in this
column does not seek to treat, diagnose,
cure or replace medical or specialist advice.
If you are currently taking prescription
medication and intend to also take nutri-
tional or herbal supplements, always consult
with your doctor. Do not begin a course of
complementary therapy without frst con-
sulting your doctor if you are pregnant, are
trying to conceive or are breast feeding.
Aquietrevolutioninteachingchil-
drentosuccessfullyreadhasbeen
sweepingacrossIrelandoverthepast
fouryears,ledbytwoWexford
companies,RainbowEducationand
CPDCollege.
IollyPhonics hasbeenwelcomed
andembracedbyprimaryschoolsin
Ireland.Teprogrammeteacheschil-
drentheskillsnecessarytobecome
independentreaders.Itisbasedon
thevebasicskillsof:learningthe
lettersounds,learningletterforma-
tion,blending,identifyingthesoundsin
wordsandlearningtorecogniseand
spellthenon-conformingsetoftricky
words.Itencapsulatesandexemplies
thebestsyntheticphonicsprinciples.
TeIollyPhonics programmehasnow
madeitswaytofourthclasslevel,with
therecentlaunchofIollyGrannarand
SpellingHandbook,.
Tesuccessofitsintroductionto
Irelandhasbeenassistedbytheall-year
around,JollyPhonicsonlinetraining
availablefromCPDCollege(www.cpd-
college.com)andtheeasyavailabilityof
materialsfromRainbowEducation
(www.rainboweducation.ie)wheretheir
residentprogrammeexpert,Martin
Pender,isalwaysavailabletoadvise
schoolsandanswerteacherquestions.
RainbowEducationhasbeensupplying
resourcestoschoolsinIrelandsince,,;.
Asexperiencedteachers,theyunder-
standtheimportanceoftopquality
resources,suchasIollyPhonics,which
helptomaketeachingandlearninga
littleeasier,forteachersandpupilsalike.
Teypublishanumberofpopularbook
andsoftwaretitlesoftheirown,manu-
facturearangeofhands-onresources
andsourceresourcesfromotherpub-
lishersandsuppliersworldwide.
Continuedsuccesstoallinvolved
andyoumaybeinterestedinlooking
attheadditionalnewJollyPhonics
products,availableonpageofthis
issue.
Te Jolly Phonics revolution in Ireland
Comhairle CM
a laIoacb September
Are you paying too much for credit?
Inthepresentclimateitisessentialthatconsumers
getthebestdealsavailableinthemarketplace,this
isespeciallytruewhenitcomestotakingoutaloan.
Tetablebelowsetsoutthevariableratesandthe
costofcreditchargedbyfourretailbanksfora
personalloanofco,ooooverone,threeandveyears.
BorrowingfromComharLinnINTOCredit
UnionLtd.willresultinasignicantsavinginthe
costofcreditoverthesamespeciedperiodsas
outlinedbelow.
Pleasecheckourwebsitewww.comharlinnintocucu.ie
forotherloanratesavailable.
c:e,eee loaa kate Iota| cost of cred|t
(fk} : fear fears fears
0aas|e 8aa| ;. c) cz,c) c;,;;
8aa| cf |re|aa4 ;.z c cz,c;) c;,)
|ermaaeat !!8 z.c cz) c,;z c;,
k||le4 |rls| 8aa| .) cz; c,; c;,;)
fombar l|aa lNI0
J.8 c c:,:8J cz,e:z
fred|t 0a|oa ltd fersoaa|
Source
Te^ationalConsuner
Agencysnancialproduct
conparisons,infornation
correctasof,October:oI,.
Allanountsroundedtothe
nearesteuro.
Comhar
Linn draw
winners -
September

far: Ioota ar|s

Icaa Uar4, 0a||la.
fasb: c:,ee
Mar, 8lr4 !m,t|,
0a||la.
Neekeads for two
|a lars laa
Ice |a||,, 0a||la.
8rlaa |ecaar4, !|lqc.
Attention: INTO salary
protection scheme
members
|et t|e |a,er |eware ls aa c|4 matlm.
!c tcc ls |eware ree|s |earlaq qlfts|
Over the coming months many members
will be looking at the INTO Salary Protec-
tion Scheme (SPS) on foot of the imminent
changes to the DES sick leave scheme
entitlements. Others will also be looking at
this process as an opportunity to sell!
A wide variety of insurance brokers
make contact with schools on a regular
basis, ofering the latest great value prod-
uct. As with any commodity, insurance
products, unless perhaps recognised as a
'known brand' item, being ofered on a
short term introductory or special ofer,
should be treated with a healthy scepti-
cism. Simply stated, if its going cheap, it
often follows that the cover is inferior to
your current policy.
The INTO Salary Protection Scheme
(SPS) is as it says on the tin: its an INTO
scheme to protect members salaries and
it is specifcally designed to dovetail with
the DES sick leave scheme and other
teachers terms and conditions. It is
currently, and has for many years, been
operated in partnership with the insur-
ance brokers Cornmarket and Irish Life
Insurance Company. However, the scheme
is overseen, reviewed regularly and modi-
fed by INTO to meet the needs of INTO
members. Equally, the scheme is not open
to the general public and access can only
be made through INTO membership.
In the last couple of years a small num-
ber of insurance brokers have targeted
INTO Salary Protection members with
ofers of better value Permanent Health
Insurance (PHI) and the following actual
case, highlights the danger of accepting
such ofers without checking the cover
details with INTO or Cornmarket before
making the switch.
This teacher works in the Leinster area.
She had been in the INTO SPS for a
number of years but, following a presen-
tation by a broker at her school ofering a
marginally cheaper PHI product, she
opted to switch. All was fne until this
teacher fell ill with a serious illness. On
checking the policy terms and conditions
she discovered the following:
The plan did not pay any beneft until
she had a minimum of 52 weeks in a
continuous period on sick leave. There-
fore, any sick leave taken in the previous
four years would not be taken into
account. The INTO SPS beneft begins
payment from the time the DES paid
sick leave expires and does not require
the period of absence to be continuous.
The beneft payable by the PHI cover
proved to be lower than the INTO SPS
policy.
The PHI policy could not be modifed
to accommodate the new DES sick
leave rules when operational in 2014.
Neither did the PHI cover include either
the death beneft or the serious illness
cover automatically included in the
price of the INTO scheme.
Lastly, amongst a number of other dif-
ferences such as the omission of medical
immunity beneft, the PHI option could
not accommodate covering the equiva-
lent full time salary for Job Sharers.
This is a very unfortunate situation for this
teacher. Because of the serious nature of her
illness and the fact that, like motor insur-
ance, cover cannot be backdated, returning
to the INTO scheme is not an option.
Insurance brokers are regulated and
have a responsibility to give best advice
under the Consumer Protection Code
2006. This means the broker must
demonstrate where the alternative prod-
uct being ofered difers from your exist-
ing cover. The broker should not ofer or
missell an inferior product to boost their
sales. There is recourse to the Financial
Services Ombudsman in such an event of
misselling and INTO is assisting this
member in taking a case against the
broker involved.
This teacher has bravely come forward
with her story to warn others of the po-
tential of making a similar decision. The
INTO is asking all schools and members to
be extremely cautious when approached
by any fnancial adviser/broker to leave
the INTO SPS. Furthermore, please be
very wary of any broker that recommends
leaving INTO as a cost cutting exercise, as
has also been reported.
INTO Advice
laIoacb November a
Newly Qualied Teachers
Infornationandupdatesonissuesrelatingto^QTs
0a tbe fo||ow|ag pages we repr|at a
aamber of adr|ce pages for aew
teacbers, wb|cb InTouch bas carr|ed
|a receat t|mes. s we|| as tb|s tbe
lNI0 webs|te bas a ded|cated
sect|oa of adr|ce aad asefa| ||aks
for aew teacbers.
0ader tbe terms of tbe hadd|agtoa
koad greemeat, tbe lNI0
sacceeded |a gett|ag rer|sed aad
|acreased sa|ar sca|es for aew
teacbers fo||ow|ag tbe |mposed cats
as part of tbe aaster|t measares.
0ar tbaaks go to Mar 8arke for
tbe N0I adr|ce pages. Mar |s tbe
Nat|oaa| fo-ord|aator (fr|mar} for
tbe Nat|oaa| ladact|oa frogramme
for Ieacbers.
foatact Mar at ema||:
marbarkeyteacber|adact|oa.|e
or te|: e86 8: eJ.
lNI0 represeatat|res bare a|so
r|s|ted NlfI worksbops |a receat
weeks to ta|k to aew gradaates
aboat |ssaes of coacera to
tbem.
Ibe lNI0 adr|ses a|| aew teacbers
to keep tbemse|res |aformed of tbe
erer cbaag|ag |ssaes |a pr|mar
edacat|oa.
Ne woa|d a|so arge aew teacbers
to attead N0I or braacb meet|ags
orgaa|sed |oca|| b tbe lNI0 |a
order to easare tbe are fa||
|aformed of |ssaes. s we|| as tb|s,
tbe lNI0 bas aow rer|ewed aad re-
r|sed tbe 5absearcb fac|||t to be|p
oaager teacbers |a gett|ag sabst|-
tate work aroaad tbe coaatr.
Starting your career
laIoacb November a;
This summer I was very lucky to be ofered a perma-
nent position in a school in my home county. I have
been working as a substitute, and teaching in a tem-
porary capacity also, since October 2007. I was so re-
lieved and happy as I had often felt so dismal about
permanent job prospects due to the current situation.
However, my gaining this wonderful position this
summer was tinged with some sadness and also a
sense of fear. I would now have to move from a
school where I had been working as a temporary
teacher for 3 years and enter into a new (and
much bigger) establishment. I remember, working
as a substitute teacher at the very beginning of my
career, fearing going to work in diferent schools;
would people have time to talk to me in the staf
room, would the pupils be receptive to a new and
strange teacher, would I be able to fnd my way
around the new school? The fear of the unknown
was extremely daunting.
Settling in a school, as in any other place of work,
takes time. There are new staf members, new chil-
dren, new parents, a new building to navigate and
new lunch break routines to be dealt with. I felt as
though I had left all of that fear behind me when I
secured work in a temporary capacity. However, at
the end of August this year, all of these thoughts
and emotions came fooding back. But this letter is
not about fear and being afraid it is about being
positive and staying focused!
I am very lucky to be able to say that since I have
started working as a teacher the positive experiences
I have had whilst working in diferent schools have
far outweighed the negative experiences. It is hard
to travel to diferent schools, walking in as the
substitute teacher every day and feeling somewhat
out of place. I do think that a smile and a positive,
friendly attitude (no matter how you may be feeling
inside) will nearly always work in a teachers favour
however. Chatting with other teachers is not easy
but it is more benefcial and rewarding than deciding
to eat your lunch quietly without engaging in the
stafroom. Settling in a school, no matter for how
long or short a period of time, takes efort, a positive
attitude and a smile from the teacher themselves.
This sounds like a very easy thing to do its not!
I understand how frustrating and disheartening
it can be for substitute and temporary teachers
regarding having to move from school to school,
day after day, week after week, year after year but I
wanted to write this letter to say dont give up hope
and dont be afraid! Be as positive and as upbeat as
you can. I was in your shoes for 5 long years. I
know how it feels to long for a job that you feel will
never arrive but it will. Stay focused!
Louise O Keefe, St Anthonys BNS,
Ballinlough, Cork.
Be positive.... and stay focused!
Namber of gradaates from co|-
|eges of edacat|oa
Graduates State Hibernia
Colleges
zcc; ,z;) ;)
zcc ,) )
zcc) ,z; ;
zcc ,;; )
zcc) ,;; ;;z
zcc ,;;z )
zc ,;c) )
zcz ,zz) )
a8 laIoacb November
NQTs
What does it mean to be a
professional?
Aprofessionisoftendescribedasan
occupationrequiringspecialtrainingand,
asaconsequence,wetendtothinkof
professionalsaspeoplewhoareparticularly
competentatwhattheydo.Teyprovide
uswithservicesonthebasisofhaving
specialistknowledgeabouttheirareaof
practiceandtheircapacitytousethis
specialistknowledgetoourbenet.
(Fordeetal.,pa)Teteacherasthe
professional:
Hasthepowertomakedecisionsand
makerecommendationsoncoursesof
actionforthelearnertofollow.
Hastheresponsibilitytopromotethe
wellbeingofthosewithwhomtheywork.
Fostersskills,understandingand
condenceoftheirpupilstoenable
themtoachieveintheirlearningand
besuccessful.
Iscommittedtocontinuallyimproving
theservicetheyprovideandtoensuring
theymakeuseofbestpracticeintheir
interactionswith,andonbehalfof,
theirpupils.
Needstocontinuallyadjustwhatthey
doinordertoachievecertaingoals.
Istrustworthy.
Adaptedfrom:Forde,C,etal.aoo,.
PuttingTogetherProfessionalPortfolios.
London:Sage.ppa-a.
0sefa| ga|de||aes
Work on building positive relationships with
your pupils and their families.
Use the key skills of observation, listening,
questioning and empathy wisely. Work on these
skills and practise them as these skills will play
a vital role in your teaching over your entire
career.
Learn to read the atmosphere of the classroom
and learn how to respond appropriately.
Prepare, organise and be ready to teach every
day.
Explain classroom rules demonstrate, model,
teach and re-teach. For the younger classes
having a visual representation of the rules is
important e.g. photographs of the children
engaged in sharing, working together, etc.
(Seek permission from the principal before
taking photographs of the class).
Make the classroom a class-home, welcoming,
encouraging and stimulating through signage,
displays of childrens work, labels, photographs,
seasonal displays, subject dedicated areas.
Use a variety of approaches for teaching and
learning and use the pupils ideas at every
available opportunity.
Embrace diversity and support all learners.
Scafold and structure the learning for the
children so that they all have an equal opportu-
nity of achieving success.
Greet pupils on arrival it is the small informal
conversations which pay dividends in contribut-
ing to a co-operative and positive atmosphere.
When they leave in the evening always
acknowledge their co-operation and contribution
throughout the day.
Model the key qualities you wish to nurture in
your class and, in particular, emphasise respect.
Learn from mistakes and build on the learning
experiences instead of a problem re-frame it
as a challenge or an opportunity.
Praise and be specifc with your praise e.g. I
really like the way you used colour in your
painting. This type of feedback is the most
constructive, especially if followed by strategies
to improve the learning potential.
Believe in your own strengths.
Be fair, honest and consistent in your approach.
Realise the important role that you
play as a teacher in the lives
of the children that you
teach every day and
the parents that
you will work
with throughout
the year.
Recognise and
acknowledge the
importance of the
social and
emotional contexts
in teaching and
learning.
Work with care and humour!
Working as a professional
Some tips for the newly qualified teacher
laIoacb November a,
NQTs
Now I am a teacher
Achieving a work-life balance
A new teacher has much to learn and consider when they arrive in a
school setting for the frst time as a qualifed teacher. Taking on a pro-
fessional role, becoming part of the school community and taking
responsibility for a class can be a demanding process. Fortunately,
we have a strong culture of support in Irish primary schools and it
is important that as an NQT you take advantage of this support.
Your initial year/s in the profession will be
demanding on your time as you get to
grips with the demands of a busy career. It
is important to maintain a good work/life
balance for your personal and professional
well being.
Planning day to day
Time is a limited commodity so it will be
necessary to prioritise, plan and manage
your time.
Prioritise your to do list in relation to
work on a high to moderate to low scale.
When planning lessons look for topics
which span three or four lessons.
Make a grid of your use of time for a week
and see where your time is being spent. If
you feel that you need to make changes
then make one small change at a time.
Seek help around you
Get as much help as possible. It is really
important that you seek advice and
support. All teachers were once in your
shoes as an NQT and will empathise with
you on what that frst year is like.
If you feel overwhelmed by the demands
of the job, talk with someone you trust
at school level or contact
mary.burke@spd.dcu.ie or on
086-8130997 anytime.
Try not to fall into the trap of comparing
what you have covered in your class-
range with a fellow NQT in another
school. All schools are diferent, all
classes are diferent, all children are
diferent and all teachers are diferent.
Work to your own pace, particularly in
your frst year out.
Stay clear of rumours about probation
etc. Check out the facts and work from
there.
Have a notebook and when you get a
positive comment from a pupil, parent,
colleague, principal or inspector write it
down. On days when you are feeling
overwhelmed it is good to look at this
notebook and see the positive!
Before you go home in the evening it
may be good to talk with your mentor or
another teacher, for a few minutes, about
your day. Many teachers have, what has
been described as a third space a day
in the week where they meet for a
cofee/tea so this might be an opportu-
nity for you to meet with other teachers.
It all begins at home
It is important to eat well, exercise and
get adequate sleep as it can be difcult
to be efective in the classroom when
you are tired.
Make time for recreation and social
activities and maintain relationships
with family and friends. If you fnd your-
self making excuses for not meeting up
with friends or not going home at week-
ends because of workload, then refect
on how much time you are spending on
work-related tasks.
Take care of yourself
It is important that you fnd a sense of
achievement in all you do. There will
be days when you will ask yourself
Why did I become a teacher? This
feeling will pass every teacher has
days like this. Try not to over analyse
just ask yourself what small step could I
take to enable me get back in there
again and make tomorrow more
satisfying.
Dont be too hard on yourself teaching
is a really demanding and challenging
job, very often there are no easy
answers, you will have to work through
problems and try diferent approaches
but that is what makes teaching
interesting and challenging.
Maintain a positive attitude towards
your work avoid negative talk or
people who talk down the job.
As an NQT do take care of yourself and
remember it is a sign of strength to ask
for support.
Remember: The optimum work/life
balance is diferent for every teacher and
will vary from day to day, week to week
and year to year, depending on personal
and professional circumstances.
Further reading
Holmes, E. 2009. The Newly Qualifed
Teachers Handbook (2nd edition). Ch. 7.
London: Routledge
A happy life is full of meaning, engagement and pleasure, according to
positive psychology research. If one of the components is missing, our
fourishing may turn into languishing.
The life of a new teacher is highly meaningful. We become educators
because we want to change the lives of children, improve society or even
make a diference in the world. When we wake up in the morning we are
excited about the prospect of taking another small step towards what we so
strongly believe in. The life of a new teacher is often full of meaning.
It is also full of engagement. Research shows that when teachers are in a
state of fow they lose track of time, place and self. They are so lost in practicing
their skills and throw themselves into their new challenge so much they hardly
notice hours passing by. The life of a new teacher is often full of engagement.
However, despite experiencing high levels of engagement and meaning, a
new teachers life is peppered with negative emotions. We may be excited but
a little nervous about our new job. While meeting colleagues is usually a posi-
tive experience, we might put ourselves under the pressure of making the right
impression. Finally, working with students might give us the buzz we looked
forward to experiencing, yet, it may also create some negativity when our class
misbehaves or we are uncertain how to manage certain classroom situations.
Experiencing a ratio of one positive to one negative emotion is sometimes
not enough to fulfl our pleasurable lives. This is why, to live your life to the
full, ensure you give yourself an additional boost of positive emotions: spend
more time with your friends telling them what you love about your new job,
dwell that little bit longer on some of the happier moments of your day and
purposefully fnd ways to experience more positive emotions every day.
Enjoy a balanced life!
Jon:n Buuv is a positive psychologist and a PhD researcher
in Trinity College Dublin. School of Education. Ior hore exercises.
go to www.folantaburke.coh.
A balanced life full of meaning and engagement
o laIoacb November
NQTs
Date Class level Subject
Strand Strand Unit
Content objective(s)
Skills Are there appropriate skill(s) that you need to focus on in this subject area this week? Refer to
Primary School Curriculum (1999) and NCCA Planning Tool.
Dierentiation: How do you intend to diferentiate the lesson for pupils with varying abilities including
pupils with special learning needs or exceptionally able? Individual pupils should be referred to by initials only.
Groups should be referred to by group name. Keep it specifc. Avoid generalisations.
Assessment: How will you assess what the pupils have learned? Select the specifc and most appropriate methods.
Linkage and Integration: How would you make connections in learning within one subject area and between diferent
subjects? Refer to Circular 0056/2011 in relation to integration of Literacy and Numeracy.
Reection: Refer to the Teacher Refection document in Toolkit for Planning on the planning section of www.teacherinduction.ie
For further guidelines on short-term planning visit the planning section of www.teacherinduction.ie. The inter-agency planning
committee responsible for drawing up the draft planning guidelines comprises representatives from the NIPT, DES, NCCA, PDST
and the Colleges of Education. Queries from NQTs in relation to planning should be emailed to mary.burke@spd.dcu.ie
5bort-Ierm/Neek| f|aaa|ag
keccmmea4atlca: Try to ensure that your plans are focused, concise and meaningful
for your class
Learning objectives (Based on content objective(s) above and
pupils prior learning).
1. Key question to ask yourself before you begin What do you
want the pupils to learn this week? Refer to long-term/termly
plan. Choose the content objective(s) appropriate for the
weekly plan.
2. Break down and adapt the content objective/s into
manageable learning objectives, to refect the learning needs
of the pupils in your class. Include skills as appropriate.
3. Write the learning objective(s). Refer to Appendix B in
Short-Term Planning document for list of appropriate verbs
to frame the learning objective e.g. describe, compare, etc.
Ensure that learning objectives are specifc, attainable, realistic
and can be assessed.
The teachers professional judgement will inform decisions
about how much should be planned for with the class and
the amount of time allocated to the subject this week.
Learning activities (Informed by
Approaches/ Methodologies/ Strategies in
long-term plan.
1. Key question here is How am I going to achieve what I have
outlined in my learning objectives?
2. Think about what methodologies and learning activities will
be most appropriate to fulfll the learning objectives e.g.
Listen and respond to a story e.g. Owl Babies (S. Infants).
Talk and discussion Questioning, based on the story; pair
work, recalling what came frst/ next/ at the end.
Improvisational drama Pupils will adopt the role of one of
the characters in the story.
Active learning Pupils will help the teacher to put the
pictures from the story in order (large format cards).
Think also about how you are going to organise and manage
the class from the point of view of pair-work, group-work,
individual work, plenary work.
Resources: Identify and list the
appropriate resources that
you intend to use this week to
support the learning outlined above.
Your initial weeks in teaching will be
demanding on your time as you get to
grips with the demands of a busy class-
room. Some of the questions raised below
are often posed by NQTs in the frst few
weeks as they begin the task of organising
and managing their own classroom.
Nbat aspects of c|assroom
orgaa|sat|oa sboa|d l
pr|or|t|se rst||
Efective use of the space and resources in
your classroom is one of the key aspects of
successful classroom organisation. Think
about the layout of tables and chairs and
how best you can accommodate the pupils
so that all the pupils can see and hear you
while you are teaching. It is a good idea to
have two teaching stations in your room
so that you are not positioned in the same
place each time you teach.
You can have one main teaching station
and a sub teaching station. It also gives
you an opportunity to view your room
from a diferent angle and see what it feels
like for pupils seated in diferent sections
of the room. When the pupils have left the
classroom in the evening it is a useful
exercise to sit in the chair of a junior infant
pupil or a sixth class pupil and refect on
what it was like for that pupil sitting in
that chair all day. Some key questions on
classroom organisation to refect on are:
Can I move freely around the room
when I am teaching?
Is there a designated place for coats,
bags, lunch boxes?
Do the children know the routines
associated with entering and exiting the
classroom, eating lunch, tidying up?
Have I explained these routines to the
children and have we practised these
routines?
What is the impact of the lighting/
ventilation on the classroom
environment
Access to resources and materials will be
central to smooth transitions between
lessons so having designated areas which
are clearly labelled and within easy reach
of the pupils will lead to efective class-
room organisation. Displaying childrens
work and using appropriate visual aids will
not only enhance the physical environment
of the classroom but will be important
reference points for teaching. As the class
learn new poems, rhymes and songs keep
a list posted on the wall so that when you
are preparing for transitions between
classes you can refer the class to the wall-
list which is really useful in re-visiting
previous learning. It is a good idea from
the start of the year to set up interest areas
in your classroom and clearly label these
areas. Choose a day each week to focus on
a particular interest area and build up the
interest area over a period of time. Devel-
oping the print rich environment can
begin by simply labelling resources, signage
and displaying childrens work. Do take
photos of displays before you take them
down. Children love to see their work
displayed so ensure that your approach to
displaying work is fair and consistent.
Nbat adr|ce |s tbere oa
estab||sb|ag c|assroom ra|es|
In your frst weeks of teaching it is very
important to establish systems and routines,
which are central for efective teaching
and learning to take place. Children thrive
on routines and will respond to fair and
consistent systems. A very important ques-
tion to ask at the start of the year is: What
type of teaching and learning environment
would we like in our classroom, for the rest
of the school year?
Think about the classroom climate and
atmosphere that you would like to
cultivate and work towards that goal.
Classroom rules should be few in
number and age appropriate. It is impor-
tant that the rules are negotiated with
the pupils and stated positively. Plenty of
opportunities for the pupils to role-play
and practice the rules should be provided
and this will pay dividends over the course
of the year. See pages 19-35 of the Behav-
ioural, Emotional and Social Difculties
Guidelines for Teachers (NEPS) for more
detailed information.
Nbat are tbe cr|ter|a ased |a
tbe era|aat|oa of good
maaagemeat sk|||s|
The NQT demonstrates good classroom
management skills under the following
criteria:
Promotes good behaviour through the
use of appropriate behaviour manage-
ment systems.
Cultivates a caring relationship with
pupils (including use of praise and
positive feedback).
Provides an attractive learning environ-
ment (layout, quality of display includ-
ing pupils work, interest centres etc).
Uses resources efectively.
Manages SNA support in the classroom
context (where appropriate).
"kppea4lt ( pq ) frcm |rcce4ares fcr |a4actlca
aa4 |rcce4ares aa4 Crlterla fcr |rc|atlca
(zc;/). (www.teac|laqccaacl|.le).
laIoacb November
NQTs
Organising your classroom
www.teacherinduction.ie
www.education.ie
www.lec.ie
www.teachingcouncil.ie
www.into.ie
www.ateci.ie
www.ncca.ie
www.carecallwellbeing.ie or
1800 411 057
Enquiries on induction to:
maryburke@
teacherinduction.ie
or Mary on 086 8130997.
Useful contacts
Teassessmentfoldershouldbeseenin
thebroadercontextofwhatweunderstand
bythetermassessment:Assessmentis
theprocessofgathering,recording,inter-
preting, using,andreportinginformation
aboutachildsprogressandachievement
indevelopingknowledge,skillsandatti-
tudes(AssessnentinthePrinarySchool
CurriculunGuidelinesforSchools,
NCCA,aoo;,p;).Teassessmentfolder
supportsyourassessmentpracticeby
providingadedicatedplaceforyouto
gatherandrecordrelevantinformationon
theprogressandachievementofthewhole
classandindividualpupillearning.Tis
informationorevidenceoflearningis
gatheredusingavarietyofassessment
methodsduringtheyear.Gatheringthe
informationaboutthechildslearningis
notanendinitselfbutonlythebeginning
oftheprocess.Howyouusetheinforma-
tiongatheredisakeypartoftheassess-
mentprocess.
Teinformationyougatherandrecord
intheassessmentfolderservestwo
purposes:
Reportingonthechildslearning
progressandachievementtoparents
andotherrelevantpeople
suchastheSEN
teacher,theprinci-
palortheschool
psychologist.Tis
useoftheassess-
mentinformation
iscalledAssess-
mentofLearning
(AoL).
Identifying
thenextsteps
tobetakento
improvethe
childs
learning.
Tisapproachtoassessment iscalled
AssessmentforLearning(AfL).For
example,youmightask,Whatdoes
thissampleofthechildsworktellme
aboutwhatInowneedtodotohelp
himiherimprove
5o wbat m|gbt be |ac|aded |a
aa assessmeat fo|der|
Section A: General class records
Tissectionincludesstandardisedtests
results,classchecklists,classtestresults,
etc.
Section B: Pupil profles
Tissectioncanbedividedintosubsec-
tionsi.e.oneperchild.Tefollowing
informationmaybeincludedforeach
child:childsname,classlevel,interests,
strengths,learningneeds,P-Tmeetings:
dates,issues,actionstaken,observations
regardingsubjectareas(alwaysdate
observations),selectedsamplesofchilds
work(dated).Asmallnumberofcarefully
selectedworksamplesgatheredduring
theyeararemoremeaningfulanduseful
thanhavinglargequantitiesofsamplesin
afolder.Whenselectingsamplesof
childrensworkforinclusioninthe
assessmentfolderconsiderhowtheywill
supportyouinreportinglearning
progresstoparentsandothers(AoL)and
inidentifyingthenextstepsneededto
improvethechildslearning(AfL).Itis
alsoveryimportantthatthechildchooses
somesamplesofworkforinclusioninthe
assessmentfolder.
lmportaat po|ats to remember
Checkwiththeschoolprincipalwhen
nalisingwhatassessmentdatayouwill
includeinthefolder.Teschoolsassess-
mentpolicymayhaveimplicationson
whatyouincludeinyourfolder.
Enterfactsonlywhenrecordingyour
observationsanddateanyobservations
made.
Storetheassessmentfoldersinasecure
place.Checktheschoolspolicyon
recordkeeping.
a laIoacb November
NQTs
What should I put in my
assessment folder?
Assessment in the Primary School Curriculum: Guidelines
for Schools, (NCCk, zcc)) ls aa ettreme|, asefa|
rescarce tc |e|p sappcrt aa4 4ee|cp ,car assessmeat
practlce. |t lac|a4es lafcrmatlca ca a raaqe cf practlca|
assessmeat met|c4s t|at sappcrt |earalaq la t|e
c|assrccm. Nere are scme etamp|es:
!e|f-assessmeat (paqes ) aa4 se|f-assessmeat
tec|alaes lac|a4laq ra|rlcs, trac |lq|ts, t|am|s, aa4
KU| qrl4s (paqes -;). 0aestlcalaq (paqe z) aa4
samp|e aestlcas |ase4
ca 8|ccms tatcacm,
(paqes -). \ca cca|4
ase t|ese samp|e aestlcas
tc create aa k; c|assrccm
pcster fcr ,car c|assrccm, tc
sappcrt |lq|er cr4er aes-
tlcalaq. !eac|er-4eslqae4 tas|s
aa4 tests (paqe ;) aa4 samp|e test
aestlcas (paqe -)c). !|e kssessmeat
qal4e|laes a|sc lac|a4e practlca| lafcrmatlca
aa4 etamp|es a|cat ct|er assessmeat met|c4s
sac| as ccafereaclaq, pcrtfc|lc assessmeat, ccacept
mapplaq, teac|er c|seratlca aa4 staa4ar4lse4
testlaq. C|ec| cat t|e samp|e actllt, ca repcrtlaq
staa4ar4lse4 test resa|ts tc pareats (paqes c-).
k rea||, aser-frlea4|, erslca cf t|e NCCA Assess-
ment Guidelines ls aal|a||e la aa ca|lae |rcwsa||e
erslca at www.acca.|lt/qal4e|laes/latrc.|tm
The Assessment for Learning (kf|) rescarces at
www.actlca.acca.le ccmp|emeat t|e kssessmeat
qal4e|laes. !|e rescarces lac|a4e:
\l4ec fcctaqe cf c|assrccm |esscas s|cwlaq
teac|ers aslaq t|e kf| apprcac| tc sappcrt
c|l|4reas |earalaq.
Ma|tl-me4la c|lps cf teac|ers s|arlaq se|f aa4
peer assessmeat tec|alaes frcm a raaqe cf c|asses.
!amp|es cf c|l|4reas wcr| s|cwlaq |cw kf| caa
sappcrt teac|er ja4qemeat.
|laa||,, a|wa,s remem|er t|e parpcse cf t|e
assessmeat fc|4er w|ea ccasl4erlaq w|at tc lac|a4e
la t|e assessmeat fc|4er. !|e assessmeat fc|4er
s|ca|4 sappcrt ,ca la repcrtlaq ca a c|l|4s |earalaq
prcqress aa4 ac|leemeat tc pareats aa4 ct|ers (kc|)
w|l|e a|sc |e|plaq ,ca tc l4eatlf, t|e aett steps tc |e
ta|ea tc |al|4 ca aa4 4ee|cp t|e c|l|4s |earalaq. !|e
assessmeat fc|4er ls a |e, e|emeat la sappcrtlaq
eectle teac|laq aa4 |earalaq rat|er t|aa aa ea4 la
ltse|f.
Nbere caa oa ad |aformat|oa oa assessmeat metbods|
Preparing for the
parent-teacher meeting
Make sure that if you have important
issues about behaviour or pupil
progress to discuss with parent}s
about their child that this is not the
rst time they are hearing it from you
as the class teacher.
Prepare thoroughly have corrections}
records up-to-date and readily
accessible.
Gather evidence of each childs
achievements e.g. copies, work
samples, projects, etc.
Prepare brief notes on each pupil
outlining progress, achievements,
concerns, suggestions for
improvement. If you are highlighting
areas which need to be worked on
then it is important that you have
some suggested strategies}activities
for discussion with parents.
Talk with the resource}learning
support}EAL teacher and have all
information to hand.
Know the name of the person}s
coming to meet with you and their
relationship to the child.
Have times allocated which allow for
an over-run but try as best you can to
adhere to time allocation. Vary your
allocated times, depending on the
amount of time you need to allocate
for discussion with dierent parents.
If you feel extra time is needed then
ask the parent to make a further
appointment, in the interest of other
parents who may be waiting for quite
a while.
InTouch November
NQTs
Preparing for
parent-teacher meetings
Prepare thoroughly
have corrections/records
up-to-date and readily accessible
Consider the tone of your voice and
your body language throughout the
meeting.
Remember this meeting is not about
you but about an opportunity for
parents to come and discuss their
childs progress.
Beware of using educational jargon,
explain everything thoroughly to the
parent and always check with the
parent for understanding and invite
feedback.
Listen this is an ideal opportunity
for you to nd out information to
supplement the developing prole
of the child. Valuable insights can
be gained on homework, dierent
subject preferences and also the
view of the child on what it is like
to be a participant in your class.
Always start with the positive,
continue with the areas that need
work and support and conclude
with the positive.
Ask for the parents advice if you
both agree targets then it is
important to arrange a time when
you will review progress.
Be empathic and attentive this
may be the only time, in this
particular year, that you will have an
opportunity to meet the childs
parents.
Stay focused on the purpose of
meeting.
It is important to highlight that by
working together as parent and
teacher progress can be made. Be
honest and truthful try not to
dilute facts just to keep a parent
happy. Parents should be given
accurate information but comments
should be phrased in a way that is
not critical of the parent or their
parenting skills.
Do not get drawn into conversations
about other children or other sta
members be professional at all
times.
Make notes on actions agreed have
a grid made out with childrens
names and a box beside the name to
record your notes.
Always thank the parent for their
attendance at the meeting.
Make sure to follow up on actions
agreed.
Te NIPT workshop programme
(zo-zo() has commenced
throughout the education centre
network. Te following workshops
will take place before Christmas:
Supporting Parents in Education;
Assessment: Analysing Classroom
Evidence and Dierentiation:
Responding to the Needs of all
Learners. For details of local
education centres visit www.ateci.ie.
During the meeting
|||k!| N0!|
InTouch November
Northern News
News from the world of education and trade unionism in Northern Ireland
AtajointSENGroupmeetingheldon6
MayattheUlsterTeachersUnionhead-
quarters,apresentationwasgivenby
MichaelGilsenan,FADO,MBDO,ofLee
Opticians,Warrenpoint.Hebeganthe
presentationbyindicatingthatmany
childrenssightproblemsareoftennot
identiedduringroutinesighttestsour
pupilsexperienceduringtheirearlyyears
inschool.Heemphasised,itisestimated
thatuptooofchildrensuerfrom
somekindofvisualdisordercausedby
malfunctionsintheeye-braincommuni-
cationprocess.Hedemonstrated,using
videos,howtheOrthoscopticsSystem,a
systemcreatedbyIanJordan,isused
withinhispractice.Teproducthasbeen
basedonyearsofresearchfromsomeof
theworldstopopticalcompaniesandhas
beenproventopositivelyaectthesenses
improvingvision,balanceandthereading
abilityofpeoplewithconditionsthatare
associatedwithvisualdisorders.Signi-
cantly,thissystemhasalsoprovensuc-
cessfulwithadults.
Attentionwasdrawntothebehaviours
thatwe,asteachers,oftenobservewithin
theclassroomand,onmanyoccasions,
ndgreatdicultyinndinganunderlying
problemoraccommodatingpupilsneeds.
Suchbehavioursfrequentlyaredetrimen-
taltothepupilsprogresswithmanybe-
ingreferredtoeducationalpsychologists
anddiagnosedashavingADHD,ADD,
Dyspraxia,Dyslexiaetc.Hecommented,
problemsinsightoftencausechildrento
experiencefatigueandalackofconcen-
trationinclass.Furthermore,welearned
thatsuchpupilbehaviourscouldusually
becomelessenedwithamorein-depth,
holisticstyleofscreening.Interestingly,
statistically,childreninNorthernIreland
arethreetimesaslikelytobelong-sighted
andevidencestronglysupportsalinkwith
thisandunderachievement.
Alarmingly,anaverageofonlyper
centofpupilsinschooleverreceivean
NHS(free)eyesighttestinschool,which
posesthequestion,Arehalfofourchildren
beingneglectedintermsofaddressing
theireducationalneedsIfweconsider
foronemomentthepracticeinAustria,
weseehowtheirschoolchildrenall
receiveaneyeassessmentwithanoccupa-
tionalnurseandaneducationalphysio-
logicalassessment.
Michaelalsospokeaboutapieceof
researchthatheundertookinaSELBgirls
primaryschoolwhereinitiallyonlytwo
outofa;pupilsworeglasses.Aftereach
childhadafulleyesightscreeningtest,
resultsconrmedthatpupilsneededto
wearcorrectivelenses,sixpupilsneeded
tintedlensesandtwopupilsneededto
carryouteyeexercises.Teoutcomepost
screeningintheclassproduceddatathat
indicatedadramaticimprovementin
overallclassbehaviourandasignicant
increaseineducationalachievement.
Terefore,itisclearthatourchildren
needtoexperienceacompletevisual
assessmentandatanaveragecostofonly
roperchild,theDepartmentofEduca-
tionneedstopayheedtothisvaluable
researchwhichundoubtedlywillsave
moneyinthelongterm,preventingmany
ofourpupilsneedingapsychological
assessmentand,perhaps,evenbeing
labelledwithaSENwhenalltheyneed
arecorrectivelenses.
PerhapsitistimefortheEducationand
HealthDepartmentstoworkmoreclosely
togetheranddeliverwhatiscosteective
andbestforourchildrentocombatthe
deviancesinachievementscoresandlet
ourpupilshaveachancetoachievebefore
itistoolate!Amoremulti-agencyapproach
needstobedeliveredinourschoolsto
tacklethesemultifaceteddicultiesour
pupilsexperience.
Inshort,totackleunderachievement
andletpupilsSEEabrightfuture,allit
mayrequireisasimple,costeective,
rigorousassessmentoftheirSIGHT!
Dnv Nuov:. Ex-President. Ulster
Teachers Union. (Ior hore inforhation
contact Michael Gilsenan at
info@leeopticians.coh)
Tackling underachievement
is in SIGHT!
6 InTouch November
Nuacht CM
NORTHERN IRELAND NEWS II
From Ballygawley, Co Tyrone to Mulenga, Zambia
As part of St Ciarans Peregrini I departed
St Ciarans College on an unusually cold
morning in March with 17 others, including
Matthew Harte and the much more experi-
enced Pascal Canavan and Carmel Hackett
(both of whom have spent time in Zambia
before). Despite the poor weather condi-
tions, staf, pupils, family and friends had
gathered for what, on refection, was a
truly memorable send of.
Having heard many testimonies, it was
very early on Saturday 23 March that I got
my frst taste of Zambia. Within minutes
our beautifully emblazoned peregrini
hoodies were cast aside as the warm
African sun greeted us. Another familiar
face was also waiting, the man himself
Fr P.J. Gormley. For all of P.J.s humility he
is truly one of the most remarkable men
that I have ever met.
As we journeyed on towards Mulenga,
our spirits still high, despite the long jour-
ney and lack of sleep, it was becoming
apparent why previous groups had quickly
fallen in love with the country. One of the
frst things I noticed was that people walk
everywhere and when they arent walking
they are sitting along the roadside, shelter-
ing from the sun. There was a great vibrancy,
from their colourful shitangis right down to
the fruit and vegetables sold at the little
roadside stalls we passed on our way from
Lusaka to Mulenga. Expectation rarely
matches reality and my frst glimpse of the
Mulenga was without exception. Rather
than a desolate compound in the middle
of nowhere, it was to be found along a
busy roadside in a relatively built up area.
However, it would be Sunday morning
before we would get a proper introduction
to the compound and its people.
It is difcult to describe Mulenga but I
suppose a shanty town is the only compar-
ison that springs to mind. As P.Js truck
brought us down one of the bumpy little
pads (road would be the wrong word to
use) towards the nursery school we passed
many of the local homes, with washing
hung up on plants or bushes outside. Each
was on a very small plot, all tightly packed
together, with openings for windows or
doors but no sign of any glass or wooden
fxtures. P.J had, of course, forewarned
them of our arrival and it was at this point
that any initial nerves subsided. To say that
we were welcomed with open arms is truly
an understatement. From the children
clambering to reach us as we sat in the
truck to the warm handshakes of every
single person we met (and I mean every
single one of the many hundreds we
would encounter that day and in the week
that followed).
Sunday 24 March 2013 was one of the
most special Palm Sundays I have ever
experienced. In the meagre surroundings
the joy of a community really celebrating
the Easter Season demonstrated a richness
of life which really has nothing to do with
material possessions. A place like Mulenga
can teach many lessons but right at the
heart of everything is the children. It was
spending even this short time with them
that afrmed the importance of the work
which is being undertaken in this vastly
populated little patch of land many miles
from here. And the nursery school was
everything that we had hoped it would be.
Nestled amongst the brown dusty build-
ings of the compound stood this fresh,
white building with a perimeter wall
proudly bearing the words St Ciarans
Nursery School, Mulenga in bold black
lettering. It would only really come to life
on Monday morning at 8 a.m. when we ar-
rived to see 100 children ((age four, fve
and six), immaculately dressed in their blue
and cream uniforms, flling each of the
three classrooms.
As we expected, the opening of the
school on that Monday morning was a
proud occasion, not only for ourselves but
for P.J., the parish committee and all of the
local guests in attendance. The music was
out of this world (as were the samosas and
celebratory cake made by one of the local
women). This spoiled us for the rest of the
week, when a diet of nshima would have to
do. The days spent in the school few by and
as well as spending time with the children
(Susan, Faith, Peter, Fred to name but a
few), the girls worked tirelessly to complete
two beautiful wall murals which we hope
will be a lasting reminder of our visit. The
boys were also keen to get involved with
additional hands on tasks such as clearing
out the remainder of the container which
had travelled from Ballygawley in 2011.
Our time in Mulenga passed all too
quickly but what we return home with are
many new friends and a great sense of
achievement, having been witness to the
great changes that are taking place in a
community which is now in a much better
position than when Pascal frst came
across it over four years ago. My thoughts
also return to Fr P.J. Gormley who selfessly
spends each day in Mulenga. It did not
surprise us when we heard the children
shout afectionately as we passed by, P.J.
is my father. As P.J. explained it himself,
for the children of Mulenga a father is
someone who shows them love, biology
has nothing to do with it.
But of course a trip to Mulenga is a two
way thing and in many ways we left with
more than when we arrived. For each of
us who left St Ciarans College on Friday
22 March 2013 it has been a signifcant
personal journey.
Mcnvv Kvuu. RE teacher and I!TO
hehber froh St Ciarans College. Ballygaw-
ley. Te I!TO contributed through the Soli-
darity Iund to the profect in Zahbia. Te
I!TO funding bought kitchen equiphent
(pots. pans and cooking utensils) that is used
every day to hake nshiha for the ,o pupils
that are enrolled. It was also used to pay for
the new toilet facilities that were built in
/anuary adfacent froh the school.
An article on the St Ciarans Peregrina project was published in the April/May
2013 issue of InTouch. The project is part of an ongoing venture by pupils and
staf from St Ciarans College, Ballygawley and volunteers from the surround-
ing community, to help underprivileged in the African shanty town of Mulenga.
Pascal Canavan,
Claire Maguire,
Michelle Kerr,
Mattie Harte,
Carmel Hackett
and Anita
McWilliams take a
break during the
opening of St
Ciarans Nursery
School
The passing of Frances OConnor was
a terrible blow to those privileged to
have known her. The frst born of
Briany and Kitty Daly of Saleen, Mi-
dleton, Co Cork, Frances started her
teaching career in St Fiachras senior
NS, Beaumont, in 1980, having gradu-
ated from St Marys Training College,
Marino.
A reputation as a dedicated, caring
teacher who strove to make school an
enjoyable educational experience
was soon established. She created a
special place for every child, but espe-
cially the weak and vulnerable. Pupils
recall her love of art, drama and the
grounding received in the traditional
core subjects. A voracious reader,
Frances nurtured in pupils a similar
love. Hers was the gift of bringing the
best out of everybody.
Frances was swift to see a need to
which she could make a practical re-
sponse. Her kind deeds needed no
fanfare. During secondary school
days, a letter-writing campaign by
Frances and her teacher, Charlie
Hayes, resulted in the release of
political prisoner, Charles Chawanda.
As a student teacher, she joined the
anti-apartheid movement and Socie-
ty of St Vincent de Paul. This commit-
ment never waned. Toys were collect-
ed for disadvantaged children year-
in-year out.
In 2008 Frances and husband,
Liam, moved to east Cork. She found
work in Whitegate NS, teaching third
and fourth class. Among the many
projects undertaken, one was the
production by her pupils of a magnif-
cent patchwork quilt for an Albanian
orphanage. The children sampled
potatoes from the restored school
garden. She cheered colleagues with
biscuits and treats. Her play, Labhra
Long Ears, lit up the Christmas concert.
In 2010 Frances moved to Castle-
martyr, handling the First Commun-
ion class with her usual air of calm,
and teaching ffth and sixth class in
2011 and 2012. She continued to give
of herself fully, placing emphasis on
getting the basics right. Frances
ability to write and stage a drama
production was unparalleled. Every
child had a spoken part. As the chil-
dren performed, she would be seen
leaning against the wall, watching
her hard work unfold without utter-
ing a word. Her quiz teams won local
renown. She was witty and the
stafroom often rang with laughter at
one of her comments or stories.
Frances was, in short, a force for
good, her life a model of one well
lived. She was a loyal friend, a good
listener and a rock of common sense.
She was beautiful in every way. Her
countless good deeds are unforgot-
ten. She made a diference and life is
diferent without her.
Beidh s i ndil-chuimhne ag a fear
chile, Liam, a beirt mac, John agus
Matthew, a mthair, Kitty, a
dearthireacha, Thomas, Tim agus
Brian is a deirfr, Katherine. Is trom-
chrooch a cairde gaoil agus a scolir.
William Creedon, former
colleague, St Fiachras SNS,
Beaumont.
TRIBUTES TO MEMBERS
It was with great shock and sadness that
we, the community of Scoil Mhuire Na
Trcaire, learned of the tragic death of
our dear friend and colleague Daphne
Reid on May .
Daphne completed her teacher
training in Saint Patricks,
Drumcondra, in . Her rst
appointment in teaching was in
Scoil Mhuire Na Trcaire,
Ardee, and it was here she spent
all of her teaching life, right up to
her untimely death.
Daphne spent most of her career
teaching the girls of fourth class, where
she took particular enjoyment in the
teaching of geography and P.E.Daphnes
love of the outdoors wasreected
inthe enjoyment she took from her
daily walks.
Each year Ardee knew that
spring had sprung through
Daphnes devotion to making
Saint Brigids crosses with her
class. She had a special interest
in learning support and this led
to her nal post as learning support
teacher, from which she gained im-
mense satisfaction.
Daphne enjoyed the warmth and com-
fort of her family and friends; she will be
greatly missed by all who knew her. Her
absence is felt everyday in our school. We
extend our sincere sympathies to her lov-
ing husband, John and her devoted sons,
John, Fergal and Ronan.
Te life of one we loved is never lost.
Its inuence goes on and on through all
the lives she has touched.
Ar dheis D go raibh a h-anam uasal.
Sta of Scoil Mhuire Na Trcaire,
Ardee, Co Louth.
Frances OConnor
Daphne Reid
When the school year started in Septem-
ber 2012 in Gleneely NS, Killygordon, Co
Donegal, the big discussion was about
tickets for the All-Ireland Football Final
which would feature Donegal for only the
second time in its history. Little did we
think that only a fortnight after the match
we would be participating in the funeral
Mass of our beloved principal, Martina
Dufy. She died on 4 October 2012 follow-
ing a short, devastating illness which left
the entire community in shock and her
family and friends bereft.
A native of Mountbellew, Co Galway, she
attended St Marys NS, Mountbellew, and
St Cuans College, Castleblakeney, before
graduating from Carysfort College, Black-
rock, in 1982. She came to Donegal in Octo-
ber that year and began working in Gle-
neely NS where she became principal a few
years later. Under her stewardship the
school grew and fourished, and
she took a personal
interest in the progress and
achievements of all the children
who passed through her hands.
She enjoyed the respect and
support of the parents and wider
community, who admired her
commitment and drive in all her
eforts for the children and the
school. She ensured that school
was a happy place for children and for staf,
and fostered a caring and supportive envi-
ronment for all.
All who had the good fortune to know
Martina have been deeply afected by her
sudden and untimely passing.
Our loss however is nothing
compared to that of her beloved
husband, Anthony and sons,
Gavan and Declan, who were both
her focus and her support.
N bheidh a leithid ann ars.
na cairde agus fhoireann na
scoile. Ar dheis D go raibh a h-
anam dls.
Staff of Gleneely NS
Martina Duffy (ne Gavin)
InTouch November
Tributes
There is no grief like the grief that does not speak.
H.W. Longfellow
Death is inevitable and universal and the
subsequent grief that follows it is a unique
experience for everyone. Grief is a natural
and normal reaction following bereave-
ment and researchers have yet to fnd a
society that does not display signs of
grieving. Thus, grief is a collective experience
that we can all resonate with. While we
know a great deal about the clinical impact
of bereavement and grief on adults; there
is less literature available on the impact of
loss on young people. It has been suggested
that young people are the forgotten
mourners whose grief is often overlooked.
Recent research has estimated that
there are between 36,000 and 60,000
young people in Ireland who have experi-
enced a signifcant bereavement. November
is the month where communities remember
the dead; while we may be aware of this,
we may not be as cognisant of the fact that
Thursday 21 November is also Children's
Grief Awareness Day.
Common reactions to loss and
bereavement
We all live in a world where we assume
that life will carry on as it always has;
children assume that they will go to
school, do their homework, and generally
behave as most young people do. Follow-
ing a death, a young persons assumptive
world is transformed (see Colin Murray
Parkes). The security that they had once
felt is broken and fragmented and they
must try to piece it back together and
learn to negotiate and accept their new
world, which has been changed forever.
A childs understanding of death advances
with their cognitive development which
is constantly maturing through childhood
and adolescence. Many factors will
infuence a childs reaction to bereavement
and how they adjust to the death of a loved
one (e.g., age, type of death, response of
other family members, socio-economic
background). The literature tells us that
bereaved children may experience psycho-
logical, behavioural and somatic problems,
as well as difculties in school perform-
ance and peer relationships. While each
individual childs reaction to death is
unique, there are some common reactions
that may manifest following such an event,
these can include: anxiety; anger and
aggression; inability to concentrate;
psychosomatic complaints; sleep difculties;
learning and concentration difculties; and
regressive behaviour.
Considering all of this, it is understand-
able that many people, who are aware that
a child is grieving, will want to help.
How to help
For those of us who do not come from a
clinical or therapeutic background, a
common concern is of causing further pain
by re-traumatising a grieving child. We may
feel that we lack the skills and knowledge
to make a real contribution to supporting
a child in a positive way. But what we all do
know is how to be human. While I am not a
trained counsellor or psychologist, the
literature I have read and the people that I
have met through my research have reiter-
ated the same concept through diferent
mediums, but all with the same message.
Supporting a child through grief requires
three simple human attributes: honesty,
patience and empathy.
The frst step is honesty. Being honest
and answering questions truthfully without
overloading with additional information is
essential when supporting grieving
children. Providing clear information and
clarifying misinformation builds the foun-
dation for working through grief. Explaining
to children the facts of the event can help
with the healing process by aiding the
development of efective coping strategies
in order to deal with lifes future losses.
The next step is patience. Displaying
patience by taking the time to listen can
be tremendously valuable. Much research
has shown that having someone to listen
was one of the signifcant factors in sup-
porting a young person through their grief
in a positive way. As we listen, we help the
child to explore and express their grief by
telling their story. Whether we are friends
or acting in a more professional role with
a grieving child, how we respond is impor-
tant. Active listening, through our words
and body language, can help to alleviate,
if only for a brief period, some of the
symptomatologys associated with grief.
The third and fnal step is empathy. We
often misuse or perhaps misunderstand
the terms sympathy and empathy.
Sympathy is the acknowledgment of
another person's emotional hardship while
providing comfort and assurance. Whereas
empathy is a deep understanding of what
others are feeling, perhaps because you
have experienced it yourself or can put
yourself in their shoes. While we often
show sympathy upon announcement of
bereavement, it is the latter that is of more
signifcance. Expressing empathy can
validate the feelings of a grieving child
and give them the opportunity to tell their
story. Empathy involves seeing the world
through the eyes of the grieving child you
are supporting and recognising that their
anxieties, concerns, and subsequent
behaviours are a result of the loss that
they are experiencing.
Remember November
Children's Grief Awareness Day provides us
all with an opportunity to recognise and
support the grieving young people across
our nation, the forgotten mourners who
may be in our own communities, and
those that we know and see in our daily
lives who may be sufering. November is a
time to remember those who have gone
before us; but perhaps too, it is also a time
to look around us to see those who have
been left behind.
Support services
Research has shown that one in fve
children whose parent has died is likely to
require specialist support. However, it is
important to remember that not all young
people need the support of outside
agencies.
When there is a need for support, there
are many services out there that can help,
some of which have been listed below:
1. Barnardos Childrens Bereavement
Service: www.barnardos.ie/what-we-
do/specialist-services/bereavement-
counselling.html
2. Irish Childhood Bereavement Network:
irishchildhoodbereavementnetwork.
blogspot.ie
3. Rainbows Ireland:
www.rainbowsireland.com
Aovv M. OBuv is a qualied prihary
school teacher currently undertaking her
Ph.D. studies in the School of Education at
Trinity College Dublin.
Aoifes research studies are mapping the knowl-
edge and understanding of bereavement in Irish
schools, retrospective accounts of bereavement
from educators, and the development of curricular
and CPD programmes and materials for use by, and
with, educators and allied professions. If you are
interested in taking part in this research, contact
can be made at: Obriena2@tcd.ie
8 InTouch November
Children's Grief Awareness Day 21 November
Te forgotten mourners
SaturdayOctobermarkedUNESCO
WorldTeachersDayand,incelebration,
teachersfromacrossthecountryattended
FILTE,Irelandsrsteverfestivalof
education.
HostedbytheTeachingCouncil,
FILTE,theFestivalofEducationin
LearningandTeachingExcellence,wasa
celebrationofteachingwithshowcases
oftheworkofteacherswhoareleading
innovativelearningprojects. Teday
providedaplatformforteacherstolead
eachotherinmaximisingtheuseofinno-
vationintheirownprofessionalpractice
forthebenetoftheirpupilsandstudents.
FintanOToole,Te Irish Times Literary
Editor,deliveredawell-receivedlecture
onLeadingTeaching:Empoweringthe
Profession.MichaelMulgrewfromthe
AmericanFederationofTeachersshared
hispersonalresponsetotheday.
Apaneldiscussion,attheendofthe
day,hostedbyAoibhinnNShilleabhin,
PhDcandidateinTCD,broadcaster
andformerteacher,focussedonthe
wellbeingofteachers.Inawideranging
discussion,Aoibhinnwas
joinedbyguestsTracyCurran,
registeredteacherandmentor,
DavidColeman,clinical
psychologist,broadcaster
andauthor,andProfJim
Lucey,MedicalDirectorofSt
PatricksUniversityHospital
andregularguestonRT
RadioOne.
Attendeeswerethentreated
toawonderfulperformanceby
theNationalChildrensChoir
attheendoftheday.
TeYouthMediaTeam,led
byICTEDU,capturedthespirit
ofthedaythroughinterviews
withspeakersandattendees.
Listentotheinterviewsbylog-
gingontowww.audioboo.fm
andsearchforFEILTE.
TankstotheTwitteractivityfrom
thosepresent,;FILTEtrendedforeight
hoursduringtheday,meaningtheevent
wasoneofthemosttalkedaboutin
IrelandonTwitterthatday,drivingcon-
versationonlineaboutinnovationinthe
professionofteaching.
Videosofthelectureandpaneldiscus-
sion,andphotosareavailableon
www.teachingcouncil.ie
Keepaneyeonwww.teachingcouncil.ie,
@TeachingCouncilonTwitterandthe
TeachingCouncilsezinefornewsabout
FILTEinao.
Left; INTO members at Filte; Declan
Kelleher, former INTO President, Derbhile
de Paor, INTO Representative on the
Teaching Council and Teresa Walsh,
former INTO intern. Photo: Conor McCabe.
InTouch November ,
Newsdesk
News from the world of education and trade unionism, at home and abroad
Pictured at Filte were: l to r: Anne Dennis, Scoil Mhuire, Dungarvan, Tracy Curran,
Cloneen NS, hosting the Mary Immaculate College Dierentiating Content for Children
and Youth with Learning Diculties and Catherine Carragher, Scoil Mochua, Celbridge.
Wonderful day of celebration for teachers at
Creagh NS are very proud of teacher
Sinead Cahalan who was part of the
Galway Senior Camogie team who
took the honorary title of All Ireland
Camogie Champions on 21 September
2013. A former graduate of Mary Im-
maculate College, Sinead has trained
the schools camogie team for the
past seven years. Sineads achieve-
ments to date include an All Star
Award in 2005 and 2008 and she cap-
tained the Galway Senior Camogie
team in 2008 and 2009.
Members of the school community
were very honoured to have both the
Galway Senior and Intermediate
Camogie teams visit the school on
their return journey from Croke Park.
Paying tribute to the team captains
Lorraine Ryan and Sinead Keane and
their respective teams, Stephanie
Keating, Principal, spoke of the won-
derful commitment and dedication of
the players. She singled out Sinead
for a special mention, describing her
as a wonderful role model for the
pupils of Creagh NS. An injury two
years previously did not stop this very
determined young player from Mul-
lagh from realising her dream of lift-
ing the ODufy Cup in Croke Park.
Sinead holding the ODuy
Cup, with Galway team
members Heather Cooney (left)
and Terese Manton.
o InTouch November
cid Nuachta
Creagh NS honours Sineads camogie win
TeDigitalSchoolsofDistinc-
tionprogrammewaslaunched
inSacredHeartSNSinKilli-
narden,Tallaght,onaSep-
temberao.Tenewscheme
isaagshipprogrammetopro-
moteandacknowledgebest
practiceuseofICTtodeliver
thebesteducationalexperience
forpupilsatprimarylevel.Te
programmeisbackedbyHP
IrelandandMicrosoftIreland
forthenextveyearsthrough
anancialcommitmentofcoo,oooin
therstyear,aswellastheprovisionof
practicalsupportandresources.Te
programmeissupportedbytheINTO.
Primaryschoolsareinvitedtoregister
fortheprogrammeandberewardedwith
digitalsupports.Schoolsthatmeetthe
criteriawillbeawardedtheDigital
SchoolsofDistinctionstatusandreceivea
DigitalSchoolsClassroomKit,includinga
HPlaptopwithfullyloadededucational
softwarefromMicrosoftandaccessto
educationICTspecialists.Tosethatdo
notmeetthecriteriawillbegivenaccess
tothetoolsandsupportneededtoim-
prove,andtheycanalsoseeexamplesof
bestpracticeinotherschoolsthroughthe
DigitalSchoolswebsite.
Atthelaunch,arangeofpupilsfrom
fourth,fthandsixthclassesshowcased
theirworkoninteractivewhiteboards,
laptops,tabletsandNintendoDSs.Te
pupilshighlightedhowinteractingwith
technologycanenhancethelearningof
numeracyandliteracyskills.
Speakingatthelaunch,PrincipalRobbie
OLearysaidtheprimaryschoolwasrepre-
sentativeofIrelandasawhole.Itsalittle
bitbackfromtheroad,therailingscould
probablydowithacoatofpaint,andthe
potholesintheplaygroundarebecoming
morenumerousbutinside,inthehiveof
activitytakingplace,thefutureprosperity
andthefuturedirectionofthevillageare
beingforged.Teknowledge,thevalues,
theskills,theattitudes,theteamwork,the
creativityofourfuture
citizensarebeingnurturedanddeveloped.
Teywilltaketheirplaceinafuturesociety
wecannotdescribe,butthatweknowwill
demandresourcefulness,exibilityand
collaborativeandinterpersonalskills...and
muchmorebesides...
Hesaid,theDigitalSchoolsofDistinc-
tioninitiativewouldprovide
encouragementandsupportto
allIrishprimaryschoolsasthey
strivetopreparetheirpupils
forthisfuture.Itwillhighlight,
rewardanddisseminatethe
bestpracticeinIrishschoolsso
thatteachersandprincipals
willhaveavailabletothemup-
to-dateinformation,advice,
ideasandaframeworktoplan
andimplementacurriculum
thatismodern,engagingand
stimulating,thatisauthenticandrelevant
tochildrenslivesinwhichchildren
learnhowtothinkratherthanwhatto
think,howtolearnasmuchaswhatto
learn,howtocreateaswellasconsume
andhowtoworktogetheraswellas
independently.Iknowthat,inthisschool,
attainmentscoresareimprovingsigni-
cantlyandsteadily.Ihavenodoubtthat
theintegrateduseofmoderntechnologies
playsaverysignicantroleinthat
progress.
Healsostatedthat,fundamentally,the
DSofDislessabouttechnologyandallto
dowithteachingandlearning,withthe
engagementofpupilsinactivities,
enhancedbymoderntechnologies,that
resultinmorepositiveoutcomesand
brighterfuturesforallourchildren,and
forourcountry.
Forinformationabouttheprogramme
visitwww.digitalschools.ie
Promoting best practice in use of
technology in primary schools
Digital Schools of Distinction programme launched
|apl|s frcm !care4 Neart !N!,
Kl||laar4ea at t|e |aaac| cf
t|e aew prcqramme
InTouch November
Newsdesk
Unite for Quality Education
INTO supports EI post 2015 global development goals for education
OnOctoberao,EducationInterna-
tional(EI)launchedacampaignfor
qualityeducation.EIrepresentsomillion
teachersworldwidethroughitsoo
aliatedorganisationsinmorethan;o
countriesandterritories.Telaunchwas
attendedbyGordonBrown,specialenvoy
foreducationtotheUN.Tecampaignis
partofaworldwideinitiativetoensure
thattheEducationforAllmillennium
goalremainspartofthePOSTao
GlobalDevelopmentFramework.
TeUniteforQualityEducation
campaignseekstoensurethatuniversal,
freequalityeducationremainsatthetop
ofthepoliticalagendaatnationaland
internationallevel.Tecampaignis
demandinggovernmentstoputinplace
threeessentialelementsofaquality
education:
universalandfreeaccesstoquality
teachers,
modernteachingtoolsandresources,
and
supportive,safeandsecureenviron-
mentsforteachingandlearning.
EIhassetoutthefollowingtargetsto
underpinthegoal.
Target
Byaoo,everychildcompletesafullcycle
ofcontinuous,freequalityearlychildhood,
primary,loweranduppersecondary
education,whichenablesthemtoachieve
theirpotentialashumanbeingsandto
contributepositivelyasactivemembers
ofsociety.
Target
Byaoo,allyoungpeopleandadultshave
equitableaccesstoqualitypost-secondary
educationandlifelonglearning,enabling
themtoacquireknowledge,skillsand
competencestoachievetheirfullpoten-
tialandparticipatepositivelyinsociety
andintheworldofwork.
Visitwww.ei-ie.orgforfurther
information.
A global gathering
for early childhood
education
Anne Fay, Ex President, Deirbhile Nic Craith, Senior Ocial, Arlene Forster, Director,
NCCA, Mary Hough, Director, Sligo Education Centre, presenting on the Aistear Tutor
Initiative at the Early Childhood Ireland Conference, in the Aviva Stadium, on
October .
Challenging the
tyranny of no
alternative
Vere Foster lecture
The next Vere Foster Public Lecture in the
series The future of Irish education in an age
of austerity : what is the model? will be
delivered by Prof Martin Mills from the
University of Queensland, Australia, in the
National Gallery, Dublin 2. at 6.30 pm on
Thursday 7 November 2013. Entrance to the
Gallery is via Clare Street.
Entitled Challenging the tyranny of no
alternative: Teachers and students working
towards socially just schooling, Martin will
seek to demonstrate how schools can take up
the challenge of addressing the economic,
cultural and political injustices faced by young
people from various backgrounds. Freed from
many of the neo-liberal pressures shaping
education globally he will attempt to demon-
strate that teachers can make their work more
productive and rewarding which in turn can
beneft students.
To facilitate the
organisation of the
lecture please
respond to
verefostertrust
@gmail.com in order
to reserve a seat.
cid Nuachta
Still time for schools to sign up to Junior
Entrepreneur Programme
Eucharia McCarthy, Director of the Curriculum
Development Unit at Mary Immaculate College
and co-founder of the Junior Entrepreneur
Programme (JEP) advises primary school princi-
pals and teachers to send back their participa-
tion packs for the 2013-2014 JEP Programme.
The national roll-out of the Junior Entrepreneur
Programme to ffth and sixth class pupils in
schools throughout Ireland will teach pupils the
art of setting up their own classroom business.
This is a fantastic opportunity for all schools
who have received participation packs. Its simple,
they just need to sign the form and post it back to
the Junior Entrepreneur ofce, said Eucharia.
JEP is the brainchild of Kerryman and famous
entrepreneur, Jerry Kennelly.
Todate 12 entrepreneurs have invested in their
regions to become JEP partners which means
that the children in these areas will have the pro-
gramme delivered to them at no cost to the
parents, schools or the Government, said Kennelly.
The 10 week JEP programme encourages
children to make decisions, negotiate, resolve
confict and connect with the wider world. Team
building games link with PE and, depending on
the focus of the project, there may also be a
strong link to arts education, history, geography
or science. Online training will be provided, free
of charge, for all participating teachers and princi-
pals. They will be introduced to key aspects of
entrepreneurship education and how to deliver
the JEP programme. The close links between JEP
and the English, mathematics and SPHE curriculum
are addressed in this online training programme.
At the recent JEP launch were: Eucharia McCarthy, Director, Cur-
riculum Development Unit, Mary Immaculate College; Marie
Lynch, Nurture Entrepreneurs Ltd; Jerry Kennelly, Tweak.com
and co-founder of JEP; Betty Stack, Principal, Artfert NS, Kerry;
Marie O'Connell, class teacher and budding junior entrepreneurs
from Ardfert NS, David Fitzgerald and Ailise Ryan.
Win a trip
to
New York
Cornmarket Financial
Services has launched
an exciting new
competition for two
people to win a trip to
New York.
This competition runs
until 25 November 2013
and includes a 3-night
stay in a 4* hotel and
500 spending money.
To enter the
competition visit
www.cornmarketspeci
alofers.com/newyork
a InTouch November
InTouch November
Teaching matters
Articles and opinions on primary teaching, with tips and ideas for the classroom
Teinternethasbecomeanintegralresource
foreveryclassroom.Terearemarvellous
teachingresourcesavailableonlineand
studentsareinspiredandempowered
whentheyrealisetheycanpartakeintheir
ownresearchattheclickofabutton.
Forinformaleverydaycommunication,
thereisdenitepeerpressureamong
childrentoestablishasocialmediapresence,
eventhoughFacebookandTwitterare
strictlyspeakingforovers.Birthdates
areeasilymanipulatedandchildrencould
haveaFacebookpagesetupinminutes
simplybymakingtheironlinepersonaa
fewyearsolderthantheiroinealterego.
Unfortunately,noteveryonlineinterac-
tionisapositiveone.Cyberbullyingisa
phrasewearehearingquitealotthese
days.Untilquiterecently,parentsand
teachersassumedthatchildrenatprimary
levelwerenotreallyaectedbythisnasty
phenomenon,butthisisnolongerthe
case.Withhandhelddevicesandsmart-
phonesbecomingthenormamongall
strandsofthepopulation,ourchildrenare
onlineahugeamountofthetime.AnEU
KidsOnlinesurveytellsusthatuptoa
percentof,-6yearoldshaveexperienced
someformofbullying(onlineoroine)in
Ireland,withfourpercentofthatgroup
havingbeenvictimtocyberbullies.
What exactly is cyber bullying?
Whiletheclassroomandplaygroundbullies
stillexist,thepracticehasevolvedwiththe
growthoftheinternet.Victimsofcyber
bullyingcanndthattheyreceive meanor
threateningtextmessages,emailsorsocial
mediainteractions.Teymayndthat
embarrassingphotosorvideoclipshavebeen
postedtosocialnetworkingsitesordiscover
theiraccountshavebeenaccessedbysome-
one elsedeliberately tomaketroubleonline.
How does the online world overlap
with the everyday world of school life?
Maybeachildhasbecomemarginalised
fromformerfriendsandismorequietand
introvertedthannormal.Perhapsthere
isastandointheyardatbreaktime
betweenthosechildrenwhohaveshared
anin-jokeonlineandthosewhohavenot
yetventuredintotheworldofsocialmedia.
How should cyber bullying be tackled
in the classroom?
Terecent(Septemberao)Anti-Bullying
Procedures for Primary and Post Primary
Schools outlinehowschoolscantackle
incidentsofbullying.Itrecommended
thatallschoolsshouldhaveaneective
anti-bullyingpolicyinplacewhichfosters
apositiveschoolcultureandenvironment
andwhichexplicitlyaddressestheissueof
cyberbullying.Partofthepolicyshould
betoencouragestudentstodevelopan
understandingofwhatbullyingisandthe
impactitcanhaveonothers.Oftena
catchthembeinggoodattitudecanbe
verybenecialtowardsinstillingthe
tenetsofwhatconstitutesrespectful
interactionswithothers.
Troughschoolwideinformation
awarenessanddiscussionofallaspectsof
bullying,childrenshouldbeawarethat
bullyingbehaviour,whetherittakesplace
duringschoolhoursorontheinternet,
willnotbetoleratedinanyway.Tereare
fourgoldenrulesthat
canbesharedwithpupilswhond
themselvesonthereceivingendofunwel-
comemessagesorcontactontheinternet:
Dontreply.
Keepthemessages(takeascreenshot).
Blockthesender.
Reportproblemstoatrustedadult.
Online teaching resources
Formoreinformationoninternetsafety
andwhatappsandplatformsarebeing
usedbyyoungpeople,visitwebwise.ie.
Specicexplainerguidescoveringapps
likeSnapchap,Ask.fmandTumblr are
availableonthesitealongwithadedicated
Social,PersonalandHealthEducation
(SPHE)teachingresource.TeWebwise
Primary Teachers Handbook wasdistrib-
utedtoallschoolsandanonlineversionis
alsoavailable.Torequestextracopiesof
thisresource,sendanemailwithyour
detailsandschoolrollnumber.
Email: internetsafety@pdst.ie
Website: webwise.ieiWebwisePrimary
Programme.shtm
Compiled by Gnsuvv Fnuuvv,
PDST Technology
|0!! !ec|ac|cq, la |4acatlca |as a4apte4
cae cf lts sammer ccarses tc ma|e twc s|crt
ccarses aal|a||e tc teac|ers 4arlaq term-
tlme. Uslaq !a||ets fcr |lterac, aa4 Namerac,
|aslc aa4 laterme4late |ee|s are acw
|elaq sc|e4a|e4 aa4 ma4e aal|a||e t|rcaq|
t|e e4acatlca ceatre aetwcr|. !|e, are fcr
l|a4 asers speclca||, ca t|ls cccaslca. |ac|
ccarse ls ).; |rs la 4aratlca (t|ree eealaqs).
!|ese ccarses are er, practlca| aa4 rccte4
la actle |earalaq met|c4c|cqles, aslaq
ta||ets wlt| arlcas apps tc sappcrt |lterac,
aa4 aamerac, la teac|laq, |earalaq, assess-
meat aa4 lac|aslca.
8ct| ccarses are partlca|ar|, salta||e as
w|c|e sc|cc| tralalaq fcr t|cse sc|cc|s w|c
|ae a|rea4, parc|ase4 l|a4s partlclpaats
mast |ae t|elr cwa (cr t|elr sc|cc|s)
actlate4 l|a4. !ee t|e ccarse sc|e4a|e ca
t|e |0!! !ec|ac|cq, la |4acatlca we|slte cr
ccatact ,car |cca| e4acatlca ceatre fcr 4etal|s.
Website: www.p4stec|ac|cq,lae4acatlca.
le/ccarsesc|e4a|e
New course Using tablets for literacy and numeracy
Internet safety in primary school
Has cyber bullying crossed the threshold of your classroom?
Crsa Teagaisc
InTouch November
Focal points in arts education partnerships
A collaboration between TEAM Educational Theatre Company and St Patricks College, Drumcondra.
FocalPoint,aplaywrittenbyManchan
MagananddirectedbyMikelMurfor
TEAMEducationalTeatreCompany,
waspremieredinFebruaryaointhe
ProjectTeatre,Dublin.Tetheatre-in-
educationprogrammewhichensuedfrom
thispieceprovidedthecontextforan
excitingcollaborationbetweenTEAM
andStPatricksCollege,whichtookplace
betweenSeptemberaoaandMarchao.
JointlyfundedbyForasnaGaeilgeandthe
ArtsCouncilofIreland,FocalPointexplores
theroleandplaceoftheIrishlanguagein
contemporaryIrishsocietyandthecore
issuesofidentityandcommunicationas-
sociatedwiththissubject.Tisarticlede-
scribesoneexampleofthemanywaysin
whichartsorganisationsandeducational
bodiescanworktogethertoenhancearts
basedexperiencesforyoungpeoplein
Ireland.
Tecollaborationaimedtoexplorethe
sharedanddistinctivegoalsandpractices
ofbothorganisations,andtoidentifyways
inwhichthepartnershipmightbestserve
andchallengetherespectiveformswithin
whichtheywork.Teexchangeandcon-
sequentgrowthofexpertiseinquestion
herereectsacoreprincipleoftherecently
publishedartsineducationcharterwhich
assertsthatartsineducationprogrammes
shouldassistschoolsintheirresponsibility
torevealtoyoungpeoplethelife-enhancing
pleasuretobederivedfromhighqualityarts
experiences.(DepartmentofArts,Her-
itageandtheGaeltachtandDepartmentof
ArtsEducationandSkills,ao,p).The
natureandtimingofthiscollaborationheld
muchsignicanceforbothorganisations,
whohaveexchangedlivelycommunication
andsupportovertheyearsonissuesof
mutualconcern,asdramaandtheatrebegan
togainitsmuchoverdueacknowledge-
mentandrecognitionintheeldsofboth
theatreandeducationintheIrishcontext.
Inherreviewofthehistoryoftheatre-
in-education,Nicholsondescribesthe
natureofthebalancingactthatischarac-
teristicoftheTIEdynamicintermsofhow
tomaintaintheeducationalpurposeand
commitmentthatcharacterisedthemost
innovativeTIEandatthesametime
redeneitsaestheticsandpoliticsforanew
culturalandeducationalclimate(Nichol-
son,aoo,,p).Itwasinsuchaspiritthat
thedirector,actorsandstaofTEAM
EducationalTeatreCompanyandthe
staandstudentsofStPatricksCollege
approachedtheFocalPointproject.
Tebasicstructureofthecollaboration
involvedanumberofkeypointsofcontact
overavemonthperiodofdevelopment.
Followingaseriesofplanningmeetings
betweenKathleenWarnerYeatesof
TEAMandPaulaMurphyofStPatricks
College,therstpointofcontactbetween
thestudentsandtheTEAMstainvolved
amasterclassinStPatricksCollegeledby
renowneddirectorandactorMikelMur.
Duringthissession,whichincludedB.Ed
studentsofthedramaelective,studentsof
theMAintheatrestudies,andcollegesta,
Mikelintroducedparticipantstohispar-
ticularapproachtoactinganddirecting
whichishighlyinuencedbyhisstudiesat
EcoleJacquesLecoqinParis.Overthe
followingmonthsthestudentsparticipat-
edinarangeofexperienceslinkedwith
thedevisingofaTEAMprogramme.Tese
includedscriptreadings,rehearsals,the
developmentoftheprogrammeworkshop,
andpreviewsessionswithyoungpeople.
Teoverallprocesswascharacterisedby
livelyandcreativeexchangeanddebateas
thedirector,actors,workshopfacilitators,
designersandstudentsgainedadeeper
understandingofthecreativeandeduca-
tionalbenetstobeaccruedwhenavari-
etyofperspectivesarebroughttobearon
theprocessofdevelopinghighqualitythe-
atreexperiencesforyoungpeople.
TeproductionofFocalPoint,ranfor
oneweekattheProjectArtsCentre,and
touredarangeofIrishsecondaryschools
overafourweekperiod.Itsnalperform-
ancetookplaceattheSmockAlleyTe-
atreaspartoftheStPatricksDayFestival,
whichresultedinafourstarreviewinthe
Mail on Sunday. Accordingtotheresearch
whichwascarriedoutwithallparticipants
intheprocess,theoutcomeofthecollab-
orationbetweenTEAMandStPatricks
Collegewasoverwhelminglysuccessful,
andcontainedvaluableinsightsforthe
futureactivitiesofbothorganisations.
Unknowntoallinvolvedatthetime,
FocalPointwastorepresentTEAMsnal
theatre-in-educationprogramme.Since
thewritingofthisarticle,thecompany
hassadlyannounceditsclosureafter8
yearsofservicetoIrishschools,andtothe
writers,directors,actorsandeducational-
istswhohavebenetedfromitsactive
roleinIrishtheatre.Itishopedthatthe
researchgleanedfromthisparticular
collaborationrepresentsonlythebeginning
oftherangeofwaysinwhichthishighly
inuentialcompanywilldisseminateits
richandunprecedentedknowledgeinthe
yearstocome.
References
DepartmentofArts,HeritageandtheGaeltacht&
DepartmentofArtsEducationandSkills(ao).
Arts in Education Charter. GovernmentofIreland.
Nicholson,H.(aoo,).Teatre and Education.
PalgraveMacmillan:Hamshire.Seepages-
;inparticular
Pnun Muuvnv. Lecturer in Draha
Education. St Patricks College. Dublin.
Kn:nvv Wnuvu Yvn:vs. Acting
Cohpany Manager of TEAM.
Te overall process
was characerised
by lively and creative
exchange and debate
Teaching Matters
InTouch November
NanoWOW!
Did you know that Ireland is ranked sixth
in the world for nanoscience research and
eight for materials science research?
AMBER, a new materials science research
centre based in Trinity College Dublin, has
recently developed lesson plans to intro-
duce these exciting felds of science to
primary school classrooms. NanoWOW
encourages children to think like scientists,
with practical activities requiring them to
do their own research.
About Nanoscience
Nanoscience is the science of the very
small. It is having huge impacts in the sci-
entifc community and Ireland is at the
forefront of this research.
Nanotechnology is already having major
societal impact from new technologies
and advanced medical equipment, to
sports equipment and sun creams.
How are our computers and phones getting
smaller and faster? Nanoscience!
Would the children in your class like to replace
their school books with one sheet of fexible,
electronic paper? How would this be possible?
Nanoscience!
What has the potential to provide fast germ
detection and allow instant diagnosis of
diseases? Nanoscience!
The aim of the NanoWOW pack is to
inspire children at this early age to view
science in a positive light and encourage
take-up of science subjects at second level.
How was NanoWOW developed?
NanoWOW is the result of collaboration with
Siobhan Treacy of Bayside SNS, Dublin 13,
and the team at AMBER. During the summer
Siobhan worked in the CRANN Institute,
where AMBER is based. She describes her
experience working in the research centre:
I decided to apply for the teaching intern
position in the CRANN Institute as I felt
that primary school children, in particular,
would really love the topic of nanoscience.
In my experience, children are always high-
ly motivated when they are working with
technology and are learning about sci-
ence. I really saw the potential for new
ways to link nanoscience with strands in
the current curriculum and to broaden out
the reach of science by incorporating nu-
meracy, literacy and art into the lessons.
Working with AMBER researchers placed
me at the heart of nanoscience research in
Ireland. I worked alongside many researchers
there; learning about super materials, future
computer chip designs and getting up
close with the most sophisticated micro-
scopes in the world. Becoming familiar
with these topics allowed me the take all
this knowledge and apply it to primary
school lessons. It was fantastic to have
the opportunity to work with researchers
and incorporate their ideas into new and
innovative lesson plans for primary schools.
Interacting with so many researchers high-
lighted the tentative and exciting nature
of science. I hope that teachers and
students will use this NanoWOW pack and
will become excited about the possibilities
that science can provide, learn about new
technologies and have lots of fun.
In the process of developing the pack,
teacher feedback was obtained about the
lessons and AMBER are planning to work
with St Patricks College, Drumcondra,
Dublin, through CPD with primary teachers.
What is in the Pack?
There are nine lessons within NanoWOW
three core lessons and six optional lessons.
The lesson plans introduce the world of
nano and materials science, provide an
understanding of the properties of materials,
how properties can change on the
nanoscale and make the children aware of
a new, super material called graphene. In
addition the NanoWOW pack gives the
children opportunities to work like scien-
tists; through discussion, investigations
and activities. It aims to foster their curiosity
about how nano materials might impact
on their lives in the future.
The lessons in the pack are designed to
promote science as a fun yet developmental
and tentative subject. They show the children
that science is a human endeavour and
that we can learn from the history of science.
The content demonstrates how, through
research and investigations, scientists are
actively trying to solve global issues; this
teaches the children that science and society
are linked. Lessons in the resource pack
include: Introduction to Nanoscience,
Scale, Properties, NanoWOWs, Exploring
nano images, Nano and Nature and a
lesson on the super material graphene.
Lessons have teachers notes, Powerpoints,
links to videos and further reading.
Get a pack!
NanoWOW will ofcially be launched dur-
ing Science Week 2013 (11 18 November).
If you wish to receive a copy of the lessons
please contact ilis McGrath, Outreach
Ofcer, CRANN Institute, Eilis.McGrath@tcd.ie
Above: Children from Siobhans class class
making models of graphene using cocktail
sticks and raisins!
Right: Bayside teacher Siobhan Tracy at
work in the Crann Institute
Bayside SNS teacher collaborates with AMBER to develop science pack for schools
Crsa Teagaisc
8 InTouch November
The importance of media education
We live in a digital age. Digital technolo-
gies are part of our everyday life, leisure
and work. Before children enter our
schools, they have already acquired a
repertoire of knowledge and understand-
ing of the world they live in. Although they
are unlikely to be able to read or write in
the traditional sense of print literacy, they
have already been reading and interpret-
ing pictures in books and on signs, and
moving images and sounds on television
and movies. Media education acknowl-
edges these skills and experiences. It also
recognises that children still have lessons
to learn: important lessons about how to
critically engage with information and how
be be active citizens in the Digital Age.
Media education is part of our SPHE
curriculum. According to the Teacher
Guidelines, the media infuence our actions
and behaviours, how we think about issues,
other people and ourselves. Given this
infuence, the main aim of media education
in the curriculum is to encourage children
to become discerning and judicious media
users (1999, p. 19). In the NCCA review of
SPHE (2008), 40 per cent of respondents
reported that they seldomor never provided
children with opportunities to become
discerning about the messages they receive
from the media. Teachers also reported
fnding it difcult to teach young children
about the media and the efects of
advertising.
Empowering children with the skills and
understanding to make the best use of
digital technologies to access, create
and critically engage with information is
crucial in the Digital Age. Media education
provides a way to foster these competencies.
Our frst step as teachers is to understand
what media education is and how we can
teach it. To begin, there are three core
points that must be highlighted all media
content is produced, media education
focuses on learning about media, and
getting children to create their own media
content is essential in enabling them to
fnd their voice across a range of media.
Media content is produced
A medium is something that mediates
information and communication. This can
range from books and newspapers to radio,
advertising and the internet. One of the
core features of media education is recog-
nising that all the information we receive
through media has been produced. It is
mediated. David Buckingham, a prominent
thinker in media education in the UK,
writes that: The media do not ofer a
transparent window on the world The
media intervene: they provide us with
selective versions of the world, rather than
direct access to it. (2003, p. 3).
Primary school children are well experi-
enced in screen media and so our challenge
in the classroom is to bring them to the
realisation that the information they access
is artifcially constructed. For example, if
we are teaching about flm, children
should be aware that the fnal product is
the result of thousands of decisions
regarding everything from costume and
lighting to the font used in the title. This
does not imply that the motives are neces-
sarily sinister; it simply acknowledges that
the information we access is mediated.
When children learn about this, they can
make more informed judgements about
media content.
Learning about media
Media education is the process of learning
about media and the outcome of this learn-
ing is media literacy. This is in contrast to
learning with or through media i.e. using
media as a resource or methodology.
Learning about media enables children to
develop the critical, higher-order thinking
skills to engage with the full range of media
they encounter both in school and at home.
The extent to which they are encouraged to
develop these critical skills through using
media as teaching and learning aid i.e.
using a website about animals in a science
lesson is questionable. This is because
when media are an aid to learning, the
focus is on the animal content as opposed
to developing the childs understanding of
who made the website, who funds their
development, how certain animals or issues
are presented, etc. Media education devel-
ops critical skills because children are
encouraged to question and make judgements
about the quality and trustworthiness of
the information they are accessing. In this
way they are learning how to be discerning
and judicious media users.
Key concepts of media literacy
The aim of media education is to foster
childrens understanding of key concepts
that can apply to any mode of communica-
tion. There are four key concepts: production,
language, representation and audience.
The best lessons (or series of lessons) in
media education involve all four concepts.
The concepts are explained briefy below
and then illustrated through a simple
media education lesson in relation to
reading (interpreting, discussing and
analysing) a DVD cover.
Production
Studying production with children involves
helping them to understand that there are
many interests at stake in media production
such as understanding the role of public
service broadcasters, private companies,
advertisers and media regulators. In looking
at a DVD cover (front, back and inside)
children could be asked when, where and
by whom the flm was made? They could
also be asked to fnd the classifcation code
that tells what age group the DVD is for, and
suggest why classifcation codes are necessary.
Language
In media education the child learns that
diferent media use diferent forms of
language. Each language has its own
codes and conventions. For example, a
television programme makes use of certain
conventions in relation to the opening
credits, the types of camera shots or music
used. A soap opera will have slightly difer-
ent codes and conventions to a sit-com or
current afairs programme. In the case of a
DVD cover, the languages we have are
print and images. In discussing this, the
teacher could highlight that there are
conventions about what information goes
where on the cover. Children could com-
ment on the choice of font and the colours
used. Why are there diferent fonts for
diferent sections of text on the DVD i.e.
the title, the names of the characters, the
small print at the back? What other writing
is there, reviews, awards and why? Children
should also be encouraged to look carefully
at the images used and what they think
they imply about the flm such as its genre
(comedy, drama, thriller), subject matter,
or target audience.
Representation
Media products invite us to see the world
in particular ways and not others. Studying
representation may prompt questions about
positive or negative images, bias, stereo-
typing and realism. Children could be asked
how the DVD cover depicts the characters
that are shown. How are the female/male,
young/ old, good/bad characters portrayed?
Who do they think is the most important
character in the story and why?
Audiences
Studying audiences means looking at how
Teaching Matters
InTouch November ,
in the Digital Age
audiences are targeted and addressed.
Children can discuss what they think the
target audience for the DVD is. Would they
choose this DVD based on the cover?
Considering audience also involves refecting
on ones own media use in everyday life.
What or who infuences their choice of media?
What do they really enjoy, or not enjoy?
Encouraging creativity
We would never teach children to read but
not write and the same principle applies
in media education. As we foster childrens
critical skills we also need to help them
develop their creative skills. In relation to
the DVD cover, children could be hired to
design their own DVD covers for a game,
movie, character, book or poem that they
like. In this way their media literacy is
enhanced as they have to think about the
many choices that are made when media
products are produced. This empowers
children to see themselves as active
creators of content rather than simply
being passive consumers.
Media education and the curriculum
In Irish primary education, media education
is part of the Myself and the Wider World
strand with Developing Citizenship. This
emphasises the links between media
education and citizenship. UNESCO defne
media literacy as a communicative human
right: part of the basic entitlement of
every citizen, in every country in the world,
to freedom of expression and the right to
information and is instrumental in building
and sustaining democracy. (1999).
However, the positioning of media
education in SPHE is problematic because
the time allocated to SPHE is 30 minutes
per week. (Curriculum Introduction, 1999)
Media education is just one of ten strand
units and it is at the discretion of the
school which strand units are covered each
year. This means that media education is
not a requirement for every year of school.
On the other hand, according to the cur-
riculum, SPHE may also be taught through
an integrated approach across a range of
subject areas. This gives the teacher scope
to develop media education in relation to
other subject areas. There could be inte-
gration with visual arts where children
design a DVD cover for a book they like or
on any topic they are interested in. There
could also be integration with music as
they learn about the powerful efects of
sound in television and movies. Just think
of the flm Jaws and how the soundtrack
creates an incredible sense of foreboding.
In a digital age, it can be argued that
literacy skills need to be extended to other
forms of communication. In the recent
Literacy and Numeracy for Learning and Life
Strategy (2011) this sentiment was present:
Traditionally we have thought about
literacy as the skills of reading and writing;
but today our understanding of literacy
encompasses much more than that. Literacy
includes the capacity to read, understand
and critically appreciate various forms
of communication including spoken
language, printed text, broadcast media,
and digital media. (p8)
Teachers who have used media educa-
tion often write about how approaching
teaching of
form, structure,
narrative and
genre through using
television shows can
help childrens
understanding of
these aspects of
reading and writ-
ing. Not only is
this form of
teaching very inclu-
sive and accessible for
children, it also bridges the gap
between the literacy skills they are
developing informally at home and
the formal lessons of school. Much
of what we teach in relation to books
can therefore be extended to other
modes of communication and the
lessons we learn from teaching the
key concepts of media education
can be applied to traditional
print literacy lessons.
Conclusion
Media education is an
important area of learning
for the children in our
schools. It takes into
account what they
already know and so
learning begins from the childs existing
knowledge. In this sense it is unequivocally
child-centred. It is also based not on the
right answer; but on sharing diferent
interpretations. Children get the opportunity
to work collaboratively and creatively. At a
time when children are using digital tech-
nologies daily and in some cases develop-
ing more technical skills than their parents
or teachers, it ofers a way to prepare them
to be discerning and judicious media
users. Fostering media literacy is not about
making media producers; it is about devel-
oping childrens critical and creative skills
so that they can actively participate in the
Digital Age.
Du Mnun Hvuv is a prihary teacher
in Divine Mercy Balgaddy /!S.
South Lucan. She has a Doc-
torate in Education about
learning in the Digital Age
and an MA in Media
Studies.
the main aim of media education in the
curriculum is to encourage children to
become discerning and judicious media
users





























Doso o s m
difff f





























et th me h t ing
t in




















































































































ff re di fe f e r
4... 201
e r u t r u N Africa n
vol y r a t n u pl m e c a
i m r e t as (E l i pr A
e m e ac pl k e e 1 w
July/A t s u g u
c a l p k e e w 5 r o 3





























ent in
4...
s d e e n s r e h c a e t to r o w k on a
t n e m in a d n a g U in . 14 20
d i - ) m r e t
e l ab l i a av nt e
t n e m e c e l b a l i a vva a




















































































































www
This is a e d n o w
e s u r u o y s l l i k s,
t c e n n o c with U
p p A l s n o i t a c i e r a
r o F e r o m fo n i a m r o f ti
Vo t n u l eer d rrd o o C in
Text:0 2 3 5 6 8 8 8 6 8
. a e r u t r u n f





























f
r e fuu f l n u t r o p p o ity foor f u o yyo to
e r a h s r u o y k w o n l e g d e and
n a d n a g n u m m o c ities.
t n e m e c a l p l l a r o ffo n e p o w o n e
tion please contact h p r u M n i v e KKe
ator. Call: 015424177
2 a m E il: @ n i v e kke nurtu a e r frica.ie
rica.ie





























! s t
y,























































































o p Em w g n i er V e n l u e l ab r
R s i g e t d re e y t ri a h C No. CH





























e i h C r d l en
CHY15459























































































a InTouch November
Crsa Teagaisc
Towards formal calculations
The mathematics curriculum places an
emphasis on estimation prior to calculation
in order to encourage children to calculate
the reasonableness or otherwise of their
response. The most common next step is
to teach place value computations using
concrete materials such as base ten dienes
blocks, cubes, lollipop sticks and transition
boards to mirror the symbol procedure.
Sequential use of addition board, +
Sequential use of subtraction board,
Children perform the operation physically,
exchanging 10 for 1 (addition) or 1 for 10
(subtraction) when necessary, recording
on paper their physical actions at the time
they are doing them.
Unfortunately children do not always
make the connection between the con-
crete manipulation and formal recording
of same leading to errors in calculation.
Common diculties with place value
All too frequent are problems such as
adding or subtracting numbers digit by
digit and not thinking about whether the
answer makes sense; misapplying half
remembered rules or using paper-and-
pencil methods when one of the mental
methods would be faster.
Can you spot the errors?
In example (a), the child assumed that
you always take the smaller digit from the
bigger digit. In (b), the child brought over
one from the hundreds column directly
to the units. No alteration was made in the
tens column.
It may be more helpful to consider bridg-
ing the step from estimation to formal written
vertical algorithms using partitioning.
What is partitioning?
Partitioning involves writing numbers in
expanded form. Children may already have
experience of partitioning using arrow
cards. So for example, lets take the num-
ber 246; in expanded form this would be
written as 200 + 40 + 6.
How can you do addition using partitioning?
Take the sum 35 plus 21.
!tep cae: Estimate the sum by rounding to
the nearest 10.
40 + 20 = 60
Check estimate.
!tep twc: Write each number in expanded
form.
35 = 30 + 5
21 = 20 + 1
!tep t|ree: Write out the computation
vertically.
!tep fcar: Add as normal starting with the
units and then the tens:
1 and 5 is 6. 20 and 30 is 50. 50 and 6 is 56.
So 35 + 21 = 56
What about renaming?
Renaming will make a lot more sense to
children using the partitioning method.
Lets go back to the example, 34 +27, and
see what that computation would look like.
!tep cae: Estimate the sum.
30 + 30 = 60
Check estimate.
!tep twc: Partition each number.
34 = 30 + 4
27 = 20 + 7
!tep t|ree: Write out the calculation
vertically.
!tep fcar: Add. 7 and 4 is 11. 20 and 30 is 50.
50 and 11 is 61.
Children fnd it very easy to move on
from here to the formal shorthand written
sum as they understand why it is a ten
that they are bringing over to the tens
column and not one. This is recorded as
follows:
Using partitioning to do subtraction
The same is true for subtraction. Again lets
take the example that we have above;
37 18.
!tep cae: Estimate the diference by
rounding to the nearest 10.
40 20 = 20
Check estimate.
!tep twc: Partition each number.
!tep t|ree: Write out the computation
vertically.
!tep fcar: Subtract as normal.
7 take away 8. As 8 is greater than 7, go
over to the tens column. I have 30; take 10
away, that leaves me with 20. Bring the 10
over to the units column and add it to the
7 units, making 17 units altogether. Now we
can subtract. 17 8 = 9. 20 10 = 10. 10 + 9
= 19. So 37 18 = 19.
Moving on to multiplication
In third class children should be enabled to
multiply a two-digit number by 0 10. The
teaching process involves establishing the
efect of multiplication by 1 and 10; using
rounding to estimate products and even-
tually representing the calculation in hori-
zontal and vertical form.
Using this method, the child frst multi-
plies 7 by 3, gets 21, puts the one in the
units place and carries the 2 over to the
tens place. Then the child multiplies 7 by 2,
gets 14 and adds on 2 to get 16, giving an
answer of 161.
Partitioning would illustrate this process
far more clearly.
Multiplication using partitioning
Keeping with the same example, 23 x 7,
lets see what this would look using parti-
tioning. Please note: Children must already
have established the efect of multiplica-
tion by 10 before doing these calculations.
!tep cae: Use rounding to estimate the product. So 20 x 7 = 140.
Check estimate.
!tep twc: Partition 23 into 20 + 3
!tep t|ree: Draw a grid/boxes to illustrate the computation.
!tep fcar: Multiply each number.
!tep e: Add the totals. 140 + 21 = 161. So 23 x 7 = 161
Working with bigger numbers
Partitioning can also be used with bigger numbers. Again, taking
an example directly from the fourth class Mathematics Curriculum,
26 x 37, lets see how this would be recorded.
!tep cae: Estimate by rounding to the nearest ten. 30 x 40 = 1,200.
Check estimate using a calculator.
!tep twc: Partition both numbers. 26 = 20 + 6. 37 = 30 + 7
!tep t|ree: Draw a grid
to represent the
computation.
Please note that
these boxes need
not be to scale as
are show here.
They are simply to
act as a visual
illustration.
!tep fcar: Multiply each
number.
!tep e: Add up the totals.
Moving from the grid method to the column method
!tep cae: Show the children the formal calculation
(see right).
!tep twc: Ask the children to look at their grid and
see if they can fnd where the number 222 is.
!tep t|ree: Again, get the children to look at their grid and see if
they can fnd the number 740.
!tep fcar: Ask what is the same and what is diferent about the
new way? Hopefully the children will identify that the formal
method is shorter as it involves two rather than four steps of
multiplication.
!tep e: Have the children try one on their own and check their
answer using the grid method.
Looking inside the maths classroom
If you are wondering how you might go about teaching
computations using partitioning in your own classroom, then you
might fnd it useful to visit the National Centre for Excellence in
the Teaching of Mathematics website, accessed at www.ncetm.
org.uk/resources/40529. There you will fnd video footage from
inside real classrooms showcasing the development of fuency in
mental and written methods of calculation in tandem with
understanding of the underlying mathematical concepts and skills.
Ior further inforhation on any of the above please contact Du
Louunv Hnusso. lecturer in Maths Methods and ICT at Te
Church of Ireland College of Education. ehail lharbison@cice.ie.
Telephone +, 1 ;,,oo.
InTouch November
Teaching Matters
References: . Department of Education and Science () Primary School Mathematics Curriculum
pp.-. Dublin: Government Publications. . Department of Education and Science () Primary School
Mathematics Teacher Guidelines pp.-. Dublin: Government Publications.
InTouch November
Block play supports development and
learning in Early Childhood Education.
JAGGO Blocks support Aistear for
competent and condent learners
through block play.
JAGGO, Nurney, Carlow.
Tel: (+) (o)-( 86 o,
info_jaggo.ie www.jaggo.ie
Blocks for Aistear
InTouch November
Reduce paperwork, Increase collaboration, Transform
reporting, Share resources, Save time, Inspire minds.
To fnd out why more schools choose Aladdin,
visit www.aladdin.ie or call us on (01) 554 7375.
S C H O O L S
Discover the magic
of simplifed admin
with
HomeLink Home Exchange
Make yourself at home stay for FREE
Celebrating 60 years HomeLinking
Check out our website for celebratory offers
l
Swap your main residence and}or holiday home
l Second year free for new members *
l Worlds oldest home exchange community
l Experience the HomeLink Spirit
Tel: 01 8462598
Email: info_homelink.ie www.homelink.ie
*Terms&Conditionsapply
Crsa Gaeilge don SCG }OCG
Coliste Loch Con Aortha, Conamara
February mid-term break
6}oz}zo( zz}oz}zo(
Easter}Cisc zo(
}o(}zo( }o(}zo(
zo}o(}zo( z}o(}zo(
Courses run all through July and August zo(
FullyrecognisedbytheDepartmentofEducationandScience
Eolas}Information:
o 88;o}o zz(}o8; (z}o8; z6z(
email: colaisteloch_gmail.comwww.colaisteloch.ie
Crsa Teagaisc
6 InTouch November
Planting
k|cat slt mcat|s |efcre p|aatlaq
p|ace car4|car4, ||ac| p|astlc cr c|4
carpet la 4eslqaate4 area tc |l|| wee4s
aa4 qrass.
||aat |are-rccte4 w|lps (c.;-.c m |lq|
p|aats) c.zm apart la aa, mcat| wlt| aa r
etcept kprl| aa4 !eptem|er.
8efcre p|aatlaq ma|e ! s|ape4 s|lts la t|e qrcaa4 wlt| a spa4e. !ee
www.||ac|rcc|ec.le aa4 c|lc| ca Carreat |rcjects aa4 Ncem|er.
||ace a few t|lc| |a,ers cf wet aewspapers arcaa4 t|e |ase cf t|e w|lps tc
presere mclstare aa4 sappress wee4s. Ccer t|ls wlt| |ar| ma|c|.
Ma|e sare tc |eae rccm fcr a serpeatlae pat| t|rcaq| t|e wcc4|aa4
a|cat zm wl4e.
Follow-on work
. Ma|e a |cq |a|ltat at t|e |ac| cf t|e wcc4|aa4 aslaq |cqs
aa4 ||ac| pc|,t|eae. ||ace t|e pc|,t|eae aa4er t|e |cqs tc
preeat t|e sprea4 cf t|e |cae, faaqas.
z. U|ea 4amp, 4app|e4 s|a4e 4ee|cps
after a ccap|e cf ,ears, scw t|e cwer
|a,er. N.8. Use aatle ||ae|e||s
rat|er t|aa t|e !paals| caes.
;. kfter a|cat e ,ears t|la t|e
trees aa4 s|ra|s tc prcl4e mcre
rccm aa4 |lq|t.
. kfter a|cat seea
,ears maa, aatle
trees caa |e ccp-
plce4 lt. cat 4cwa
tc c. ;c cm frcm t|e qrcaa4.
!|ls preeats t|e trees frcm qet-
tlaq tcc |lq. !|e, wl|| qrcw aqala|
What is it?
ka area la t|e sc|cc| qrcaa4s 4ecte4 ccmp|ete|,
tc a wcc4|aa4 e4qe |a|ltat. Usaa||, lts sltaate4
la a ccraer cf t|e p|a,qrcaa4 cr a p|a,laq e|4.
Background information
k mlal-wcc4 s|ca|4 |ae fcar |a,ers tc lacrease
|lc4lerslt, la t|e sc|cc| qrcaa4s. !|e |a,ers are
as fc||cws:
Harts tongue
fern
Mini wood,
Scoil Treasa,
Donore Avenue
Pathway through woods at Lough Key Forest Park, Co.Roscommon, Ireland
Men Fmhair Gairdn Coillearna na Scoile
Paddy Madden continues his series of SESE tips
Hands-on the school woodland garden
Ground layer
Ma4e ap cf 4eccmpcslaq |eaes
aa4 wcc4 w|lc| eaccaraqe 4eccmpcsers sac| as
s|aqs, saal|s, wcrms, wcc4|lce aa4 ml||lpe4es.
!|ese la tara are eatea |, ceatlpe4es aa4
p,qm, s|rews. !|e |atter are pre,e4 ca |,
|lr4s, |e4qe|cqs aa4 |a4qers.
Flower layer
Ma4e ap cf cwers sac| as ||ae|e||s
aa4 prlmrcses w|lc| are cppcrtaalsts. !|e,
||ccm la t|e sprlaq w|ea ac s|a4e ls cast |,
t|e |eaes. |asects pc||laate t|em at t|ls tlme
|ecaase t|e, |l|e |lq|t aa4 warmt| w|lc| wl|| |e
mlsslaq |ater la t|e ,ear w|ea t|e |eaes emerqe.
Shrub layer
Ma4e ap cf s|ra|s sac| as |ate| aa4 |c||, w|lc|
prc4ace fcc4 fcr |lr4s aa4 mamma|s la t|e aatama
aa4 wlater aa4 prcl4e aestlaq sltes fcr |lr4s.
Tree layer
Ma4e ap cf trees w|lc| 4cmlaate t|e ct|er t|ree
|a,ers. !|ese trees prcl4e fcc4 aa4 aestlaq
p|aces fcr |lr4s aa4 mamma|s as we||. !|e, are
|la|e4 tc t|e qrcaa4 |a,er |,
4epcsltlaq t|elr |eaes t|ere.
Suitable
representative plants
for three layers
Flower layer: Bluebells, primroses,
wood anemone, ferns, wild garlic.
Shrub layer: Holly, hawthorn, hazel,
crab apple, honeysuckle.
Tree layer: Rowan, silver birch,
alder, ash, oak.
Why have a
woodland garden
in the school?
e|t teac|es c|l|4rea la a practlca|
wa, a|cat |lc4lerslt, e|t ccaaects t|em
tc t|e c|aaqlaq seascas la a er, lsaa|
wa, e|t eaa||es t|em tc rea4 a
wcc4|aa4 e4qe cr aatle |e4qercw
e|t ls a peacefa| retreat ca t|e
sc|cc| qrcaa4s.
Teaching Matters
Linking to the curriculum
Ma|e a |e4qercw/wcc4|aa4 e4qe la a car4|car4 |ct tc
sta4, t|e |a,ers la4ccrs. !ee www.||ac|rcc|ec.le/ccateat/
carreat-prcjects aa4 c|lc| ca 0ctc|er |rcjects tc see |cw tc
ma|e a |e4qercw la a |ct.
Use t|e rcttlaq |cqs tc sta4, mlal-|easts aa4 fcc4 c|alas.
Use t|e cwer |a,er tc sta4, pc||laatlca aa4 cppcrtaalstlc
cwerlaq cf sprlaq wcc4|aa4 cwers.
Use t|e s|ra| |a,er tc sta4, |lr4s la aatama.
Cc||ect aa4 press |eaes frcm t|e tree |a,er la sammer.
!ta4, |l|eraatlca |, p|aclaq a |l|eraaca|am la t|e wcc4-
|aa4. !ee www.||ac|rcc|ec.le/ccateat/carreat
prcjects aa4 c|lc| ca 0ctc|er |rcjects tc see |cw tc ma|e
cae fcr |e4qe|cqs.
Resources
Websites mentioned plus
www.futureforests.net A good source for
native trees and shrubs. They will send these to
schools bare rooted.
www.treecouncil.ie/
Lesson resources on trees.
www.wildaboutgardens.org.uk/habitats/
woodland-edge.aspx
www.janehamelgardendesign.co.uk/
creating-a-woodland-edge-habitat-in-
your-garden/
www.crann.ie
www.projectforest.ie
www.coillte.ie
www.treecouncil.org.uk
www.woodlandsofreland.ie
www.millenniumforests.com
Go Wild at School Chapter 1
Pnoov Mnoovlectures
on SESE in the Marino Insti-
tute of Education. He also gives
short courses to whole stas on
school gardening. His book Go Wild At
School. has recently been reprinted.
Available for c18froh paddy.had-
den@hie.ie (Includes pop).
Woodland area, Ratoath SNS
InTouch November ;
Literacy/Litearthacht
Ground layer/Fdchiseal: The bottom layer of a
woodland edge or hedgerow comprised mostly of
dead matter and detritivores and their predators. An
ciseal ochtarach dimeall coillearna n dfhl sceach.
bhar marbh den chuid is m chomh maith le
drmhir agus a gcreachadir a bhonn sa chiseal
seo.
Flower layer/Blthchiseal: This layer is made up of
spring fowers such as the bluebell and the primrose.
Blthanna an earraigh cosil leis an gcoinnle corra
agus an sabhaircn a bhonn sa chiseal seo.
Shrub layer/Torscair: This layer is made up of
shrubs such as holly and hazel. Toir (cuileann agus
coll, mar shampla) a bhonn sa chiseal seo.
Tree layer/Crannchiseal: The canopy or tree layer of
a woodland edge or hedgerow. An ceannbhrat n an
crannchiseal dimeall coillearna n dfhl sceach.
Coppicing/Ag barrscoitheadh: Cutting trees and
shrubs such as hazel, holly, ash, alder and birch to
about 30cm above ground to prevent them from
getting too big. Ag gearradh crann agus tor (coll,
cuileann, fuinseog, fearng agus beith, mar shampla)
go 30cm os coinn na taln chun cosc a chur orthu ir
r-mhr.
Buochas do Marie Whelton (MIE) don aistrichn.
Points to note
ks|, aspea aa4 wl||cw |ae er, laasle rcct s,stems sc
t|ese t|ree s|ca|4 |e |ept awa, frcm |al|4laqs.
!rees t|at are act qclaq tc |e ccpplce4 s|ca|4 |e p|aate4
a|cat cae aa4 a |a|f tlmes t|elr eeataa| |elq|ts awa, frcm
|al|4laqs.
!|e wcc4|aa4 e4qe s|ca|4 act face 4lrect|, scat|, tcc mac|
|eat aa4 |lq|t wl|| la|trate t|e trees tc t|e 4etrlmeat cf t|e
s|a4e-|claq p|aats.
Log seats
Bluebell wood
www.logainm.ie (Scoileanna T)
Tacmhainnoideachaissaorinaiscedo
mhinteoiragusdodhaltabunscoile,iar-
bhunscoileagusdomhicleinntrleib-
heallefilaransuomhwww.logainm.ie.
Cuidlrnachdoidhreachtnahireannis
eanalogainmneachaagusiscinntego
spreagfaidhnahacmhainnseospeis
daoineiontu.
Card at ar an suomh?
BrigharangcomhadAcmhainn
OideachaisdonBhunscoilagusfeicdht
acmhainnoideachaisatdrithear
phistsnarangannasinsearachaigcean-
tararbithsatr.Tsesceimoibrearfil,
ceannamhinmarreamhrarbharlo-
gainmneachaaguscigcinnbunaithear
theamaeagsla.Isiadsinn:
. Logainmneachaachurilthair.
a. Treolaocht.
. Crainnaguscoillte.
. Ainmhitheagusein.
. AnMuileann.
6. Siga.
sid sa rang
Ttreoirtugthadon
mhinteoirmaidirle
curchuigegachceachta.
Seoroinntmoltaathug-
tarmaidirleCeacht Lo-
gainmneachaachurilthair.
Ardtsminanstrfocalnua.
Pleighstruchtrseoltanabpist,se-
oltadaoinemuintearthancairdea
bhfuilcnaorthufaointuathninit
dhifriilinirinn.
Minanbealachinascrobhtarseoladh.
Cuirnapistingrpaagusiarrorthu
mapaneamhfhoirmiilatharraingtden
cheantar.
Iarrorthunabithreagusnasridb-
hailte,nabailtefearainnagusna
paristtimpeallorthuaainmni.
Lecabhairnsuomhwww.logainm.ie,
iarrorthunalogainmneachaa
fhilinGaeilge.
Iarrarnapistroinntseanain-
mneachastairilainirinna
aimsiarlearscilnahireann.
Tneartgnomhaochtaarfil
bunaithearnaceachtanna,arns
bileogaoibre,trthnagceistagus
crosfhocal.
Taidhmeannaagustorthafoghlama
nan-acmhainnoideachaismaidirle
logainmneacha(CuraclamBunscoile
(,,,)luaitegosoileiragustseseomar
thacaochtpleanladonmhinteoir.
BaineannsiadleGaeilge,Treolaocht
agusStairaguslecomhththnan-bhar
sinsachuraclam.
Ar fil
Tgachisarfilsaorinaiscear
www.logainm.ie
Crsa Teagaisc
8 InTouch November
Curtha le cheile ag
Brd N Dhonnchadha
agus Mire Nic an R
faoi choihirce COGG.
klseaaaa ar aa l4lr|lca
Met ireann (Scoileanna T)
N haon bhrag gurb an aimsir an t-bhar
cainte is m a bhonn faoi chaibidil ag
muintir na hireann. Is f go mr mar sin
inichadh a dhanamh ar shuomh Met
ireann www.met.ie it a bhfuil ranng ar
leith a bhaineann le hachmhainn
oideachais bunscoile. Is fidir na
hachmhainn seo a fhil as Gaeilge. T eo-
las ar an aimsir agus ar thopaic aimsire
curtha i lthair i dteanga sothuigthe at
oirinach do phist. Nl sl nos fearr chun
pist a spreagadh n iad a bheith
gnomhach san fhoghlaim. T na hisean-
na seo deartha ag sil go gcuideoidh siad
le pist raon scileanna eolaochta a
chleachtadh agus dearcadh oscailte criti-
ciil freagrach a bheith acu i leith an
chomhshaoil i gcoitinne.
Card at ar an suomh?
T an t-bhar roinnte i dtr chatagir.
Dalta Sisearacha: t cur sos simpl
anseo ar fhric coitianta faoin aimsir,
m.sh. taitneamh na grine, bisteach,
gaoth agus teocht.
Dalta Sinsearacha: t eolas nos
doimhne anseo ar thopaic a bhaineann
leis an aimsir agus cleachta ar scileanna
sonracha cosil le cairteacha aimsire a
lamh agus scamaill agsla a aithint.
Pleananna Ceachta: is do mhinteoir an
ranng seo agus is fidir na pleananna
ceachta a chur in oiriint do dhalta
sisearacha n sinsearacha.
sid sa Rang
Min foclir sonrach a bhaineann leis an
Aimsir.
osldil na bileoga Fric Suimila,
dan iad a lannadh agus bain sid astu
sa cheacht OSIE.
osldil na Pleananna Ceachta agus
dan iad a leas do leibhal ranga na
bpist.
Taispein do phist conas teirmimadar
a lamh.
Cruthaigh Cairt Aimsire leis an rang agus
dan cinalacha aimsire a thaifeadadh
agus a thomhas.
Tabhair deis do phist sonra aimsire a
chur i lthair bhal.
Lirigh sonra aimsire ar ghraf.
Dan turgnamh ar ns ainimimadar a
chruth chun luas na gaoithe a
thomhas.
Dan anails ar thortha
aimsire at bailithe.
Dan Trth na gCeist
bunaithe ar na topaic
ar leith.
Ar fil
Gach is ar fil saor in
aisce ar www.met.ie
TerstEnglishgrammar,
Pamphlet for Grammar,was
compiledandpublishedby
WilliamBullokarin86.Te
latestcontributortothegenre
inAprilaoisWilliam
JohnCasey,authorofStep
into Writing,whoisaprimary
schoolteacherinBallincollig,
CoCork.
Step into Writing isa
modernhandbookforteachers
ofthirdtosixthclasseswhich
outlinesaroad-mapofskills,
processesandinsights
requiredtomasterthearts
andcraftsneededtodeliver
excellentwriting.
Tebookcomprisesfour
sectionsisteps:(i)Grammar,(ii)Punctuation,
(iii)ProseWriting(FactiFiction)and(iv)Poetry
Writing.Temainemphasisisonthetwo
writingmodulesandasharedwritingframei
formatisdevelopedforbothdisciplinesinvolv-
ingtopicselection,planning,drafting,revising,
etc.Tepursuitofwritingexcellence(whichis
theobjectiveofStep into Writing)istobe
admiredandapplauded.
Tereare,however,dark
cloudsonthehorizon.Writ-
ingis(a)aninsulated,indi-
vidual,concentratedactivity,
(b)itrequiresone-to-one,
adultmonitoringandmen-
toring,(c)itishugelycon-
sumptiveofprecioustime,
(d)itrequiresindividual
adultfeedbackanddirection,
and(e)asclasssizescontinue
togrow,toplevelsofwriting
excellencewillbecomeless-
and-lessachievableandior
sustainable.Whatdoesthis
meanItmeansthatthesec-
ondgreatestgiftgivento
humankindisunderthreat!
WhatstherstgiftthenBreathing,ofcourse!
Publisher:Gill&MacMillan,Costc;.,,,
Details:www.gillmacmillan.ieiprimary
ISBN:,;8o;;66
Reviewed by Aus: P. Coucoun. I!TO
President .oo;/.oo,
Teaching Matters
InTouch November ,
Book reviews
Comprehensive phonics handbook
TeseriesSounds Good Phonics isbyJane
OLoughlinaprimaryteacherinSwords,
CoDublin.Itconsistsoffourworkbooks
andateachershandbooktobeused
alongsidethephonicsprogrammesbeing
usedintheschools.
Teycoverworkforclassesranging
fromjuniorinfantstosecondclass.Tere
isalsoadedicatedwebsitewww.phonics.ie
whichprovidesprintableblendingwork-
sheetsandreadinganddictationsheets.
Bookoneteachesthea6soundsofthe
alphabet.Blendingactivitiesarealsoused
fromtheverystartoftheprogramme.
Booktworevisesandconsolidatesthese
plusalsoteachessomedigraphs.Te
digraphsupportmaterialsareavailableon
thewebsite.Booksthreeandfourteach
Englishspellinginaclearsystematic
manner.
Tebookshavesixuniquefeatures:
. Childrenaretaughttohearthesounds
intheinitial,medialandnalposition.
a. Blendingistaughtassoonastherst
eightwordsaretaught.
. Terearepre-punched,push-out
laminatedphonicfansatthebackof
eachbookforgameswhichare
describedinthebooks.
. PhonicforFunsessionssupportstation
andgroupwork,therebyfacilitating
dierentiatedteaching.Tengamesare
givenforteachersupervisedsessions.
Sevenothergamescanbeplayed
independentlybythechildren.
. Assessmentisintheformoftestsheets.
Withfourvariationsofeachsheet
childrencannotcopytheworkofothers.
6. Adirectoryofwordscoveringtheletter
intheinitial,nalandmedialposition
isprovided.
Tehandbookisverycomprehensive.
Questionsandanswersdescribethe
contentandmethodforusingthebooks.
Publisher Gill o MacMillan. Cost c8.,, per
book.
ISB! ,,8o,1,1,;8o,
Mastering the art and craft of writing
Thank you INTO
members
Julie Ryng is delighted to announce
that Conor Holmes of Outside the
Box.ie (www.otb.ie) has taken over
the sales and distribution of the tin
whistle, recorder and guitar
resources of Whistle Along website
(www.whistlealong.com). Julie
would like to express her sincere
gratitude to INTO members for their
inspiration, encouragement and
feedback over the past seven years
and also to Mary Bird, Advertising
Executive, InTouch. Conor would like
to wish Julie every success in her
retirement and looks forward to
working with these resources into
the future.
6o InTouch November


M
y

P
rincip
a
l

i
s

p
r
o
u
d of

m
e
!

C
h
r
i
s
t
m
a
s
G
i
f
t
P
a
c
k
s
t
o
b
e
w
o
n
Closing date: Monday nd December.
Winners will be announced in Jan/Feb InTouch issue.
Q
:
H
o
w
m
a
n
y
C
h
ristm
a
s
th
e
m
e
d
p
ro
d
u
c
ts a
re
o
n
th
e
M
o
l a
n

ig
e
W
e
b
site
w
w
w
.m
o
la
n
o
ig
e
.c
o
m
?
Intervac
Home Exchange Holiday Service
Founded by Teachers
See more than 60 yearsof Intervac History at
www.home-exchange.org/60years
Apply online: www.intervac.ie info: fkelly@intervac.ie
Or Call Frank or Hilary Kelly, Phillipstown,
Ballymakenny Road, Drogheda.Tel: 041 9837969
Immediate activation of your membership!
Home exchange offers you an inexpensive and unique way to
travel the world. Intervac started home exchange in the early
1950s and offers its members a multi-language, real-time
database of over 30,000 home exchange listings.
Carsal ael|qe 4ca !C/0C
Cc|alste |aramaa,
!lr aa ||la, |eltlr Mclr, Cc aa al||lm|e
Crsa A:
16-02-14 Feabhra go dt
22-02-14 Feabhra
Crsa B:
13-04-14 Aibren go dt
19-04-14 Aibren
!al||ea4| |c|als
!cmas |.0 Mcrala -11
|l|ls Nl |cc|aala I-11
el|lsycaacl|eaa.le
www.cc|alsteq|aramaa.aet
Learning Support
Teachers
NEW!
NumeracyToolkit
CDROM
IdealNumeracy
StrategySoftware!
MathsTracker
CDROM
www.aiseanna.com
Teaching Staf in the West of Ireland. Feeling stressed?
Contact Tearmann Psychotherapy for confdential & supportive guidance.
Psychotherapist, former primary teacher, is qualifed to Masters Level.
Call 085 7830091 or visit
www.tearmannpsychotherapy.com
Primary & Post-Primary Teachers
Improve your qualifications
through part-time modular
courses leading to MEd degree.
Starting September, 2013.
Module 12961: Pastoral Care in
Education.
Inquiries to: The Director
Christian Leadership in
Education Office (CLEO),
Mardyke House, Cork
Credits allowed for Prior
Certificated Learning
Tel/fax: 021-4271729.
E-mail: director_cleocork.com
www.cleocork.com
Tin whistle, Recorder
and Guitar resources
U|lst|e k|caq !ta 8,k.
U|lst|e a U|l|e !c|fa 4,r,m
Me|c4les la 0 ;c taaes la 0
keccr4er ka|es keccr4er tatcr
!tram k|caq 8eqlaaers qaltar
!tram k|caq z Ccatlaaatlca tatcr
8cc|s, C0s aa4 0\0s
|a|| 4etal|s aa4 samp|e trac| ca:
www.w|lst|ea|caq.ccm cr
www.ct|.le/maslc
!pecla| cers aa4
C|ass !ets aal|a||e
!e|ep|cae cr4ers tc: c; c);zz
TIN WHISTLE MADE SIMPLE
VOL 1 & 2
StepbySteptinwhistletutorforprimary
schoolusingstaffnotation.
Book: 8.50
Book&CD:15
Whistle Pack
(Vol.1&2+C.Ds)30 + P&P
THE SIMPLE COLLECTION
Acollectionofover60traditionaltunes
foranyinstrument.Idealfortinwhistle
orprimaryschoolbands withmixed
instruments.CDincluded.Price 20.
All 3 books & CDs 50 + P&P
For more information Visit
www.tinwhistlemadesimple.net
Want to advertise in InTouch?
Contact Mary Bird, Advertising Executive
at email: ads@into.ie or tel: 01 8047724
Helpline for Parents
Parentline is a national helpline for parents that oers
support, guidance and information on all aspects of
being a parent. It is somewhere for a parent to get time
and space to discuss a parenting issue (big or small)
without judgement, to hear another point of view and to
ooad stress. Parents can phone with all sorts of
parenting problems.
Parentline support is immediate. You dont have to be
referred and you dont need an appointment. Te
helpline is open Monday to Tursday o a.m. p.m.
and on Friday from o a.m. ( p.m.
Web: www.parentline.ie
SMALL ADS
InTouch November 6
Finishing Touches
Resources for teachers, Noticeboard of Upcoming Events and the Comhar Linn Crossword
INTO Solidarity Fund
The INTO Solidarity Fund
supports the develop-
ment of educational facilities in
some of the worlds poorest
countries.
If you are volunteering with a recog-
nised charity, development agency,
missionary society or trade union and
would like to apply for funding, please
download the INTO Solidarity Grant
Application form from the INTO web-
site, contact Georgina at (01) 804 7745
or email gglackin@into.ie
A sub-committee of the CEC assess
applications at their monthly meet-
ings and are responsible for disburse-
ment of grants from this fund.
The Last Apache Reunion
ByBernardFarrell.Dates:
WednesdayaoSaturdaya
Novemberaoat8p.m.SolsticeArts
Centre,Navan,CoMeath.
NavanTeatreGroupisproudto
presentBernardFarrellsTe Last
Apache Reunion,directedbyNigel
Ryan,anINTOmember.Several
membersofthecastandproduction
teamarealsomembers.Tisplay
bringstogethervethirty-somethings
attheirschoolreunion,someyears
aftertheyhavelastseeneachother.
KnownasTeApachesduringtheir
schooldays,themenreuniteintheir
oldclassroomjustweeksbeforethe
schoolistobedemolished.
NavanTeatreGroupisacommunity
baseddramagroupandthisyearthey
areworkingwithlocalschoolsonas-
pectsoftheproduction.Tickets
cic6.Bookattelo6,o,aooor
www.solsticeartscentre.ie
Reminder - Bursaries
AremindertoINTO
membersdoingresearch
orfurtherstudythatthe
bursaryschemeiscontinuing
thisyear.Fivebursariesof
c,ooeachwillbeavailabletoall
members(NorthandSouth)toapply
forandtherewillalsobetwo
bursaries,sponsoredbyPrimEd,
opentoprincipalsanddeputy
principalscurrentlyundertaking
educationalresearchspecicallyin
theareaofLeadership.
ClosingdateisFriday6December
ao.Applicationsmustbesenton
therelevantapplicationform,available
ontheINTOwebsitewww.into.ie
Afulllistoftermsandconditions
isalsoavailableonwww.into.ie.Any
projectwhichhasbeenapprovedasa
researchendeavourbyarecognised
thirdlevelinstitutewillbe
consideredforgrantpurposes.
Reunion
St Patricks College,
Drumcondra, Class of zoo
B.edsandB.Asofaoo aten
yearreunionwilltakeplaceon6
Novemberat8p.m.inHowlatthe
Moon,;LowerMountStreet,
Dublina,Ireland.Allwelcome.
stpatsoyearcollegereunion@gmail.com
INTO / STSG
SeparatedTeachersSupport
Group
Nextmeeting,Saturday,
6Novemberao.
Venue:ClubnaMinteoir.Parnell
Square,Dublin.Time:8p.m.
Separated,divorced,widowed,lone
parentsfromINTO,ASTI,TUIand
IFUTwelcome.
Annualsubscriptioncao.
Forfurtherinformationplease
contact:
Chairperson:TrudyCarrollMillerat
oo-;,6o,ioa-,86;oor
Secretary:ReneeFlynnat
o,o6668io8;68oa.
Bullying
The Teachers Against Bullying
helpline aims to help teachers and
principals who have been, or are being bullied
by member/s of school staf and/or inspectors
and/or BOM.
Contact Teresa McMahon at tel 01 2883062 (7
to 9 pm Mon and Wed only)
Indoor Soccer
The Limerick Indoor Soccer
Tournament (LIST 2014) will take
place over the weekend of 28 February/1
March 2014. There are three competitions:
1. Mens Open Competition
2. Ladies Competition
3. Mens Over 40s Competition.
For full details, please go to
www.limerickindoorsoccertournament.com
Copy Date
Copy you wish to have
considered for publication in
the December issue of InTouch
should arrive in Head Ofce by 11
November 2013. The deadline for the
January/February issue is 6 January
2014.
6a InTouch November
Nta Deiridh
Two pages of resources for the classroom, from training courses to helpful hints and useful links
k 4raw fcr e C|rlstmas Nampers wl|| |e ma4e frcm
a|| ccrrect eatrles. !lmp|, ccmp|ete t|e crcsswcr4 aa4
sea4 lt tc |a!cac|, ;; |arae|| !aare, 0a||la , tc arrle
|, am ca Mca4a, )t| 0ecem|er. !c facl|ltate mem-
|ers partlclpatlaq la t|ls C|rlstmas 0raw we wl|| ac-
cept rep|les |, fat (cae per mem|er) tc c )zz z ap
tc ;pm ca |rl4a, t| 0ecem|er.
Across
1. & 63a. What has changed working conditions utterly might
arrogate - nothing maddened like this! (10,4,9)
7. Is it part of one arm of Mathematics? (6)
12. A cruel type might have posted this. (6)
14. Jealousy encountered in part of Renvyle. (4)
15. Press, TV etc - but only when it deals with Christian service?
(4,5)
16. It rings a note at length. (4)
18. Go wrong in the middle of Kerry. (3)
20. Go skating here, right in the potassium. (4)
21. Many get into a tyre to see how revolutionary it is. (7)
23. The plane could be a Jumbo. (8)
26. Mineral found in Central Korea. (3)
27. Alternatively, one drink with a novice could be a frst. (8)
28. Little Dorothy in Morse code. (3)
30. Take a month to ring this county. (4)
31. Quantifed display of afection! (4)
34. Bone you would expect to fnd in Paul, naturally. (4)
36. Where military training is given to footwear? (4,4)
37. A short joke involving a single cruise ship. (3-5)
39. Picturesque scene seen in tidy Llanelli. (5)
40. How Mary dips into ancient structures. (8)
42. How the rude dove gobbled! (8)
43. This will give you a sound return. (4)
44. Cram in a group of wolves. (4)
47. This emperor was known to be on the fddle. (4)
48. The beastly mother would be crazy to return. (3)
51. How Grieg fed on this cooked food! (5,3)
52. 'ealthy drink? (3)
54. As mighty as a pure wolf can be. (8)
56. Claimed the lead leg has been broken. (7)
59. Riot broken up by a small group. (4)
60. Give thanks to the right sailor. (3)
61. Jane Austen's heroine has Mame confused. (4)
63. See 1 across.
65. A letter is a travel document. (4)
66. Made up for arranging no date. (6)
68. Feeding-trough one might have to eat in France! (6)
69. Our Yuletide wish to all our readers. (5,9)
Down
1. How greed can transform the home of much Irish wildlife!
(8)
2. See the inspector quietly have a quick swim. (3)
3. But this letter might be C, D or F! (4)
4. Leitrim is surrounded by articles - and Louise may follow.
(6)
5. A retooled torn novel might provide a slogan for adult
education. (5,3,3,2,5)
6. The article I'm writing shows aspiration. (3)
8. Dream about being equipped. (5)
9. Incited a show thus. (8)
10. Bleats about a Christian birthplace. (6)
11. Ruler doing a star turn. (4)
13. Speak out against the thing. (6)
17. Illicitly, bung a pony into this written protocol. (4-8,6)
19. Perhaps Bambi will turn up at this riverside plant. (4)
22. A hot sailor makes a fctional whaler. (4)
24. A modem he may have produced domestically. (8)
25. On which to play a Greek character a number. (5)
29. Australian desert area that is defnitely not in front! (7)
31. Rip alum asunder to fnd a fower. (7)
32. Drink from "The King and I"? Right. (3)
33. How snug is the cardinal within the arch! (4)
35. The animal makes the insect run away. (8)
38. Biblical garden in need of restoration. (4)
40. An explosive sound from Dad. (3)
41. Fastening provided by the southern ship's complement. (5)
45. Make an issue of what the rich lend out. (8)
46. It's growing right in the middle of the golf equipment. (4)
48. The loss of some feet, Da. (6)
49. A drink with Mother and the lieutenant. (4)
50. These Scottish islands are defnitely not for she-grooms! (8)
53. Mother unfortunately turns up for a peaceful greeting. (6)
55. The war erupted in foral tribute. (6)
57. Go and sling a little one of these. (5)
58. Sketched sleuth Nancy. (4)
62. Royal travellers turned up some origami. (4)
64. Digit found to the East. (3)
67. Not in the middle of Louth. (3)
Gordius - In Touch rossword No.
October Solution
kcrcss
. Ncpplaq ma4 . |cs| c. Caatc . ktteatlca spaa z.
C|asses ;. |pees ). Ctar . Mal| ). !afer z. kscrl|e z;.
kesla z. !caa z;. kpse z. !taaq z. !raaac, ;;. ke4
carpet ;. |e|e ;;. 0ars ;. |aq|ls|maa
0cwa
. Ncc| z. |eaa|tles ;. |rcas . race ;. kats ). 0plae .
Naa4sprlaq ). |aerse ;. !c|s . !car|et . |mpresarlc
zc. |ace cream z. kaaqram zz. 8eaa z). Ua4er z). kate|
;c. krqas ;z. |era
Ulaaers cf 0ctc|er Crcsswcr4 ac. ;c will be announced in
December InTouch issue.
Comhar Linn Bumper Crossword NO 151
1
2 3 5 4 6 7 8 9 10
11
12 13 14
15
16
17
18
26
19 20 21 22
23
1
28
24 25
27
29 30 31
33
36 37
34 35
32
38
50
42
48 49
52
39
40
44
53
56
63 67
43
45 46 47
51
54 55
57 58 59 60
61 62
64 65
66
69
41
68
NAME:
PHONE:
SCHOOL ADDRESS:
Honorary membership of the INTO may be
conferred by branches under Rule ;6D which
provides that teachers who have been members of
a branch may be elected as honorary members
after retirement with the right to attend and speak
at the branch subsequently. Te current rate
charged to branches for honorary membership is
c(8 per member per year.
A decision was taken by the CEC to commission
a special gift to mark an award of honorary
membership. Tere are now honorary
membership certicates and engraved vases
available from Head Oce. Te vase engraved
INTO Honorary Member costs c;o, price
includes delivery.
Retirement gifts and certicates
Tere is a vase available engraved INTO (costs
c;o), engraved Cross pens (c(o), brooches (c)
and tie pins (cz() available for sale as retirement
emblems.
To order a retirement gift, please contact Linda
Johnston or Elaine Daly at o 8o(;;oo, certicates
are free of charge and can be ordered from the
Membership Section of the
INTO.
and your Comhar Linn Crossword!
Finishing Touches
InTouch November 6
St John of God Primary,
The Faythe, Wexford
www.t|efa,t|esc|cc|.crq
Very colourful website that is packed
full of information. The Stop Bullying
Now section contains great videos and
information aimed at parents. Very clear
navigation throughout.
My favourite sites
Paul Kelly, post primary
literacy-link teacher at
Benevin College, Dublin.
His sites have relevance to
primary level.
Wonderopolis
wca4ercpc|ls.crq
Fun website providing Wonders of the
Day articles and videos which also
contain a vocabulary list.
Wingclips
wlaqc|lps.ccm
Movie clips to help explore and explain
themes
Visuwords
lsawcr4s.ccm
Online graphical dictionary.
!|e mcst lewe4 |la|s ca !ccl|aet la ear|,
0ctc|er
Hooda Math
hoodamath.com
Lots of games around maths themes.
Uimhreacha Luaschrta
schoolblog8.scoilnet.ie/numbers/
fashcards_uimhreacha
Counting fashcards for use in class.
Uimhreacha Crta Imeartha
schoolblog8.scoilnet.ie/numbers/
playing_cards_uimhreacha
Matching cards associated with numbers 0-20.
Weigh the Letter
ictgames.com/mostlyPostie.html
Maths activity on weights.
Dathanna Crta Taispentais
schoolblog8.scoilnet.ie/colours/display
_cards_dathanna
Matching cards associated with colours.
Transport in Ireland
askaboutireland.ie/learning-
zone/primary-students/3rd-+-4th-
class/geography/transport-today/
Starting point for study of transport.
Math Car Racing
funbrain.com/osa/index.html
Compete against the computer.
Cchulainn
askaboutireland.ie/learning-zone/
primary-students/looking-at-
places/louth/cuchulainn
Great notes on the Irish legend.
Italy
scoilnet.ie/themepage_italy2.shtm
Information and activities on Italy.
Build a Castle
score.rims.k12.ca.us/activity/castle_builder/
#tnotes
Lesson plan for medieval history.
1
2
3
4
5
6
7
8
9
10
No 8
INTO honorary
membership and
retirement gifts
crder cn||ne of
www.fc|ens.|e
befcre
8
fh
Ncvember
0XOFF
OFFk FOk
5CHOOL5*
For more information visit www.fo|ens.|e/annua|s13
ln 2012 we gave 50,000 worth
of Folens Christmas Annuals
to children's hospitals.
Th|s year we are
do|ng the same.
HLP|NG
CH|LDkN'5
HO5P|1AL5
F
r
|
n
I
e
d
|
n
I
r
e
|
o
n
d
f | | / | 13
What Fo|ens Annua| d|d you use |n Schoo|? www.fo|ens.|e/annua|s13
Regular school price: 3
RRP: 4
Ncvem
5|omso & 5cnos
sf Pr|ze: 8|kes
2nd Pr|ze: N|nfendc D5|
3rd Pr|ze: 50 5myfhs 1cys vcucher
5grodh & 5proc|
sf Pr|ze: |Pod
2nd Pr|ze: N|nfendc W||
3rd Pr|ze: 50 5myfhs 1cys vcucher
1eocher's Pr|zes
50 One4o|| G|ff Cords
5chcc| Pr|ze NWI
|nfrcduce L|ff-cff fc L|ferocy fc ycur
schcc| w|fh ngoge (6 ccmp|efe sefs[
wcrfh 2,760
ond |cfs mcre pr|zes...
8 m
MOk Pk|Z5
1HAN vk
Hcw fc crder:
*o
n
|y

2
.7
0
e
a
c
h
Post:
Order from your
Sa|es Representat|ve
Chr|stmas Annua|s,
Fo|ens Pub||shers,
H|bern|an Ind. Est.,
Greenh|||s Rd.,
Ta||aght, Dub||n 24
Lo-Call: 0818 365 367
Fax: 01 413 728