Here - INTO - Irish National Teachers` Organisation

I­ ssue­No­130
October­2012
ISSN­1393-4813
INTO response
to allowances
review
Croke Park
Agreement
update
Sick leave changes
Get involved with INTO
Croke Park FAQs answered
Emotional intelligence
Keeping in Touch
Interactive dialogue with members, and key news items
geNeral­Secretary’S­cOmmeNt
Student
teachers
protesting
salary
cuts last
February
Unfair, unjust and unwarranted
T
here has been much misinformation in recent
days about the government’s decision to
reduce further the starting salary of new
teachers with some commentators trying to muddy
the waters and blame the unions.
I want to be very clear on this issue. is is a
government decision to reduce the starting salary
of new teachers. And it is a choice made by
government that is unfair, unjust and unwarranted.
It is also discriminatory, inequitable and wrong.
e INTO strongly disputes this government
decision and will fight to overturn it no matter how
long it takes. I cannot be any clearer than that.
is decision by government is an affront to the
core trade union principle of equal pay for equal
work. It is blatantly unfair and inequitable to pay
workers differently for doing the same work.
Historically, the INTO fought and won over
time, a number of equal pay battles on gender,
marital status and on qualifications. ese were
salary injustices which INTO and others fought to
overturn.
ere were groups who opposed these
campaigns. ey argued that equality was not
InTouch October 2012
affordable. We hear similar arguments today and
see similar tactics being used to try and set worker
against worker. But just as INTO members before
us won their campaigns for equality so too will this
generation of INTO members win this argument.
is is a cause that must rally the active
participation in the union by new members but it is
an issue that will have to be fought by all members.
e INTO has already adopted a policy to
equalise pay scales through seeking a preferential
increase for teachers affected by these cuts until
pay is equalized.
ere is no need to reduce the salaries of
teachers. As readers can see there are clear, fullycosted, alternative budgetary approaches that
government could adopt.
e campaign for pay equalisation won’t be won
overnight. But the campaign to win it starts now. I
urge everyone to play their part.

Contents
Keeping InTouch
3 Editorial
Cuts to starting salaries
are unfair, unjust and
unwarranted
What you need to
know
7 • Croke Park Agreement
9
• Allowances - INTO response
• Sick leave changes
• Class size on the rise
• Initial teacher education
• 91 new classes for children
with special needs.
• 10 things you should know
10 Connect
Oiche
Samhna
p54
Tell us what you think by
letter or text message. €50
for best letter published.
Keep up-to-date via
Facebook, Twitter, website
or RSS feed
Zoom in
on Fruits
p55
INTO News
In the News
13 • INTO meets students
14
15
16
17
• Call for articles for Irish
Teachers’ Journal
• INTO at NIPT
• Education at a Glance
2012 published
• INTO committees meet
• Croke Park is working
• INTO meets IMPACT
• Equality news in brief
• Teachers and mental
illness
• Upcoming INTO conferences
• NQT reflects on challenges
ahead for INTO
• Officer’s Handbook launched
• Remembering TJ O’Connell
19 In the Media
Separating fact from fiction
20 Solidarity
Teaching in Kenya
21 Prof Development/
Trade Union Training
Upcoming courses and
recent seminars
22 Members’ Benefits
Have you signed up for
Membership Plus? Revised
Teachers’ Car Insurance
Scheme.
10 weeks in kenya p20
InTouch General Editor: Sheila Nunan
circulated education magazine in Ireland.
Editor: Tom O’Sullivan
Articles published in InTouch are also available
Assistant Editor: Lori Kealy
on our website www.into.ie
Editorial Assistants: Yvonne Kenny,
Cara Kirwan, Ashling Lynch
Advertising: Mary Bird Smyth
Design: David Cooke
While every care has been taken to ensure
that the information contained in this
Correspondence to: e Editor, InTouch,
publication is up to date and correct, no
INTO Head Office, Vere Foster House,
responsibility will be taken by the Irish National
35 Parnell Square, Dublin 1
Teachers’ Organisation for any error which
Fax: 01 872 2462

endorsed by the INTO.
Photography: Moya Nolan, Shutterstock
Telephone: 01 804 7700
Gameplay with paired maths
p46
e views expressed in this journal are those
of the individual authors and are not necessarily
might occur.
Except where the Irish National Teachers’
LoCall: 1850 708 708
Organisation has formally negotiated
Email: [email protected]
Website: http://www.into.ie / m.into.ie
agreements as part of its services to members,
InTouch is published by the Irish National
any form of recommendation. While every
Teachers’ Organisation and
effort is made to ensure the reliability of
distributed to members and educational
advertisers, the INTO cannot accept liability for
institutions. InTouch is the most widely
the quality of goods and services offered.
inclusion of an advertisement does not imply
InTouch October 2012
On yer bike in Africa p29
INTO Advice
23 School Leadership
• Continuing professional
development packages for
schools.
• Primary Grants Calendar
24 Health Advice
October is breast
awareness month
25 From College to
Classroom
National Induction
Programme for Teachers
Newsdesk
Teaching Matters
Education News
27 • Raising funds for cancer
39 Emotional Intelligence
care
• KPS Exhibition
29 • Apply for a Fulbright Award
• Workshop on visual
literacy at the Ark
• Philip Howard is heading
to Africa “on his bike”
31 • INTO at TASC
Conference
• INTO meet CPSMA
• New TMS production
32 • FAQs on Croke Park
Agreement
34 Teaching Council
News
• Meet teachers representing
Dublin Constituency.
• Registration
• Annual fee to be reduced
36 Help Change the
World
Volunteer abroad with VSO
From college to classroom p25
October Competition for
members
l Win October midterm family break
p26 (deadline for entries is 17 Oct)
October 2012
37 Growing up in Ireland
Lecture series hosted by INTO
Jackie Ahern writes about
the new International
Emotional Intelligence
curriculum
41 Incredible Teachers
NEPS and the ‘Incredible
Years’ Programme
42 Did you know...?
NCCA highlight resources
for teachers and parents
46 Paired Maths
Catherine Connolly writes
about the concept of paired
maths
49 Heritage is Fun
P J McDonnell on heritage,
learning, fun and games
50 Using Puppets
Finishing Touches
61 Noticeboard
Upcoming events.
62 Comhar Linn
Crossword
Plus resources for schools
63 Scoilnet Panel
Plus Young
Environmentalist Awards
, On the cover
croke­Park­agreement
7
allowances­– INtO­
response
7
Sick­leave­changes
7
get­involved­with­INtO 10
FaQs
32
emotional­intelligence 39
Dr Maeve Liston on using
puppets in the primary
science classroom
52 Geography Resources
Creative geography teaching through the use of books
Primary
science
p50
54 Drama Tips
INTO Learning
this Autumn p21
Dánat & drámaíocht nua
scríofa d’Oiche Shamhna
55 Zoom in on Fruits
Paddy Madden continues
his series of SESE tips
58 Technology in
Education
Captivate learners with
Scoilnet maps
59 Bí ag spraoi
, Cover pic
Irish resources from COGG
INTO President Anne Fay talking to recent
Mary Immaculate College graduates; Ian
Hughes, Cliodhna de Paor abd Aine Hogan
about the outcome of the allowances review.
See page 7 of this issue.
Photographer Dermot Lynch
InTouch October 2012

Keeping InTouch
Salary scale fails to address inequality
e government decision following the
review of allowances across the public
sector has resulted in a situation where
new teachers will start on point four of
the 2011 salary scale, but will not be entitled to be paid any qualification allowance.
e Supervision Allowance will continue
to be paid to teachers who carry out supervision duties. is means the effective
starting salary for new teachers, including
a supervision allowance, will be €2,29.
In response to the review, the INTO
strongly criticised the failure to restore the
salary levels of new teachers to those that
were paid in January 2012. e INTO said
the announcement confirmed a third pay
cut for new teachers. Under the original
announcement, the starting salary of a
teacher would have dropped to point one
of the salary scale, which is €2,81, but the
INTO has been vigorously lobbying to defeat such an outcome. INTO General Secretary Sheila Nunan said that while some
progress had been made, she committed
the union to redress the remaining issue.
At a specially convened meeting of the
CEC, following the government announcement, a number of decisions were
taken, including:
l A series of meetings for newly qualified
teachers is being organised around the
country to ensure they are fully informed of the current situation. e
initial arrangements for meetings in
Dublin, Cork, Limerick and Galway
were posted on the INTO website at
the end of September, and further
meetings have been arranged since.
l INTO General Secretary, Sheila Nunan,
will also be engaging in an online conference with newly qualified teachers
about the situation.
l An INTO Officers’ conference for District and Branch Officers has been
called for Saturday, 6 October in
Dublin in relation to allowances, sick
leave, and Budget 201.
l A joint meeting of the presidents and
general secretaries of the three teaching
unions, INTO, ASTI and TUI is also
being organised to explore joint actions.
In addition to this, the INTO is also pursuing a legal case on the basis of discrimination arising from the original cut to
new teachers in January 2011. e preparation of this case is now at an advanced
stage and it has been lodged with an
Equality Officer of the Equality Tribunal
in the first instance.
e CEC also agreed to organise a lobby
of government TDs and parliamentary
parties in advance of the next budget. A
special edition of the Eolas bulletin will issue to all members shortly, outlining the
changes to allowances for teachers and
sick leave provision. e CEC, at the time
of going to print, is scheduled to meet
again at the end of September to review
matters.
Reduction in Uncertified Sick Leave Imminent
As previously advised, changes to uncertified sick leave are being
introduced. e INTO opposed these proposals. e commencement date has not yet been confirmed. ese changes, when commenced, may have an immediate impact on a teachers’ entitlements
to uncertified (self-certified)¹ sick leave.
A recent binding decision of the Labour Court (see September
2012 InTouch – page 1) will see the introduction of reduced sick
leave arrangements in respect of certified sick leave to come into
force from 1 January 201 onwards. [See important note² below] In
the Labour Court process, INTO secured a significant commitment
to separate and specific discussions on implementation in the education sector. However, the same Labour Court decision recommended that changes to uncertified sick leave would be introduced
“as soon as practicable”.
e current arrangement for teachers allows for seven uncertified
1. The common language to be used across the Public Service will
see the term “uncertified sick leave” replaced by the term “selfcertified sick leave”.
sick leave days per school year. e Labour Court recommends
“that seven days self-certified paid sick leave be granted over a rolling
two year period”. is is a reduction in the number of days allowed
as the seven days will be counted over a longer reference period.
Discussions with the DES on the start date for the new arrangements are ongoing and are likely to be concluded shortly. e precise
arrangements for transferring from seven days per school year to
seven days in a rolling twenty-four month period have yet to be finalised.
Pending the outcome of these discussions, members are advised
that they may not in every case have an entitlement to seven days
uncertified sick leave in this school year, as a teacher’s pattern of
uncertified sick leave in previous school year(s) will now be taken
into consideration.
Regular updates will be posted on the INTO website.
2. Reduced entitlements to certified sick leave will not formally
commence until at least 1 January 2014. However, certified sick
leave has always been calculated on a count back basis over a
rolling four year period. Therefore while a reduction in the
number of months paid sick leave allowed will not be
introduced until 2014 any certified sick leave accumulated in the
four year cycle up to then will be counted against the reduced
limits.
There is a Plan B
The Nevin Economic Research Institute, in a paper
to be presented at a seminar at the INTO Learning
Centre as Intouch goes to print, argues that Government has options this December. Instead of €3.5
billion in fiscal adjustment, NERI argue for €2.7 billion of which €2.3 billion are revenue measures
aimed at high-income households. Aside from savings under the Croke Park agreement NERI do not
see any value on grounds of fairness, macro-eco-
InTouch October 2012
nomic impact and budgetary savings in cutting yet
further into education, health and social protection. Any savings from particular headings or subheadings should be conserved and used to maintain and improve front-line services. The Irish economy urgently needs an investment stimulus starting with €500 million ‘off the books’ next year and
a cancellation of a further cut in the public capital
programme earmarked by Government for 2013.
The NERI proposals, to which they refer to as Plan
B, would: – Leave the government deficit at the
same level as planned and targeted by government
- Employment 21,000 higher than under Plan A –
Growth higher by 1.3% next year compared to baseline Department of Finance projections. Budget
2013 should be the first step in an alternative economic approach to change Ireland for the better.
See www.nerinstitute.net for further information.

Keeping InTouch
Primary class size on the rise
Figures from the DES show that primary
school class sizes are on the rise as a result
of cutbacks and an increasing school population. e figures, posted on the DES website show that 112,821 pupils were in classes
of 0 or more pupils for the last school year.
is is 22.% of the primary school population and is up from the 19.8% in the previous
year. e number of pupils in classes under
20 decreased from 1% in 2010/2011 to 11.9%
in 2011/2012.
e INTO said the figures showed the
impact of government cutbacks on the
ground in schools. INTO General Secretary Sheila Nunan described the findings
as a wake-up call for the Minister. Sheila
said Irish class sizes were now the highest
in the EU. She called on the Minister to
stop the rise in over-crowded classes.
“Irish class sizes are back to where they
were a decade ago and getting worse. In
Restructuring of
Initial Teacher
Education
2002, average class size in Ireland was
2. the same as it is today. More than
one hundred thousand children are in
classes of thirty pupils or more, up ten per
cent on the previous year.”
She said the primary school classroom
is the frontline of the education service.
“It is where most children spend the majority of their time. e increase in class
size is affecting over half a million pupils
and their families.”
At the same time as class sizes are rising
the pupil teacher ratio is worsening as nonclass teachers are cut from the system.
More and more responsibility is being put
on the class teacher to meet the needs of
children with little English, special needs or
disadvantaged backgrounds. “e Minister
needs to spell out how he intends to staff
schools for the coming years so that teachers can meet the needs of all pupils.”
Plans to overhaul the provision of
initial teacher education (ITE)
outlined in a HEA report are to
proceed.
Following a review by international
experts, ITE will be located in six
“centres for teacher education”. At
present 19 state funded providers
of ITE (and three non-state funded)
deliver 40 college programmes in
primary and post-primary teaching. e following is proposed:
l Dublin City University – St
Patrick’s College Drumcondra –
Mater Dei Institute of
Education – Church of Ireland
College of Education
l Trinity College Dublin – Marino
Institute of Education – University
College Dublin – National
College of Art and Design
l National University of Ireland
Maynooth – Froebel College
l University of Limerick – Mary
Immaculate College – Limerick
Institute of Technology
l University College Cork – Cork
Institute of Technology,
National University of Ireland
Galway – St Angela’s College Sligo’
91 new classes for children with special needs
The National Council for Special Education
(NCSE) announced at the end of August that
91 new classes for children with special needs
were scheduled to open in September. The
new classes cater for over 500 children with
special needs in 88 mainstream primary
and post primary schools. There are now a
total of 640 classes in mainstream schools
nationwide that are supporting the education of over 3,700 children with special
needs. Teresa Griffin, Chief Executive, NCSE
said: “The NCSE, through its national network of Special Educational Needs
Organisers (SENOs), has sanctioned these
classes as part of its annual allocation of
supports to schools. These classes will
enable students with special needs to
transition from primary to post primary
settings. While most of these classes have
been allocated at primary level, there has
been an increase in the number of special
classes available at post-primary level”.
See www.hea.ie for the report
10 ThINGS you should know
1
The outcome of the review of Public Service
allowances and the new salary applicable to
new teachers are published on page 7 of this
issue.
In this issue we continue to publish a series
of Frequently Asked Questions as dealt with
by members of the CEC and the head office query
line, on pages 32 and 33.
2
The response of the INTO to the outcome,
and to the attacks on the Croke Park
agreement are published on page 7 of this
issue.
6
The latest figures from the DES show
class sizes in primary schools are on the
increase again. Further information is outlined
on page 9.
3
7
Examples of the sustained and virulent
attack by certain elements of the media and
commentators are published on the media page
on page 19.
4
Details of the revised sick leave scheme for
public servants are outlined on page 7.
InTouch October 2012
5
Proposals have been published for a radical
overhaul of initial teacher education
including bringing the
current 19 colleges
providing teacher
education into six
centres. See page 9.
8
Noel Ward, INTO Deputy General Secretary
and General Treasurer, gave a comprehensive
paper recently to a conference on education
organised by TASC, and the Nordic Council of
Ministers. See page 31 of this issue.
9
In our continuing series of advice pages on
health advice, an important article from the
Mater Private health clinic is published on
breast cancer awareness on page 24.
10
INTO President Anne Fay launched a new
handbook for INTO branch, forum and
district officers to support them in their work
for the Organisation. Further coverage is on
page 17.
9
I dteagmháil
Stay informed
Get involved
INTO members face many
challenges in the immediate
future. The constant attack on
public servants and trade unions by
vested interests seeking to sow
division and destroy a sense of
unity is unrelenting in recent
times. It is now more important
than ever that INTO members stand
together, exchange views and
agree a common purpose to defend
our conditions of employment and
promote the profession of
teaching. A leaflet called ‘Looking
out for each other’ will post to
every INTO member in early
October outlining INTO services and
benefits to members, and seeking
to maximise membership among
primary teachers.
We are asking every member to
play their part in defending the
terms and conditions of the
profession. You can play your part
by ensuring full INTO membership
n your school, by attending your
October branch meeting, by
contributing to debates on policy
issues, both at meetings and
online, and by playing an active
part in INTO campaigns over the
coming year. For further
information, log into the Members’
Area of the INTO website.
Website www.into.ie
Information packs for NQTs
Enewsletter int0.newsweaver.ie
e INTO has developed an information
pack for newly qualified teachers (NQTs)
joining the Organisation.
e zipped folder containing the information is ideal for daily use. Included in
the pack is an INTO Membership card
and a MembershipPlus card allowing
access to discounts and benefits.
e pack also contains a preloaded
memory stick/usb, kindly sponsored by
Vhi Healthcare, containing useful information on conditions of employment and
guidance for NQTs, as well as a range of
resources for the classroom. Updates for
the usb will be posted on www.into.ie
Other publications such as the INTO
diary, school year planner and InTouch
magazine are also included. e
information pack is sent to new members
as application forms are processed in
head office. New teachers can join online
or download a membership form, fill it in
and return it to their local branch
secretary.
Mobile website m.into.ie
Logging in to the Members’ Area of the INTO website
The Members’ Area of the INTo website contains useful information and resources
for our members.
Logging in for the first time? An instruction tutorial on how to log into the
Members’ Area is available online at www.into.ie/RoI/Login; where you can also
view a ‘How To’ document if you need help with registration.
Tell us what you think …
Have you something to say about an
article you have read in InTouch, or is there
an issue on which you want to communicate with
others? Email [email protected] or write to the Editor,
InTouch, INTO, Vere Foster House, 35 Parnell Sq,
Dublin 1.
Mark all such communications ‘for publication’
10
and give a contact telephone number. A €50 book
token will be awarded each month for the prize
letter published. Long letters may be edited.
You can also text your comment to us. Text the word
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http://twitter.com/INTOnews
InTouch October 2012
INTO News
e Irish National Teachers Organisation … who’s who, what’s new, and what’s happening
INTO meets Students’ Unions
INTO Acting
Official David
O’Sullivan and
INTO Intern
Teresa Walsh
with the Students’
Unions’
representatives.
INTO representatives met with
representatives from St Patrick’s
College, Mary Immaculate College,
Church of Ireland College of Education,
Colaiste Mhuire Marino and Froebel
College recently. e meeting took place,
as it happens, on the day that the review
of Public Service allowances was
announced, and that was one of the key
issues discussed. Other matters
considered included teacher employment
prospects, redeployment panels, school
staffing and mechanisms for probation
and induction of new teachers.
e meeting also discussed
cooperation between the INTO and the
Students’ Unions including visits to the
Colleges of Education, inputs to INTO
publications and INTO sponsorship of
Students’ Unions’ events. ere was a
Irish­teachers’­Journal
call­for­articles
An opportunity for teachers in
challenging times
The INTO has decided to publish an education journal in 2013
with the objective of providing teachers with an opportunity
to bring their research findings to a broader audience and to
stimulate thinking and reflection on current educational issues. Teachers who have completed research or who are currently engaged in research are invited to submit articles for
consideration. Teachers are also invited to contribute articles
of a critical or reflective nature. Articles should be between
5,000 and 7,000 words. Please check out the INTO website
for details and guidelines for authors. Articles should be submitted electronically by Monday 7 January 2013 to Claire Garvey, [email protected]
InTouch October 2012
good exchange of views during the
course of the meeting and it was agreed
that, given the many issues impacting on
students and recently qualified
teachers, regular meetings would be
held during the course of the year with a
further meeting planned by mid-term.
Our photograph shows INTO interns
David O’Sullivan and Teresa Walsh with
the Students’ Unions representatives.
INtO­at­NIPt
During the course of October, INTO representatives
will be addressing recently qualified teachers
undertaking the workshops at the National Induction
Programme. A survey of participants on the induction
programme last year indicated that, as well as the many
professional issues being raised during the course of the
workshops, matters relating to salary and conditions of
employment were other areas they would like to see
addressed.
While the INTO inputs do not form part of the workshops,
they will be given by INTO officers and tutors at the end
of workshops throughout October.
In addition to this, the INTO has organised a series of
meetings for newly qualified teachers throughout the
country, a ‘Join Online’ facility has been developed on
the website for both permanent/temporary and
substitute teachers and a revised folder of information is
issuing to new teachers as they join the Organisation.
1
Nuacht CMÉ
Education at a Glance (EAG) 2012
Every September, the OECD publishes
Education at a Glance which compares
selected aspects of education systems
across the world including Ireland.
Education at a Glance 2012 provides
clear evidence of the success of Irish education which over recent years has been a
key driver of economic and social
progress. Among its key findings are:
l Nearly 90 pc of Irish pupils complete
second level in Ireland which is higher
than the OECD average of just over
80 pc.
l Almost half of all 2 to  year olds in
Ireland complete third level compared
to four out of ten across the OECD.
l Irish 20 –  year olds whose parents
did not finish second level have a higher
than average chance of going to third
level.
Ireland ranks 1th out of 1 countries in
terms of expenditure per pupil at primary
level adjusted for GDP per capita.
Primary Teachers
l Irish primary teachers teach 91 hours
per year which is greater than the
EU 21 average of 8 hours per year
l Irish primary teachers are required to
be in school for 10 hours per year,
marginally less than the EU 21 average
of 108 hours per year. l e teaching year in Irish primary
schools is 18 days, two less than the
EU 21 average.
l Average class sizes in Ireland are four
above the EU21 average of 20.0 pupils.
Irish classes at primary level (20.1) are
20 per cent greater than the EU 21
average.
Salaries
Most of expenditure on education in
OECD countries including Ireland is accounted for by salaries and pensions.
On average across the OECD, this accounts for 62.% of current expenditure.
In Ireland the percentage was 1.1%. is
not only includes teachers but others in
education such as civil servants, special
needs assistants, welfare officers, special
needs organisers, inspectors and psychologists.
e salaries of teachers in Ireland are
approximately 12 per cent below average
earnings for third level graduates.
Salary figures in the report are based on
2010 gross salary levels and so do not
show the pension levy which averaged
. percent and the full pay cut imposed
in 2010. Neither does the report address
significant cuts to the starting salary of
new teachers.
INTO Head Office is undertaking
further work in this area. A number of
related articles will be published in
Intouch.
For­further­details
See INTO website www.into.ie/ROI
Working group on school self-evaluation
In June the CEC established a working group on
guidelines on school self-evaluation. e working
group consists of members of the CEC, other INTO
national committees and members who have carried
out research into school evaluation.
Our picture shows the group at a recent meeting in
INTO Head Office. e INTO has previously met
with the Inspectorate on this issue about the draft
guidelines published by the DES in the last school
year.
Right: working group
on School Self-Evaluation
INTo committees’ meet
The INTO Education Committee,
Equality Committee, Principals’
and Deputy Principals’
Committee recently met jointly
to consider a range of current
issues and challenges facing
the Organisation. As well as
this, the committees also met
separately in relation to their
own remits for the current
school year.
Pictured at the joint meeting
are Declan Kyne, Leas
Chathaoirleach of the PDC,
Dympna Mulkerrins, Cathaoir-
1
leach of the EDC, Brighid
Cahalane, Leas Chathaoirleach
of the EQC, Nora Hamill,
Cathaoirleach of EQC, Breda
Fitzgerald, Chathaoirleach of
the PDC and Ger Stack Leas
Cathoirleach of EDC.
The annual INTO Education
Conference takes place on
November 16 and 17 next in
Galway, and details are on the
INTO website.
An INTO Equality Conference
takes place on the 8 and 9
March next in Limerick.
InTouch October 2012
INTO News
Croke Park Deal is delivering
e second annual review of the Croke
Park Agreement, which was published in
June 2012, confirmed that the Agreement
is delivering on Public Service reform,
staff number reductions and expenditure
savings. ese are outlined in the Report
as follows:
Overall assessment and conclusions
l e Agreement continues to be an
effective enabler for the implementation of required reform and change
across the public service. It is facilitating a significant reduction in staff
numbers and is allowing significant restructuring to be implemented in a climate of sustained industrial relations
stability and staff co-operation.
l e Agreement has succeeded in
delivering significant Exchequer pay
bill savings and non-pay administrative
efficiency savings directly related to
many of the plans implemented under
it (see below).
l e Body has identified many examples
of initiatives being taken centrally and
locally across the public service which
show a strong focus on extracting costs
and efficiencies, increasing productivity
and driving change under the
framework of the Agreement with the
co-operation of staff.
l e pace and ambition of change needs
to be systemic to fully address the
fiscal challenges which lie ahead in the
coming years.
l e Body believes that the sustainability
of the Agreement will be measured
against its ability to accelerate the pace
of change across the public service and
its potential for extracting further pay
bill and non-pay administrative efficiency savings through the early implementation of key deliverables across sectors.
Staff number reductions
l Public service staff numbers have been
reduced by 28,000, or 8.8%, since 2008
from 20,000 to 292,000.
l Staff numbers have been reduced by
over 1,00 during the first two years of
the Agreement and by 11,0 during the
review period (Apr 2011 to Mar 2012).
Pay and non-pay savings
l e Exchequer pay bill has been reduced by 1.% between 2009 and 2012,
from €1.bn (gross) to €1.bn (net of
the Pension Related Deduction).
l Pay bill savings of €60m were achieved
during the year under review (Apr 2011
to Mar 2012) driven largely by the reduction in staff numbers.
l Factoring in an estimate for the maximum possible post-February recruitment over 2012 still yields significant
sustainable pay bill savings of €21m. An
estimated €810m in sustainable pay bill
savings has therefore been achieved during the first two years of the Agreement.
l Over the period 2009 to 201, the Exchequer pay bill is expected to reduce
by €.8bn, or €.bn net of expected increases in public service pensions costs.
l Administrative efficiency (or ‘non-pay’)
savings totalling €0m were reported
for the review period. Adding the examples of non-pay savings presented in
last year’s Report totalling €08m, gives
a total of €68m in non-pay savings in
the first two years of theAgreement.
l Savings in respect of  sample projects
were independently verified by Grant
ornton.
Full details are available on
www.implementationbody.gov.ie.
European Early Childhood Seminar
INTO meets IMPACT on SNAs
e European Early Childhood Education Research Association
held a seminar recently at which INTO President, Anne Fay and
Education Officer, Deirbhile Nic Craith made a presentation on
the importance of the Early Start Programme in educationally
disadvantaged areas. e Early Start Programme operates in 40
schools, totaling 56 classes around the country, and was
originally established in the nineteen-eighties. Pictured at the
conference are Irish representatives from a variety of pre-school
and early childhood associations, as well as the INTO President,
Anne Fay and Education Officer, Deirbhile Nic Craith.
INTO officials recently met with their counterparts
from IMPACT on the role and working conditions of
special needs assistants in primary schools. e
IMPACT officials outlined the fact that they were on
a recruitment drive to unionise as many SNAs as
possible and had recently recruited four regionally
based organisers for this purpose.
e meeting went on to discuss the role of special
needs assistants in primary schools, the implementation of the Croke Park Agreement, and support for
pupils with special educational needs. It was agreed
to maintain contact between the unions on the issue,
and to meet again later in the school year.
InTouch October 2012
1
Nuacht CMÉ
eQualIty­NewS
In brief...
Teachers and mental illness
World Mental Health Day
World Mental Health Day will take place on
30 October 2012. World Mental Health Day
raises public awareness about mental
health issues. The day promotes open
discussion of mental disorders, and investments in prevention, promotion and treatment services. This year the theme for the
day is ‘Depression: A Global Crisis’. Depression affects more than 350 million people of
all ages, in all communities, and is a significant contributor to the global burden of
disease. Although there are known effective treatments for depression, access to
treatment is a problem in most countries
and in some countries fewer than 10% of
those who need it receive such treatment.
For further details see http://www.who.int/
mediacentre/ events/annual/world_
mental_health_day/en/index.html
e INTO Equality Committee is
currently undertaking research in the
area of mental illness and teachers, in
preparation for the Equality Conference
in March 2013. e Conference aims to
raise awareness around mental illness,
with a view to assisting teachers who
may be experiencing mental illness, and
to breaking down the stigma which
attaches to it.
e Committee would like to hear
from any member who has had
experience of mental illness and who
would be willing to take part in a
structured interview or a focus group on
this theme. All enquiries and the
research will be treated on a strictly
confidential basis. Members who would
be willing to take part should email
[email protected] giving contact details,
or contact Deirdre O’Connor, Equality
Officer in INTO Head Office.
anks to Valerie, Examiner of Accounts
New code of practice on
sexual harassment and
harassment at work
In June 2012, a new Code of Practice on
Sexual Harassment and Harassment at
Work was passed into law. e Code
has been prepared by the Equality
Authority with the approval of the
Minister for Justice and Equality and
after consultation with IBEC, ICTU and
other relevant organisations representing
equality interests.
e Code aims to give practical guidance to employers, employers’ organisations, trade unions and employees on
what is meant by sexual harassment and
harassment in the workplace, how it may
be prevented and what steps to take if it
does occur. e Code can be accessed at
http://www.irishstatutebook.ie/pdf/2012/
en.si.2012.0208.pdf
A presentation was recently hedl to mark the end of Valerie Monaghan’s term of
office as an Examiner of INTO Accounts. Pictured from left, Noel Ward, INTO
General Treasurer/Deputy General Secretary, Niamh Coyle, Examiner of Accounts,
Sheila Nunan, General Secretary, Valerie Monaghan, outgoing Examiner of
Accounts, Joe Carmody, Examiner of Accounts, Grainne Cleary, INTO Accountant,
and Teresa Walsh, INTO Intern.
Special Conference on Assaults
The INTO Special Education Conference on
the theme of ‘Assaults on Teachers’ will take
place in the Croke Park Conference Centre,
Dublin, on 8 December 2012. The Conference
takes place on foot of a Congress 2012 resolution, which noted the increase in verbal and
physical attacks on teachers, and called for a
Conference to consider guidelines for
schools on this issue.
Research will be carried out by INTO in advance of the conference to establish the
16
prevalence of the problem, and how schools
currently respond. A survey will be sent to all
special schools, and a random selection of
primary schools and teachers in the near future. We ask for your cooperation should you
or your school receive a survey.
This will be a delegate only conference.
Only those members nominated by their branch
or district as delegates may attend. If you are
interested, attend your September/October
Branch meeting, and put your name forward.
INTO Consultative Conference
on Education 2012
is year, the annual INTO Consultative Conference
on Education will take place in the Clayton Hotel,
Galway, on Friday 16 and Saturday 1 November
2012. is year, the conference will focus on the
theme of ‘Wellbeing in the School Community’.
Please note that this is a delegate only conference
and only those members nominated by their branch
and district as delegates can attend. If you are interested, make sure you attend your October branch
meeting to put your name forward.
InTouch October 2012
INTO News
New year, new challenge
– same energy required
In June of this year, I reflected on my first
year in the INTO. Now with a new year
facing us, it brings new challenges that
will test members across the union, from
every stratum of the teaching profession.
What I whole-heartedly desire to see is
an increased participation from all these
members. We will gather strength in
numbers, and increased contributions will
lead to dynamic and innovative strategies
to tackle issues before us. While there are
thousands of people who already strive to
protect teachers, there can never be
enough positive agitation among members.
All members have taken hits to pay and
conditions. With the recent allowance review, the take-home pay of a new-entrant
(as of 1 February 2012) has decreased by
2.6% since 2008. ose who are not new
entrants have seen a reduction in salary of
at least 1% in the same period.
We have paid our dues; we have all
felt the pain. We need to send a message
loud and clear that the door has closed,
and we will not act as scapegoats
absorbing more attacks.
Presently, there is effectively a four-tier
pay system in place amongst teachers.
With these divisive tactics being utilised
by the Government we must stand together. However, intergenerational solidarity cannot come at the costly loss of
solid trade unionism. I think an attack on
one member, experienced or new, is an
attack on our united profession. While we
can be enraged with what has happened
already, let us not be found equally enraged by allowing our unity to be stripped
from our grasp.
It is vital to get involved in your local
branch and attend any meetings coming
up. If you are a new member or graduate,
a staff representative in any school can
guide you in making contact with your local branch and more importantly, the local NQT Sub-Committee.
Guidelines on setting up an NQT
Sub-Committee in your local branch or
district are available on the Officer
Extranet of the INTO, and help to make
organised NQT involvement seamlessly
officer Handbook launched
INTO President Anne Fay, launched a new
Handbook for INTO officers at Branch,
Forum and District level during the course
of a training session for district officers in
the INTO Learning Centre in Dublin on 21
September. Speaking at the launch, Anne
emphasised the importance of providing
adequate training for members who take
on roles at Branch and District level, and
also promised on-going support for them.
Pictured at the launch are Paul
Corcoran, District VII, Margaret McSweeney, District XVI, INTO President
InTouch October 2012
Anne Fay, Catherine Kelly, District V and
INTO Acting Official David O’Sullivan.
A series of training events for Branch
officers will be held during the course of
October followed by training sessions for
Forum officers. It is also intended to hold
a series of information seminars
organised by both the Conditions of
Employment and the Legal, Industrial
Relations and Equality sections of INTO
head office for members throughout the
country during the course of the current
school year.
become part of your area.
Let us start this year together with a
hunger for change. Let that hunger be
flavoured with a paramount protection of
our members, and be driven by a desire to
resist adverse circumstances affecting
every one of us.
T J Clare, NQT, District 14. T J qualified
from St Patrick’s College in 2011.
Remembering
TJ O’Connell
Former INTO
General Secretary
The CEC has decided to hold an event to commemorate the life and work of TJ O’Connell,
long serving (1916 to 1948) General Secretary
of the INTO. In addition to being General Secretary of INTO, TJ O’Connell was a TD for two
terms, served as the second leader of the
Labour Party and was a Senator for many
years. The commemoration is organised in
conjunction with events being held to mark
the centenary of the Labour Party this year,
and arose directly out of a suggestion made
to the Organisation in the wake of the RTE
programmes to mark that centenary.
The event will be held in the Teachers’
Club in Parnell Square on Tuesday 20th November 2012. Attendance is open to INTO
members but, for reasons of space, admission will be by ticket only. If you wish to reserve a ticket please email [email protected]
Further details of the event will be contained in the November InTouch and on the
INTO website.
1
INTO News
In the media
Separating fact from fiction
ere has been significant commentary in all sections
of the media about public service pay and allowances.
While much of it was robust and hard hitting most
but not all media outlets attempted to keep a sense of
balance and perspective.
Some of the coverage has rightly infuriated trade
union members but we have also tried to keep a sense
of perspective.
Contrast this with the Sunday Independent which
in one edition last month (2 September 2012) carried
no fewer than 1 articles that could be described as
anti-public service or anti-trade union.
It is clear that the editorial line of this paper is one
that sees public sector pay as the cause of the country’s budget deficit and if only public sector pay could
be slashed then the national finances could be sorted.
e only barrier, according to the Sunday Independent, to this course of action is the Croke Park
Agreement.
erefore, the trade union leaders who negotiated
the agreement and trade union members who backed
it through the ballot box and are keeping their word
are, it seems, fair game for the Sunday Independent, a
classic case of shooting the messenger (and the message).
Patent nonsense
e paper’s message is of course patent nonsense.
Ireland’s deficit comprises far more than public
service pay. Economist Karl Whelan has shown
that you could fire every public servant and still not
close the deficit.
But this approach allows this paper to avoid
engaging in any serious consideration of issues such
as a fair resolution of the banking catastrophe, the
country’s narrow tax base, generous tax exemptions
for the few and a host of other issues related to the
deficit.
Transparency?
A selection of these articles shows the papers
approach:
Two articles in the paper purported to “uncover”
the salaries of trade union leaders. However, in
the case of INTO there was nothing to uncover
as salary details are in the public domain on the
INTO website. Interestingly, similar levels of salary
transparency do not attach to those enquiring into
trade union salaries.
Truth?
In a clear attempt to pit younger teachers against older colleagues (protected by Croke Park), one columnist tells readers that a report by the Central Bank of
Ireland shows that mature teachers obtained the
highest average-value equity release loans
InTouch October 2012
during the boom (ie, they partied hardest). It says no
such thing. e actual report can be accessed on
http://www.centralbank.ie/publications/
Documents/0RT12.pdf.
In contrast, another columnist tells readers that the homes of the elderly are to be sacrificed
to pay for the Croke Park deal.
One commentator contends that only three
pundits can be trusted to tell the total truth about
the public finances: Ed Molloy, Ed Walsh and
Eddie Hobbs. Interesting choice. Ed Molloy
recently could remember back to benchmarking
but not the more recent pension levy and pay cut
that wiped out any benefit. Eddie Hobbs is no doubt
contented to highlight public service pay rather
than any impact his 2006 cheerleading on property
speculation has had on the public finances.
http://www.youtube.com/watch?v=
riFSbr-TgTg. Ed Walsh’s reference
to teachers working for “pin money”
surely marks him out for public
commentary on finance.
5Inconvenient truths
clearly get in the way
of an agreed line …6
Finding solutions
Other contributions include
references to an unuttered (and
entirely fictional) public sector
threat to strike that allegedly
changed the landscape of
Irish politics while another
ignores the published facts and
informs readers of the overwhelming
evidence that the Croke Park
Agreement is not working.
Inconvenient truths
clearly get in the way of an agreed
line which is predicated on the
assumption that public sector
workers, some of whom still
read the Sunday Independent, are the cause of the nation’s misfortune.
Contrary to what the
Sunday Independent
would have its readers
believe public sector
workers and their pay
are not the cause of
the nation’s problems and cutting
their pay will not
solve those problems.
In fact, it will more
likely make solutions
more difficult.
19
Nuacht CMÉ
SOlIDarIty
A rewarding ten weeks in Maweni, Kenya
“Jambo, Jina Langu ni Catherine,” I announced to a crowded classroom of 
Kenyan children. My finest Kiswahili was
met with thunderous laughter, sniggering
and table banging. Quickly the confidence
I had, leaving my bright colourful and
modern classroom in Ireland, vanished.
As I stood there with 1 eyes watching me
in that dreary, dark classroom with bare
stone walls, devoid of electricity and
windows, I knew the 10 weeks ahead were
going to be a challenge. But it was the
children’s vibrancy, their zest for life, their
beautiful smiles and their amazing
rhythm and love of dance and singing,
that was sure to make the experience
exhilarating and rewarding.
Last June I travelled to Kenya with an
organisation named Suas. Suas is a dedicated education focused charity supporting quality education in under resourced
communities. Together with a team of 11
other volunteers, I taught in Maweni Primary School, located in the Kongowea
slum, north of Mombasa town. Maweni
was once a centre of excellence within the
local district and in the late 1990s/
early 2000s was ranked by academic
achievement, as one of the top schools in
Kenya. However the Kenyan government
announced free education in 2002. While
noble in its intention, the government failed
to provide any extra funding, classrooms or
additional teachers. Average class size in
Maweni increased by 200% and teachers,
those of whom stayed in the public system,
were overworked and became burnt out.
e average Kenyan Certificate of Primary
Education (KCPE) results dropped almost
0%. Public schools got a bad reputation
and were a last resort for people who
could not afford a private education.
e children arrived early for school
and were seen playing in the yard long after the final bell went. ey were enthusiastic and eager to learn, putting in long
hours of study. It was clear that Maweni
Primary School was like a haven to these
children, a place they loved coming to and
felt safe in.
e children had an uncanny ability to
smile and be positive, despite all the obstacles that faced them in life, whether it
be orphaned as a result of AIDS, parents
or siblings with drug addiction, lack of
money or opportunity.
It was these wonderful children and
their optimistic outlook on life that
enabled us to overcome the challenges
we faced daily; poor communication between staff and volunteers, overcrowded
20
Left: Catherine and
her pupils at the
popular ‘Maweni’s
Got Talent’
Inset: Sharing the
Irish language with
enthusiastic Kenyan
schoolchildren
classrooms, lack of resources and absent
teachers drove us on to organise events
such as Irish Day, ‘Maweni’s Got Talent’,
school tours, football leagues and a summer camp. ese events gave students
and staff happy, educational and moral
building relief from what is usually a
stringent exam focused environment.
‘Maweni’s Got Talent’ was one of our
most successful events, providing the children with an opportunity to display their
innate rhythm through music, dance, rap,
singing and acting. Volunteers mentored
the acts, other pupils voted and staff
members adjudicated the event along
with providing feedback which Louis and
Simon would have been proud of!
While our education system in Ireland
is not perfect, this opportunity gave me
time to reflect and to see the positives it
has to offer. Our children are nurtured in
such a positive environment with great
opportunities. While Irish children enjoy
a child centred education with active
learning and wide curriculum allowing a
child to flourish no matter where their
talent lies, the Kenyan system is very much
exam orientated, with huge pressure on
children to perform in order to advance to
secondary education. Children need excellent results in order to gain scholarships, as
second level education is not yet free.
roughout the course of our ten weeks
and with the help of generous donations
and a grant from the INTO Solidarity Fund
much was achieved that will hopefully
leave a lasting impact on Maweni. We were
able to purchase a photocopier for the
school, enabling teachers to design their
own tests, instead of buying in expensive
mass produced exams that children were
continuously failing despite their best efforts. It also allowed us to provide funding
for the School Dance and Cultural Group
to travel to the capital Nairobi in order to
take part in the national finals, a huge honour for the school and children, one which
they were denied the previous year due to
lack of funding. Other successful projects
included erecting a school noticeboard, to
improve communication and also making
a photograph wall, organising careers,
health and hygiene talks and painting the
kindergarten and staff room buildings.
My experience in Africa taught me many
things; to be thankful for what I have, to
never lose sight of the children in my day
to day teaching and in school policies and
to always be open to new experiences as,
despite what you think you will bring to
the situation, you will no doubt come
away with more! e time that I spent there
I hope impacted positively on the pupils
and staff of Maweni along with bringing a
great learning opportunity to my own staff
and pupils of St Seachnall’s NS, Dunshaughlin along with my family and friends.
Volunteering with Suas was such a positive experience for me. I would highly recommend it and hope to get involved again
in the future, and will definitely be visiting
Africa again. I am very grateful to INTO
for their donation and my school and management board who made it possible for
me to have this wonderful experience.
Catherine McCormack teaches in St.
Seachnall’s NS, Dunshaughlin, Co Meath
InTouch October 2012
INTO News
Autumn on www.intolearning.ie
Online Introductory Course
for Learning Support/Resource Teachers
Registration for this course is now
open on moodle.intolearning.ie. e
course will be delivered online over
9 modules commencing Monday 1
October. e modules are designed
to lead the teacher through the initial stages of setting up a learning
support/resource system in their
school and the management of children receiving such support. One
module will be made available each
Monday (excluding midterm) and
participants can work through the
course content at their own pace. A
support facilitator will assist participants and will host a weekly chat
session to discuss module themes.
An interactive discussion forum for
each module will allow participants
to share learning and experiences
and to seek clarification on module
content. Specific course criteria will
apply to participants wishing to receive a Certificate of Course Completion. is course costs €180.
e module outline is as follows:
Module 1: Introduction
Module 2: Selection and Assessment
Module 3: Models of Support
Module 4: Oral Language
Module 5: Reading
Module 6: Writing and Spelling
Module 7: Mathematics
Module 8: Supporting Behavioural/
Emotional Difficulties
Module 9: Administration and
Record Keeping
Supporting Literacy Development Across
the Primary School Online Course
Registration for this course is now open on moodle.
intolearning.ie. e course will be delivered online
over  modules commencing Monday 22 October.
‘Supporting Literacy Development across the Primary School’ will link very strongly to the curriculum
while exploring strategies and approaches for literacy
development and assessment. Content will include
suggestions for the integration of literacy across a
number of curriculum areas as well as outlining
potential for the use of ICT to support literacy development. One module will be made available each
Monday (excluding midterm) and participants can
work through the course content at their own pace.
It will be suitable for all teachers across the primary
spectrum but most particularly those in the
junior/middle classes and those in support roles.
Teachers wishing to obtain an overview of the
continuum of literacy development for planning/assessment/whole-school CPD purposes will also benefit from course content. Specific course criteria will
apply to participants wishing to receive a Certificate
of Course Completion. is course costs €6.
e module outline is as follows:
Module 1: Oral Language Development
Module 2: Reading
Module 3: Writing
Module 4: Online Resources
For further details on both of these courses log onto moodle.intolearning.ie or contact e-mail [email protected]
Ceol Ireland: music courses to go online! First “Pop-up” PLC opens
on INTO Learning
Ceol’s Music Online Programmes for primary teachers
are now available online. They include weekly lesson
plans and music resources supporting the approaches
and methodologies outlined in the Primary School
Music Curriculum (all strands and strand units). The
programmes are designed to enable teachers to teach
music in a simple and fun way regardless of musical
background and levels of confidence in their abilities.
Participants on the course will be required to implement the lessons and resources in the classroom as
they progress through the programme. There will be
continuous facilitator support and lessons outlined
will be supported by video demonstrations of the
teaching approaches and methodologies involved.
Discussion forums and weekly opportunities for ‘live
chat’ will provide opportunities for teachers to discuss
progress and to share experiences and resources.
Registration is now open and programmes will
start on Tuesday 9 October as follows:
Stage One Junior Infants
Stage Two Senior Infants
Stage Three First Class
Stage Four Second Class
The cost is €150 per stage (each stage is a full course
in its own right and continues online for the full school
year). For further details log onto www.intolearning.ie
This course clearly outlines the steps involved in
creating, compiling and completing Self
Assessment and Learning Folders with junior,
middle and senior classes in primary schools. It
includes strategies for recording children’s progress
across all curriculum subjects, personal interest
surveys for children, together with a challenging
and engaging project work menu designed to
provide differentiated starting points. The course
also outlines how the folders support the
involvement of parents and others in the
assessment and learning process. This course will
begin on 8 October and costs €54. For further
details log onto www.intolearning.ie
InTouch October 2012
The first of the INTO Learning short-term
professional communities, ICT and SEN,
got underway on 24 September. It is being
facilitated by Paul Munroe, a practicing
teacher with a special interest in the area
of ICT, and will run for a total of three
weeks. The PLC is providing a secure
‘members only’ platform for its members
to share and discuss experiences, challenges, ideas and resources around this
topic. Prior to the closure of the community on 14 October, community members
will have the opportunity to download a
folder of resources arising from community discussion and input.
Themes for facilitated Pop Up PLCs over
the coming months include:
l Mathematics in the Senior Classes,
l Using Apple Technology in the
Classroom,
l Integrating Multisensory Activities (SEN),
l Managing Your Day (School Principals),
l Integrating Literacy.
Membership of these PLCs will be capped
at 30 and it is advisable to register interest
early, by contacting [email protected], in
order to avoid disappointment.
21
Nuacht CMÉ
BeNeFItS
Membership Plus
Remember to register your Membership Plus card and receive
over 800 discounts and special offers.
To register your card:
1. Go to www.into.ie and the appropriate ROI or NI page to
register.
2. Click on the Membership Plus button to access the dedicated site.
. Complete the requested information including your Membership Plus number, which is printed on the back of your
card.
If you haven’t received your Membership Plus card, please
contact Georgina Glackin in INTO Head Office at (01) 80
.
If you haven’t yet registered with Membership Plus then
you are missing out on over 800 discounts and special offers
of up to 0% off. From pizza to pub grub, shopping to ten pin
bowling, leisure centres to golf courses, hairdressers to big
high street names, there is something for everyone.
Membership Plus brings you savings from high street
brands. rough Membership Plus, the INTO member benefit programme, you can purchase shopping cards for use in
certain popular stores and supermarkets at a discounted price
– for example Marks & Spencer.
To purchase a discounted shopping card, simply log into
the Membership Plus website and search for the retailer using
our handy offer search facility on the top left of the website.
Here you will find full instructions on how to order and pay
for your shopping card online or via the telephone.
e shopping card will then be sent to your home address
and to use it, simply present it at the till when paying for your
shopping. e card is treated like cash so, unless otherwise
stated, you can use it in conjunction with other offers or discounts.
e majority of shopping cards are reloadable meaning you
can save each time you top it up.
For full details and terms and conditions, visit the Membership Plus website by clicking on the Membership Plus button
at www.into.ie.
The Teachers’ Car Insurance Scheme
The Teachers’ Car Insurance
Scheme is one of the largest of
its kind in Ireland and in January,
Cornmarket, on behalf of the
teachers’ unions conducted a
review of the Scheme which
included submission tenders
from a number of insurance
companies and in March it was
agreed that the Scheme would
continue to be underwritten by
RSA Ireland Ltd.
In reviewing the Scheme, the
INTO insisted that every effort
was made to ensure the benefits
and features of the Scheme were
kept relevant and practical and that pricing
remained competitive.
The revised Scheme includes:
l Comprehensive driving of other cars –
automatic comprehensive cover when
driving other private motor cars with
owners consent.
l Full no claims bonus protection – no
22
penalty on your no claims bonus for fire,
theft or windscreen claims, automatic
cover for 1 unlimited claim in a 3 year
period.
l Max for life no claims bonus protection –
if you have a full no claims bonus for 7
years, it is protected free provided the
Scheme remains with current insurer.
l Malicious damage cover in
school grounds – unlimited
cover, policy excess €30.
l 24 hour motor breakdown
rescue and windscreen cover
are included as standard,
driveway assistance included.
l Free green card cover – valid for
driving in the EU, no time limit
applies but must contact
Cornmarket in advance of
journey.
l Reduced excess – standard
policy excess for drivers aged
25+ reduced from €200 to €70
for own damage claims.
l Partners – are eligible to join the
Teachers’ Scheme.
The Teachers’ Car Insurance Scheme is
subject to entry criteria, terms and
conditions. For details on cover please
refer to the relevant policy schedule
available at www.cornmarket.ie.
InTouch October 2012
INTO Advice
INTO advice for members on issues of importance
ScHOOl­leaDerSHIP
Continuing Professional Development (CPD)
packages for schools
e INTO is currently developing a bank of hour-long CPD
packages designed for in-school use. ese self-contained
packages will be accessible online through INTO Learning
and will consist of video presentations, information, resources and discussion prompts to promote whole-staff
learning and discussion.
e first of these is on the Child Protection Guidelines
and seeks to provide information, and promote group discussion, on issues around the practical implementation of
these guidelines in the school setting.
e above is currently being piloted in a number of primary schools around the country and the adapted package
will be available to all schools in November 2012. ose interested in availing of this service for our members can register this interest by contacting [email protected]. For further
information go to www.into.ie.
INTO Officials filming the first CPD package. Pictured from
left, Fidelma Heston, Deirdre O’Connor and Anne McElduff,
with Seaghan Moriarty, from Digilogue.
Primary Grant Calendar 2012 / 2013
Month
Grant
Month
Grant
September 2012
iEarly Start Annual Grant
March 2013
October 2012
iDEIS SSP Grant
iSupervision Grant (balance of hours
due to schools)
iSupervision Grant (schools with 1, 2 or 3
teachers only and opt-outs)
iAncillary Services Grant
April 2013
iStandardised Testing Grant
November 2012
iEarly Start Capitation Grant
May 2013
iSchool Book Grant
December 2012
iNo grant due
June 2013
iCapitation Grant (2nd moiety)
January 2013
iCapitation Grant (1st moiety)
July 2013
iNo grant due
February 2013
iNo grant due
August 2013
iNo grant due
Contact
All queries relating to grants issued to primary schools should be addressed to the section listed on the payment advice slip
not to the Central Funds Unit.
InTouch October 2012
2
Comhairle CMÉ
HealtH­aDvIce
Breast awareness
month
Breast cancer is the abnormal growth
and proliferation of cancer cells within
the breast. Every year over 2,00 women
are diagnosed with breast cancer and
Irish women have a 1 in 11 chance of developing breast cancer in their lifetime.
While the incidence of breast cancer is
rising due to early detection and increased breast awareness, the number of
patients dying from breast cancer in this
country is decreasing. More than 2,000
women in Ireland are living following a
breast cancer diagnosis.
Mammographic screening is very
2
effective in reducing breast cancer
mortality. Breast screening involves a
mammogram x-ray of the breast which
can detect early signs of breast cancer
before it can be seen or felt. BreastCheck
– the National Breast Screening
Programme offers free mammograms to
women between the ages of 0 – 6.
is is a very successful nationwide
programme and invites eligible women
on an area by area basis for free screening every two years.
If you are a women who has symptoms suggestive of breast cancer, you
should go to your GP, and if necessary
be referred to a specialist breast unit.
In the majority of cases, a breast
complaint is not due to cancer, but the
possibility of cancer means that highly
trained specialists should examine you
in an efficient, sympathetic environment.
In Ireland, there are a number of
specialist breast units now available.
National and international evidence
shows that patients with breast cancer
have the best chance of survival if
they are treated in specialist breast
units. In these units there are teams
of medical professionals working
together under strict quality
assurance guidelines and treating
high numbers of patients. is
facilitates better diagnosis and
treatment. e National Cancer
Control Programme has established 9 such units in this
country. e Mater Private
Hospital is a private facility
with a specialist breast unit
providing these facilities
since 2008.
e causes of breast
cancer are not yet fully understood, but certain women
are at a higher risk. Only
–10% of breast cancers are
hereditary. ose at a higher risk include those who
have a family history of a
close relative diagnosed with
breast cancer under the age
of 0 years, or a family
history of other cancers,
particularly breast, ovarian or colon.
e risk of developing breast cancer
increases with age with over % of cases being diagnosed over the age of 0
and % over the age of 6 years.
Other potential risk factors include:
l Obesity.
l Alcohol consumption.
l Prolonged oestrogen exposure such as
HRT.
Breast cancer in most cases, is initially
noticed as a lump in the breast.
However, other signs to be aware of are:
l Change in size/shape/swelling of the
breast.
l A lump any size/thickening of the
breast.
l Change in the nipple direction/
shape/rash.
l Bloody nipple discharge.
l Changes in the skin – dimpling/
puckering/redness.
l Swelling in armpit or around collarbone.
Breast cancer is no longer the leading
cause of cancer death in women in this
country. is has now been surpassed
by lung cancer. If breast cancer is found
and treated early, most cases can be
cured. Women themselves play a major
role in detecting breast cancer. It is
therefore essential that they develop
breast self-awareness, and an understanding of what is normal.
Specialist Breast Centre, Mater
Private Hospital, Eccles Street, Dublin 7.
Health check offering discounts to all
INTO members/retired members/
immediate family. For brochure or
information visit www.healthcheck.ie
or phone 01 88 82 / 88 828.
InTouch October 2012
INTO Advice
From college to classroom:
The National Induction Programme for Teachers
The second in a series of articles for newly qualified teachers entering the teaching profession 2012-2013
Many NQTs have questions at this time of year in relation to induction and probation.
Planning and preparation, in the first year of teaching, is also one of the most frequently
requested areas for support and guidance. is article will hopefully address some of
these questions. Next month’s article will focus exclusively on short-term planning.
If­I­am­unsure­whether­I­qualify­for­probation­who­do­I
contact­for­information?
ere is a frequently asked question section on our website
(FAQs) www.teacherinduction.ie and most questions raised in
relation to probation are addressed in this section. If you have
a specific query in relation to probation which is not dealt
with under the FAQs email Jenny at [email protected]
where­do­I­find­the­most­recent­information­on­probation
requirements?
DES has issued a Circular
0029/2012 which you will find
on the DES website at
www.education.ie
under
Circulars. is Circular was
issued at the end of August
2012 and it contains all the
relevant information which
will be required for your
probationary year.
where­do­I­find­information
on­the­requirement­to
engage­in­the­induction
workshop­programme?
e Teaching Council have
a FAQ section on their website www.teachingcouncil.ie and
you will find responses to many of the queries raised in relation
to the induction workshop programme requirement in this section.
am­I­too­late­to­register­for­the­workshop­programme­in­the
education­centres?
No, you can register with your local Education Centre, whether
you are in employment or not. Visit www.ateci.ie to see a list of
the 21 full-time Education Centres throughout the country.
I­won’t­be­able­to­do­all­the­workshops­this­year.­what
happens­now?
You have  years from the date of registration with the Teaching
Council to engage in the induction workshop programme. If you
start the workshop programme this year and your circumstances
change you can always continue with the workshop programme
next year. Keep a record of the workshops that you attend this
year so that you can register for the remainder next year.
what­happens­if­I­move­from­Dublin­to­another­part­of­the
country­to­find­work?
All the Education Centres run the workshop programme
within the same timeframe. You can re-register with the
Education Centre in the area in which you will be working. It
is important to inform the Education Centre, in which you
originally registered for the workshop programme, that you
InTouch October 2012
have moved Centres.
what­are­the­requirements­for­planning­in­the­first­year­of
teaching­for­an­NQt?
Rule 126 for National Schools states that all teachers are required to plan. You need to plan on a weekly basis because
over the course of the year you will adapt your planning to
cater for the learning needs of the class. Your plan is a
working document so you can amend/annotate as the week
progresses.
e requirements for
planning are as follows:
l Short-term planning
(weekly) notes – Your
plans should be available
at the beginning of the
week.
l Long-term planning
(Termly plans) – ese
plans can be done on a
term by term basis or
from September –
December and January –
June.
l Cuntas Míosúil (monthly
progress record) – is is an
official school record which records what a teacher has
taught and/or the teacher’s professional judgement of the
children’s learning progress in that month. We are presently
drafting guidelines on the Cuntas Míosúíl so keep an eye on
www.teacherinduction.ie over the next few months for updates in relation to these guidelines. In the meantime follow
the school’s format for the Cuntas Míosúil.
l Assessment folder – In the NIPT Planning workshop the
facilitator will discuss with you guidelines on how to compile an assessment folder.
I’m­not­sure­where­to­start­with­my­long-term­planning.
there’s­so­much­to­do­…­where­will­I­start?­
Go to our website www.teacherinduction.ie and download the
template for Long Term/Termly Plan. For further information
on each of the headings click on relevant links which expand on
all the headings and give examples. Start your planning in a subject area that you are most familiar with e.g. P.E. and also choose
a core subject area e.g. Maths. Refer to the curriculum documents and your school plan as you work through the headings.
Set aside some time to work on the long-term/termly plans each
week and try to adhere to that time. Once you have your
termly plan complete, it will inform your weekly plan(s).
Contact Mary Burke on 086 8130997 for further information
or email Mary at [email protected].
2
Newsdesk
News from the world of education and trade unionism, at home and abroad
Cancer Care Centre – Frank Bunting Appeal
As a result of a range of activities undertaken under the INTO banner, to
date STG£0,000 has been raised for
the Cancer Care Centre at Belfast City
Hospital, in memory of our former colleague and Northern Secretary Frank
Bunting who died in August 2011.
Among the organised events have
been a sponsored cycle from Belfast to
INTO Congress in Killarney in 2012,
INTO teams in the Belfast Marathon,
collections at Northern Conference
and INTO Congress 2012 and sponsorship from INTO employees. A recent
musical day (“September Blues”) in
Belfast in early September was also part
of the fundraising.
Our thanks in particular to INTO
branches and districts North and South
who have responded to the appeal to
support the fundraising effort. It is
planned to present a cheque to the
Cancer Centre this Autumn.
Best wishes
to Pauric
Pictured at a function to honour Dr
Pauric Travers’ 13 year term as President
of St Patrick’s College were INTo
President Anne Fay, Pauric Travers, and
Sheila Nunan, INTo General Secretary.
The new President of St Patrick’s
College, Drumcondra, Dr Daire keogh,
was inaugurated on 28 September.
kPS Exhibition at National Museum
Pictured at the opening of the
Kildare Place Society and
Schooling in the 19th Century
Exhibition at e National
Museum, Collins Barracks,
Dublin are Eileen Jackson,
principal teacher, Greystones;
Dr Susan Parkes; Ruairí
Quinn, TD, Minister for
Education and Skills, who
opened the Exhibition;
Geraldine O’Connor, CICE; Dr
Aine Hyland, formally of UCC;
Anne Fay, INTO President;
Professor John Coolahan,
formally of Maynooth and
Dr Kenneth Milne, formally of
CICE. e September issue
of InTouch carried an article
by Prof Coolahan on the
Exhibition and further
details can also be found on
www.museum.ie.
InTouch October 2012
2
Newsdesk
Fulbright Awards
now open to applicants
Funding available for postgraduate study, teaching of Irish
and research across all disciplines in the USA
e Fulbright Commission in Ireland has
announced the 201 - 201 competition for the
Fulbright Awards include a monetary grant for
post-graduate students, scholars, and professionals to travel to the US to lecture, research,
and study for a maximum period of one year.
Further information about the application
process is available on www.fulbright.ie.
The following three types of awards are on
offer:
1. Fulbright Student Awards: For up to one academic year for postgraduate study or research in the United States in any discipline,
including the arts. Grants are a maximum of
$20,000. Applicants may stay to complete
their academic program if it is longer than
one year.
2. Fulbright Scholar and Professional Awards:
Grants available for up to €,000 (Irish Language) and $20,000 (General Awards) for academics and professionals with more than
five years’ experience to research and/or lecture in the US, lasting between and three and
twelve months.
. Fulbright Foreign Language Teaching Assistantship (FLTA) Awards: Ten-month Awards
for Irish language teachers to refine their
teaching skills in the US by teaching at a US
college and taking classes at a post-graduate
level. Grants are available for approximately
€20,000.
ere are a number of sponsored awards for
students and scholars in specific disciplines. All
applications must be received by :00 p.m. in
hard copy and online on 1 November 2012.
Full details at www.fulbright.ie
On yer bike in Africa
On 10 January 201, Philip Howard will set
off on a 12,000 km cycle. e ancient pyramids of Egypt will provide the backdrop as
he departs on the Tour d’Afrique 201. Four
difficult months pedalling through desert,
mountain, and jungle and through intense
climatic conditions will ensue as he makes
his way south along the back roads of the
vast continent of Africa to the final destination point, Cape Town.
Philip is a Leitrim man based in St Paul’s
CBS, North Brunswick Street in Dublin’s inner
city. He is taking a career break to complete
this adventure which has captivated his imagination for a few years. Although extremely
tough and arduous, he feels it will be an extremely rewarding and exciting experience.
In doing this cycle he is raising funds for
Pieta House, the centre for the prevention of
Suicide and Self Harm. Pieta House is a nonprofit organisation providing a specialised
treatment programme for people who have
suicidal ideation or who participate in selfharming behaviours. eir service is free of
charge. 80% of their income comes from
fundraising events and donations.
Suicide is unfortunately a massive problem
in Ireland and Pieta House are doing great
work to help bring those in a dark place into
the light. ALL MONEY raised on Philip’s cy-
InTouch October 2012
cle will go directly to Pieta House.
For more information on his cycle or if you
would like to request a ‘Sponsor a Kilometre’
donation card you can log onto his website on
www.onyerbikeinafrica.com and any contributions would be greatly appreciated.
Reading
the Visual
Children today are surrounded by
visual imagery. We see this in the
computer games children play, the
educational technology they engage
with, the music videos they watch
and the various forms of advertising
that target them on a daily basis.
Definitions of ‘visual literacy’ are
many and varied. Most researchers
would agree that this type of literacy
includes the ability to construct
meaning from visual images. This
perspective highlights not only the
fact that visual images can be ‘read’,
and that meaning can be communicated through this ‘reading’ process,
but also that becoming visually
literate is not an automatic process.
The reading of visual images is a
complex process that encompasses a
number of skills. Visual images require
the reader to decode the images in
order to enhance comprehension. In
order to decode visual images
effectively, children need to be explicitly
taught about the ‘grammatical’
features that illustrators use. These
include composition, line, colour,
texture, shape, time, perspective,
frames and movement.
Worldwide, a number of countries
have included visual literacy in their
national curricula. Both New Zealand
and Australia include visual literacy –
or ‘viewing’ as it is termed in Australia
– as a major strand in their English
curricula. In Ireland the recent ‘Literacy
and Numeracy Strategy for Learning
and Life’ includes a broader definition
of literacy to include digital literacy
and broadcast media.
The Ark, Cultural Centre for
Children, is holding a workshop on
visual literacy entitled ‘Reading the
Visual’ on 24 October 2012 as part of its
‘Telling Tall & Tiny Tales’ literature
programme for schools. To learn
more contact The Ark on 01 670 7788
or see www.ark.ie.
Jennifer O’Sullivan lectures
in education at Marino Institute
of Education, Dublin, and has
been commissioned by the NCCA
to produce guidelines for teachers
in visual literacy.
29
Newsdesk
Noel Ward speaks at TASC conference,
warns against cuts to disadvantaged schools
Speaking at a conference on education
reform organised by TASC in Croke Park
Noel Ward described as “shocking” the fact
that in the last budget “schools in areas of
acute social disadvantage faced disproportionate and severe cuts”. In the face of significant opposition the Minister was forced
to withdraw his proposals. “That such cuts
were in large measure redressed was a
tribute to those who campaigned for
equality principles,” said Mr Ward.
The INTO deputy leader sounded a clear
warning to the Minister in the run up to
December’s budget not to cut initiatives
such as the Early Start preschool programme
in the country’s most disadvantaged
schools. Mr Ward said this cut was
identified as an option last year and it
remained on the menu for this year.
He said “any attempt to revisit the
cutting of designated schools in our poorest communities and in particular cutting
early education in those schools this year
will be strongly resisted by my union. If
equality is truly a core value, the Minister
will not go there,” he said.
Mr Ward said class divisions in Irish
society are not often acknowledged but
run deep and they are reflected in the
Noel Ward,
Anne Fay,
INTO President
and Anders
Geersten of the
Nordic Council
of Ministers,
Denmark,
at TASC
conference.
educational system. He said it is “difficult
to reconcile stated values which advocate
equality with, for example, the State’s
funding of private schools at post-primary
level.”
Concluding his remarks to the conference which looked at education reform in
Ireland and in the Nordic countries Mr
Ward said an essentially private sector crisis had caused enormous collateral damage to public services in Ireland. He said
many are struck by how far removed Ire-
land is in terms of Government revenue as
a percentage of GDP when compared to
our Nordic neighbours (35% of GDP compared to 50% plus in Nordic countries).
“Social democratic values, related to taxation and to social services, have much
ground to make up here,” said Mr Ward.
The TASC Conference ‘Sharing Experience of Education Reform and its challenges between the Nordic Countries and
Ireland’ was held in Croke Park on Monday
17 September.
INTo meets CPSMA
INTO officials met with representatives from the Catholic Primary
School Management Association in September to discuss a range
of common issues. Amongst these were the review of allowances
to public servants, supervision in schools, the moratorium on
posts of responsibility, national training programme for boards
of management, and the JobBridge internship scheme. It was
agreed to meet again later in the term to consider further issues.
Right: INTO officials meeting with representatives of
the CPSMA.
Launch of TMS’s 2013 musical production
Caitríona Ní reasaigh (Musical
Director), Eoin Cannon (Director) and
Orla Savage (Choreographer) at the launch
of Michael Collins – A Musical Drama
InTouch October 2012
A large group of current and prospective
new members attended the launch of the
Teachers’ Musical Society 201 production, Michael Collins – A Musical Drama,
in Club na Múinteoirí recently. e production team outlined their plans for the
year and auditions and the process of
casting the show are now proceeding
apace, with rehearsals beginning after the
Hallowee’n break in early November.
e production will be the Dublin amateur premiere of the show.
It will be directed by Eoin Cannon, who
taught in St Canice’s NS, Finglas and has
gone on to star in the West End and many
touring shows. He played the title role in
the original professional production of
Michael Collins – A Musical Drama.
Caitriona Ní reasaigh and Orla Savage
return as musical director and choreographer respectively. ey have both been
involved in many TMS productions since
the society was founded in 2000.
e show will run in the Tivoli eatre
from Tuesday, March  to Saturday
March 9 201. It is hoped to have tickets
on sale from before Christmas on the
Tivoli website www.tivoli.ie
1
Ócáidí Nuachta
Frequently Ask
ese are some of the queries regarding the Croke Park Agreement d
“Additional time of one hour per
week is provided for in the
Agreement.”
Q1
How many hours in total is this per
annum?
When did the Croke Park Agreement
become operative?
How many hours apply in the case of a
jobsharer or part-time teacher? Do the
additional hours also apply to second
and third level teachers?
The provisions of the Public Service
Agreement provides for an additional
36 hours per school year at primary
level. The terms of the agreement became
operative for primary schools in February
2011. Job-sharing teachers will be required
to undertake an additional 18 hours per
annum; a pro-rata requirement will apply
in respect of part-time teachers.
The additional hour also applies to
teachers at second and third level.
However at post-primary level an
additional 33 hours per annum is required
which reflects the shorter school year.
“A central purpose underlying the
provision of additional time is to
provide for these essential activities to take
place without reducing tuition time”.
Q2
Are all non pupil contact activities such
as school planning meetings, staff
meetings to take place out of tuition
time?
The purpose of the Croke Park Agreement
is to provide a block of 36 hours to be
allocated to non-class contact activities
which would previously have necessitated
a school closure / half day. Accordingly,
such closures on a teaching day are no
longer allowed (with the exception of the
three half in/half out staff meetings
previously agreed under Circular 14/04 –
see Q8).
“The additional time may also be
used to provide supervision
immediately before and/or after school.”
Q3
2
What is the position with regard to
supervision before and after school?
The INTO would recommend that the
additional hours would be spent on
professional work rather than supervision.
However as the Croke Park Agreement
specifically provides that the additional
hours can be used for pre and post school
supervision it is open to a school to
allocate some hours to assembly /
dismissal time supervision if this is one of
the priorities identified by the school
concerned.
This may be a particular priority for a
rural school where pupils depend on
school transport which does not dovetail
with the actual opening and closing time
of the school.
“It is expected that there will
be consultation at school level
as to the optimum usage of the blocks
of hours.”
Q4
Who is involved in the consultation
process: Principal and teaching staff /
board of management / non-teaching
staff, etc.?
A plan for the use of the 36 additional
hours should be drawn up by the principal
and the teaching staff. However, the board
of management will have the final ‘sign off’
on the usage of the 36 hours.
The additional 36 hours element of
Croke Park does not apply to non-teaching
staff.
(a) School management may
designate the usage of the 36 hours
in blocks of 1, 2, 3 hours scheduled over the
course of the 183 day school year. ”
Q5
Are these blocks of time for usage on a
whole staff basis / staff groupings basis /
or an individual basis?
Can other combinations of hours e.g.
1½, 2½ hours, etc. be used? Can blocks
of time of less than 1 hour be used?
Can we simply lengthen each school day
by 12 minutes?
It is intended that the additional 36 hours
can be used in a flexible manner to meet
the identified needs of the school. Some of
this time will be used on whole school
activities such as staff meetings; other
hours could used on activities affecting a
group of staff such as the Special
Education Team/infant teachers etc. and
some of the hours may be counted on an
individual basis e.g. assembly time
supervision.
Other combination of time such as 1½,
2½ hours, etc. may also be used but subject to a maximum of three hours on a normal school day.
The only occasion envisaged where time
is aggregated in blocks of less than an
hour is in respect of assembly / dismissal
supervision where sessions of less than 1
hour can be time-tabled.
It is not open to a school to use the
36 hours by simply lengthening the school
day.
(b) “Where there is consensus among
the school staff to do so part of the
hours may be aggregated as full days subject
to a maximum aggregation of two days”.
Q6
What does consensus among the school
staffs mean?
The Agreement provides for one hour
per week. Croke Park does not explicitly
provide for extra days. Why then is the
aggregation of hours into full days
allowed under the Agreement?
Why are schools not allowed to
aggregate for more than 2 days if there
is a consensus among staff to do so?
Consensus means “a general agreement of
opinion”. Consensus is a broader level of
agreement than that provided by a simple
majority.
Under Croke Park the school year has
effectively been lengthened by 36 hours
per annum .The implementation of the
additional 36 hours was always subject to
negotiations between School
Management, the Teachers’ Unions and
the Department of Education and Skills.
The outcome of these negotiations has
provided for a range of approaches in how
the time may be used including, where
InTouch October 2012
Newsdesk
ked Questions
dealt with a weekly basis by the CEC and in Head Office
there is consensus, the aggregation of
hours as full days up to a max of 2
additional days. (Each full day allocated
would use a minimum of 6 hours from the
36 hour bank.)
Aggregating days to make full days (to a
max of two) is just one option on how the
hours may be used and many schools will
be opposed to using the additional hours
in this manner. However, other schools
may avail of the facility to aggregate hours
as additional days. For example, many
members have expressed the view that
they wish to have the option to attend
school for 1 full day prior to the
commencement of the school year for
pupils.
The INTO has insisted however, that
where such aggregation is adopted, it
would be limited to a maximum of 2
school days in a school year which will be
reviewed for the 2012/13 school year.
The INTO does not support a position
where all of the Croke Park hours could be
aggregated as full days.
“The 36 hours is to provide
additional time to deal with some
or all of the following items : school planning;
cpd; induction; pre/post school supervision;
policy development; staff meetings; nationally planned inservice and school arranged
inservice.”
Q7
Is this list exhaustive?
The above eight broad areas of activity are
listed in the Agreement. There is sufficient
scope under these headings for a school to
identify its own priorities. It should be noted however that the areas identified cover
the system needs of the school and do not
encompass voluntary after school activities
such as school games, etc.
“The 36 hours are separate from the
existing arrangements in relation
to parent/teacher and staff meetings…in
the case of staff meetings, the additional
hours can be used to remove the half in
element of these meetings.”
Q8
InTouch October 2012
What are the existing arrangements for
parent-teacher meetings and staff
meetings which have been agreed
under previous agreements?
Can we continue to have three half
in/half out staff meetings as set out in
Circular 14/04?
The existing arrangements for staff
meetings are set out in Circular 14/04 which
states: “In respect of one staff meeting per
term all schools will make provision to
allocate from normal school time a period
equivalent to the time given outside
school. (Example: a staff meeting of two
hours duration which was normally held
before school closing time should now take
place one hour preceding and one hour
following normal school closing time)”
The half in/half out arrangement arose
from the Sustaining Progress Agreement and
commenced in the 2004/2005 school year.
This existing commitment to half of 3 staff
meetings being held outside school time
remains. However if a school decides to
have these three staff meetings completely
outside tuition time, the Croke Park hours
can be used to remove the half in element.
Where more than the three staff meetings
provided for in Circular 14/04 are held they
will now take place outside tuition time from
the time provided by the Croke Park hours.
In respect of parent-teacher meetings
Circular 14/04 states: “In each school year
there will be one formal parent/teacher
meeting. This meeting will normally
commence at 3.15 and will end at 5.45 pm
unless otherwise agreed at local level
between all relevant parties.”
This existing commitment to a two and
a half hour parent teacher meeting outside
of tuition time also remains.
The Croke Park hours could be used to
extend the duration of this meeting or to
provide for formal parent/teacher meetings
on more than one afternoon/evening
“Schools should record the full
usage of the additional hours and
publicise this in the normal school
communication to parents.”
Q9
Is this an individual record or general
staff record?
How and when should this be
communicated to parents?
Many schools issue a periodic newsletter
to parents in relation to school activities.
A general notice of how the additional
hours have been used may be included in
such a communication with parents. This
should be a positive announcement indicating the gains arising from the public
sector reform agenda for the school community.
It is not intended that how the hours applied to an individual teacher would be
published.
“Do ‘new appointees’ i.e.
teachers who took up their first
teaching appointment on or after 1 January
2011, and who are on reduced pay scales
have to do ‘Croke Park’ hours”
Q10
Yes, The additional 36 hours per school
year as identified in the Croke Park Agreement applies to all teachers.
In the revised INTO
website there will be
a specific section of
Frequently Asked
Questions on salaries
and conditions

Ócáidí Nuachta
Introducing your Teaching
Council Representatives
e Teaching Council is made up of 37
members acting in a voluntary capacity
as non-executive directors of the
Council. Of the 22 places on the
Council reserved for registered
teachers, 16 are elected and six are
nominated by the teacher unions.
National elections were held in
March 2012 to elect the 16 teachers to
the new Council. Over four issues of
InTouch we are profiling primary
teachers who were elected to the
Council. is month we introduce you
to INTO members elected in the Dublin
Constituency. Eimear Cole, Micheál Ó
Gríofa and Dympna Mulkerrins.
For further information see
www.teachingcouncil.ie.
Eimear Cole
Eimear Cole began teaching 15 years ago
in Darndale and is currently teaching in
Donabate Portrane ETNS.
Eimear has been a substitute and
permanent teacher, in disadvantaged,
rural, small, large, Catholic and
Educate Together schools.
She has always been an active union
member and was the Branch Secretary
of Dublin North County; and was
involved in establishing the District 15
NQT group.
In these challenging times, considering
the cost of mandatory membership,
Eimear seeks to ensure the Council is
relevant, transparent and accountable to
its members.
Her hope is that she can contribute in
an honest and worthwhile way and thanks
you for giving her this opportunity.
Dympna Mulkerrins
Dympna Mulkerrins is a Dublin North Bay
INTo Branch member and has been an
INTo activist throughout her career.
She teaches in a DEIS 1 school.
Dympna’s hope is that the Council is
beginning to be viewed by teachers as an
independent body,representing their
professional interests and protecting the
standards of the profession.
She strive’s to convince teacher
colleagues to buy into the Council,
to take pride in seeing themselves as
part of a self regulating professional
body controlling their own professional
affairs as is the norm in other
professions.
Dympna is commited to continue her
earnest work on behalf of primary
teachers, always doing her utmost to
represent their interests on the Council.
Micheál Ó Gríofa
Micheál Ó Gríofa has taught for over 8
years, including 2 years as a teaching and
administrative principal.
A long time activist in INTO, at Branch,
District and National level, (Standing Orders
Committee 1989-2008 and SOC Chair 2002008 and District VIII Representative on the
Principals’ and Deputy Principals’ Committee).
His specific areas of interest in education
include teacher education and partnerships

with schools, the continuing professional
development of teachers and mentoring.
Micheál wishes to create a clearer
understanding of the role of the Teaching
Council, continue to promote teaching as a
profession and for the importance of
quality teaching and quality teachers in the
development of society to be recognised.
Micheál is the current Chairperson of the
Council.
InTouch October 2012
Newsdesk
Requirement to be a registered
teacher – Section 30
Annual renewal fee
to be reduced to €65
Under Section 0 of the Teaching
Council Act 2001, teachers employed in recognised schools must
be registered with the Teaching
Council in order to be paid from
public monies by the Department of
Education and Skills or a VEC.
It is the intention of the Minister
for Education and Skills, Ruairí
Quinn TD, to commence Section 0
during the 2012/201 school year.
If you are working as a teacher in
the­teaching­council­has­decided­to
ask­the­minister­to­approve­a­reduction
in­the­annual­registration­renewal­fee
from­€90­to­€65­with­effect­from
1­January­2013.­
all­teachers­whose­registration­falls
due­for­renewal­from­January­2013
should­benefit­from­this­reduction.­For
those­whose­registration­falls­due­for
renewal­during­2012,­the­existing­€90­fee
will­continue­to­apply.­the­reduced­fee
will­continue­to­attract­a­tax­credit.
a recognised school and are eligible
for registration but not currently
registered with the Teaching Council,you should apply to the Council
for registration immediately.
e Council has been working
over the last few months to process
all applications received to date.
e Council and employers will
notify teachers when a commencement date for Section 0 is announced.
Changes to the registration renewal process
Changes have been made by the Teaching
Council to the process for the renewal of
registration and it is important that
teachers familiarise themselves with these
changes so that their registration does
not lapse.
e changes to the registration renewal
process, which were necessary to bring
the Teaching Council’s rules in line with
the provisions of the Education
(Amendment) Act 2012, reduce the length
of time between a lapse in registration
(due to failure to renew) and removal
from the register.
Renewal of registration on time is
strongly advised to ensure that
registration is maintained. is is vital
for teachers because Section 0 of the
Teaching Council Act 2001 is due to
commence in the 2012/201 school year.
Its commencement will mean that the
Department of Education and Skills and
the VECs will no longer be legally
allowed to pay a salary from State funds
to a person who is not registered.
From now on a single Registration
Renewal notice will be posted to teachers
by the Teaching Council approximately
four weeks in advance of their renewal
date. If registration is not renewed by the
expiry date, a Final Notice will be issued
to the teacher by registered post. If
registration is not renewed within 0
days of the date on the Final Notice, the
teacher’s name will be automatically
removed from the register.
THE FOLLOWINg IS THE FuLL ALLOCATION OF TEACHINg COuNCIL COMMITTEES FOR INTO MEMBERS ON THE TEACHINg COuNCIL
Eimear Cole:
Registration Committee and
Investigating Committee
Bríd Ní Raghallaigh: Investigating Committee and
Primary Applications Panel
John Conlon:
Audit Committee and Primary
Applications Panel
kathleen o’Connor: Education Committee and Evidence
of Character Committee
Derbhile De Paor:
Education Committee and
Disciplinary Committee
Micheál Ó Gríofa:
Declan kelleher:
Education Committee, Disciplinary
Committee and Post-Primary
Applications Panel
Diarmuid Ó Murchú: Registration Committee and
Primary Applications Panel
Executive Committee
Milo Walsh:
Anne McElduff:
Dympna Mulkerrins: Registration Committee and
Investigating Committee
Chair of Council, Executive
Committee and Disciplinary
Committee
Finance Committee, Disciplinary
Committee, Evidence of Character
Committee and Executive
Committee
See the Teaching Council website at www.teachingcouncil.ie for details of the work of the Council.
InTouch October 2012

Ócáidí Nuachta
Are you ready to help
change the world?
Volunteering abroad with VSO Ireland – a journey of personal and professional discovery
e start of the new school year has already ignited what, for
many, is one of the most important questions in their professional careers – am I still making a difference and can I make an
ever bigger contribution to society? e vast majority will say yes
and continue on doing their great work in their classrooms
around the country. For those that say no or maybe, there are
options.
Volunteering abroad is a journey of personal and professional discovery. It challenges our preconceptions of
the world and our own, unique place in it. Add into
the mix, the opportunity to make tangible differences in communities across Africa and Asia, and
you have all the ingredients for an experience that
will change you and change the world for the better.
Education is key to defeating poverty and hunger.
VSO Ireland understands this simple principle. However,
unlike other NGOs, we don’t send teachers abroad to only teach
in the classroom. We let other organisations do that important
role. Our high impact approach to development is what drives us
forward. Last year, VSO volunteers trained 1,6 Ethiopian
teacher trainers who will go on to train more than 11,000 student teachers. ese teachers, motivated by Irish teachers who
volunteered, will, in turn, teach nearly 800,000 children in communities’ right across Ethiopia.
Why pick VSO Ireland to go abroad and volunteer with?
e simple answer is that we deliver results for people and the
communities we work with.
What does volunteering abroad mean for teachers? Research
by the Institute of Education shows that teachers who have
volunteered with VSO come back refreshed, motivated, more resourceful, flexible and more confident. All refer to the richness
of their experience overseas and how it has helped them to
be more understanding of different cultures and how
to work with fewer resources. From a personal and
a professional viewpoint, volunteering with VSO
makes sense.
Take for example, Oliver Deneher, a teacher
from Mullahoran, Co. Cavan. He is volunteering as
a teacher training advisor for the next two years in
the Holy Trinity Teacher Training College in South
Western Papua New Guinea. Before he departed, Oliver
expressed his hope that his “time in Papua New Guinea will
make a difference to the educational needs of the region”.
It has long been recognised that Irish teachers are fantastic
innovators and leaders of change in the classroom. at’s why
when someone volunteers with VSO we send them straight to
the place where they can have the greatest impact – the teacher
training colleges and Departments of Education.
Irish teachers are highly skilled, motivated and in demand.
Since Irish teachers started volunteering abroad with VSO in the
190s, they have earned the respect and admiration of our partner organisations in Africa and Asia.
As an experienced educator, you have all the skills we need but
more importantly what communities across the globe need to
make a difference and fight poverty.
VSO will cover the cost of flights, visas, vaccines, accommodation and also provide a local living allowance. Teachers who volunteer overseas also have their PRSI, pensions and increments
protected.
Whether you are a recently retired teacher or principal or an
experienced teacher looking for a new challenge in your career,
volunteering abroad with VSO Ireland is the ideal opportunity
for you. Please get in touch with us on 01-60 1060 or visit us at
www.vso.ie
Oliver Deneher, teacher from Mullahoran, Co. Cavan
volunteering in South Western Papua New Guinea.
6
InTouch October 2012
Newsdesk
Growing up in Ireland
Lecture series for primary teachers
What Growing up in Ireland (GUI) is
about
e aim of Growing Up in Ireland, the national longitudinal study of children, is to
describe the lives of Irish children, to establish what is typical and normal as well
as what is atypical and problematic. e
study focuses on a broad range of child
outcomes including school achievement,
physical, social and emotional development in order to document how well children in Ireland are developing along a
number of internationally recognised dimensions. In so doing, it facilitates comparison with findings from similar international studies of children, as well as establishing norms for within Ireland. Being
longitudinal in na-
ture the study also describes developmental trajectories over time and can explore
the factors which most impact on those
trajectories and on the life chances of
children as they develop.
Growing Up in Ireland tracks the development of two cohorts of children. e
first is a group of 8,500 children who were
first interviewed in 200 when they were
nine years of age. is group was subsequently re-interviewed when the children
were 1 years old. e families of the second cohort of children were first interviewed when the study children were 9
months of age, with a follow-up interview
taking place at three years of age. ese
children with their families will be reinterviewed in 201, when the children
are five-year-olds and most will have
made the transition to primary
school.
Primary teachers’
Involvement
Because GUI is such
a major study it involves data collection
from children, their
families and their teachers. Indeed the cooperation of teachers in completing questionnaires has been a crucial feature in
making the study the success it has been.
is is an important part of the context in
which the decision was made that primary teachers would be the first group to
have a dedicated series of lectures on the
results of GUI. It can be seen as a major
contributor to professional development
The lecture series
is series of lectures focuses exclusively
on the lives of nine-year-olds. e lectures will take place in the INTO Learning Centre, 8 Parnell Square, Dublin 1
from 4.0- 6.00. e details of the lectures are outlined below. Advance booking is not required but would be appreciated. Please email [email protected]
It is envisaged that the series will continue after Christmas.
Growing up in Ireland is the
biggest study of its kind of
Irish children. Professor
Mark Morgan (recently
appointed co-director of the
study) has organised a series
of lectures with the INTO
on the results of the study,
pertaining to 9 year olds. is is in recognition
the contribution of teachers to the data collection for the study.
Lecture 1
Lecture 2
Lecture 3
Growing up in Ireland
Formal and informal learning
among 9 year olds in Ireland
The health effects of bullying
in 9 year old children with
chronic illness
Professor James Williams
Principal Investigator,
GUI, ESRI
Wednesday, 10 October
The first lecture outlines the
background characteristics of
the children and their
families, the health and
well-being of the children
themselves, as well as the main activities
undertaken by the children, including TV
watching, participation in sports, cultural
pursuits and friendships.
It will also discuss some of the most important
influences on children’s development including
social background as well as major gender
differences. Professor Williams will also consider
some major international comparisons and the
lessons that will be learned from the study in
the future.
InTouch October 2012
Professor Emer Smyth,
ESRI.
Wednesday, 7 November
The Growing Up in Ireland study
provides significant insights into
within-school and out-of-school
learning among 9 year old
children. The seminar presents
new information on the kinds of teaching to which
children are exposed within primary school and the
time allocated to different subject areas, looking at
how teaching methods and time allocation vary across
different kinds of school.
The GUI study not only looks at learning within school
but also explores the way in which children's
recreational activities outside school can contribute to
their learning. These insights into formal and informal
learning will provide useful information for teachers
and principals in reflecting on their own practice.
Professor Tom O’Dowd,
Trinity College.
Wednesday, 5 December
Bullying is a form of aggressive
behaviour which is intentional and
recurrent and is designed to inflict
pain on or cause distress to another individual. It may take
a variety of forms – for example by physical contact,
verbal abuse, exclusion or (electronically) via notes.
Childhood bullying is associated with later adult
anti-social behaviour. It is well known that children and
adolescents are bullied because of their race, ethnicity,
religion or appearance. Less well known are the health
effects of bullying. In the Growing Up in Ireland study we
are investigating the health effects of bullying where the 9
year old child has a chronic disease. Data will be presented
on these effects and on the implications for the child and
those professionals involved.

Teaching matters
Articles and opinions on primary teaching, with tips and ideas for the classroom
The new International
Emotional Intelligence curriculum
What is Emotional Intelligence?
Emotional intelligence has been described
as the ability to manage feelings and express them appropriately and effectively,
thus enabling people to work together.
ere are two schools of emotional intelligence; the ability model and the mixed
model. e ability model considers emotional intelligence as a mental ability,
somewhat like logic and has criteria which
can be assessed. e mixed model mixes
ability with personality traits such as
optimism, empathy, self-motivation, impulse
control and hopefulness. Social Emotional
Literacy school based programmes include
both model’s components and have established
a curriculum that teaches these as skills.
Is Emotional Intelligence learned or
innate?
Scientific research indicates that the
formative years from birth to late teens
are the years when emotional intelligence
is developed. Bullies are described as
having a low awareness of emotions and a
low empathic response to others while
victims show lack of understanding of
thoughts beliefs, emotions and intentions
InTouch October 2012
of others. Social emotional literacy programmes teach skills to enable children
have better social interactions.
What are Social Emotional Literacy
Programmes?
ese programmes, recently introduced
around the world have an underlying basis on the American Promoting Alternative inking Strategies initiative – the
PATHS curriculum model teaches selfcontrol, emotional awareness and understanding, peer-related social skills, and
social problem solving to increase social
and emotional competence.
e most common strategy involved
classroom-based interventions
administered by classroom teachers.
ese usually took the form of a specific
curriculum and set of lesson plans (e.g.
behaviour rehearsal, class meetings,
journal writing, storytelling, poetry, music,
art, and drama) that sought to develop
specific social and emotional skills. Multicomponent programs typically involved
parents. Often parents worked with their
child to complete skill-related homework
assignments and/or attended parent
discussion and training group.
Global Social Emotional Literacy
A 2008 report from the Marcelino Botín
Foundation describes some of the Social
Emotional Literacy work taking place
world wide. ere are now SEL policies in
the UK, Sweden, Denmark, Norway, Slovakia, Lithuania, Malta, Finland, e
Netherlands, Spain, Australia, the US,
Canada and Germany. Chile and Colombia in South American, Greenland and
Singapore have recently developed SEL
programmes not to mention Singapore,
Kurdistan in Iraq and Turkey which is
closer to Europe. Australia has developed
a multi-faceted SEL programme for
schools under an umbrella term called
Kidzmatter in 2005. is analysis finds
that SEL programmes in other countries,
“significantly enhance social and emotional skills of children and youngsters,
reduce or prevent mental and behavioural
problems and/or promote academic
achievement, in the short as well as in the
long term”. For the purpose of this article
I will focus on the SEL initiatives in Australia the US and the UK.
9
Cúrsaí Teagaisc
What are relevant examples of
existing programmes?
e Social Emotional Literacy (SEL) programmes originated in the US, specifically
from the Fast Track intervention which is
superbly researched and assessed: the intervention programme was guided by a
well developed model of the development
of antisocial behaviour in children. e
participants of this group are all ‘at risk’
groups. Schools within four sites (Durham,
NC; Nashville, TN; Seattle, WA; and rural
central Pennsylvania) were selected as highrisk institutions based on neighbourhood
crime and poverty levels. e 10-year
intervention (begun in 1991 with three
yearly cohorts) included parent behaviour-management training, child socialcognitive skills training, reading tutoring,
home visiting, mentoring, and a classroom
curriculum. e positive outcomes were
reported not only by parents, teachers
and children but by independent observations as well. Compared with the control group, Fast Track children improved
their social-cognitive and academic
skills, exhibited lower levels of aggressive
behaviour at home and school, were less
likely to be placed into special education,
and a great proportion of the participants had become completely free of
conduct problems. In adolescence, Fast
Track participants were arrested at lower
levels and exhibited continued lower levels of “serious conduct disorder” than
their control group peers.
e Ruler Approach was developed at
Yale University, US and focuses on:
1. recognising emotions in oneself and
others;
2. understanding the causes and consequences of emotions;
. labelling the full range of emotions using a rich vocabulary;
4. expressing emotions appropriately in
different contexts; and
5. regulating emotions effectively to foster
healthy relationships and achieve goal.
Also included is parental involvement
and smaller group work for children designated as exhibiting a need for greater
intervention. After 0 weeks of this emotional literacy developmental course the
children of these 15 classes had both higher grades and teacher ratings of social and
emotional competence.
Another approach is MindUP which
teaches SEL skills along with Mindfulness
(meditation). Goldie Hawn contributed to
the creation of this programme and MindUP
benefits from her continued support.
KidsMatter was developed in collaboration with the Australian Government, the
Australian Psychological Society, Australian
Principles. KidsMatter objectives are:
a. improving mental health and well being
of the students;
40
b. reducing mental health problems
among students; and
c. achieving greater support for students
experiencing mental health problems.
KidsMatter works as a curriculum subject
in its own right and as a set of broad
learning objectives under which a school’s
existing programs can comfortably fit.
Teachers primarily deliver it to the class,
however, if an intervention is needed to
help a particular child or group of children it includes parents, outside professionals and tries to involve the school as
a community. is is achieved through a
four-component framework focusing on:
1. positive school community;
2. social and emotional learning for students;
. parenting support and education, and
5While there is no doubt that
Ireland teaches emotional
intelligence, I wonder if we
teach all areas and how does
our SEL education compare
with other international
curricula?6
4. early intervention for students experiencing mental health difficulties.
KidsMatter participants had greater
mental health outcomes in children, especially children who had existing difficulties along with an increase in academic
performance of similar to an extra
6 months of schooling.
UK SEAL (Social Emotional Aspects of
Literacy) is similar to the Australian model in that it is class based. e existing
SPHE and Circle Time are built into it
and it has a multi-component modal
which includes parents. SEAL uses one
weekly whole class 40-minute session
over six to eight weeks and small group
work to boost pupils' personal development. is social skills training aims to
develop children’s relationships with
others by improving their self-awareness
and motivation. This programme now
runs in 80% of primary schools in the UK.
Several primary schools reported a drop
in serious incidents and exclusions since
receiving the emotional intelligence toolkit. e research, covering 250 primary
schools, stated that “it also led to improved performance in national curriculum English and maths tests for 11-yearolds”. Research in Australia and UK
showed that SEL programmes are most
effective when amalgamated into an existing approach.
In Ireland we have a comprehensive
SPHE curriculum and we teach religion
which also includes a social emotional
literacy element. Many schools teach the
Stay Safe programme and the Walk Tall
programme’ alongside SPHE. e Stay Safe
programme was developed by the Eastern
Health Board as an abuse prevention programme. It evaluated the programme in 1999.
eir findings were “Compared with waiting
-list controls (88 children), trained children
(9 children) showed significant improvements in safety knowledge and skills and
these gains were maintained at follow-up
along with significant improvements in
self-esteem which were maintained at 
months follow-up. However  year olds in
the training group made significantly larger gains in self-esteem than their control
group counterparts. Children with a higher socio-economic status benefited more
from the program than less privileged children. Both parents and teachers showed
significant improvements in knowledge
and attitudes concerning protection over
the course of the program and for teachers,
these gains were maintained at follow-up.”
e Walk Tall programme can be
classed as an ‘Irish intervention’ and was
introduced in Ireland in the mid nineties
as a reaction to the 1995 and 1999 ESPAD
studies which discovered that substance
use among young Irish people was high by
international standards. Dr Mark Morgan
in St Patrick’s College in Dublin evaluated
this programme in August 200. Completed questionnaires were obtained from
2 children of whom 45% were boys and
55% girls. Four-fifths of the students said
that the classes gave them a chance to express their views while a roughly similar
number thought the classes were more
enjoyable than were other classes. e
children also stated that they enjoyed the
expression of feelings, they almost all
agreed that it was important to express
these and they also agreed that it was better to reflect before making a decision.
Nine-tenths of the teachers took the view
the programme helped children make
healthy choices, helped children develop a
sense of self-esteem and provided a basis
for prevention of substance misuse.
While there is no doubt that Ireland
teaches emotional intelligence, I wonder if
we teach all areas and how does our SEL
education compare with other international curricula? I am about to start researching this area for a thesis and I will post my
findings along with links to any interesting
products I come across on a website;
www.developingchildrenspotential.com.
References
A full list of references for this article are available on the INTO website.
Written by Jackie Ahern, second class
teacher.
InTouch October 2012
Teaching Matters
Incredible teachers
NEPS and ‘The Incredible Years’ Teacher Classroom Management Programme
It has been clear that the need to address
behaviour problems in schools is of paramount importance to all those involved in
education and to an extent, the wider
society. It has been contended that early
intervention in addressing children’s
social, emotional and behavioural wellbeing will have a long term influence, resulting in less problematic behaviours in later
life. Research has highlighted that severe
levels of conduct/emotional problems
become resistant to change as children
get older and are likely to lead to violence,
substance abuse and delinquency in
adolescence and adulthood (Carr, 1999).
In terms of schools, some research suggests that children who show anti-social
behaviour in school are less likely to receive encouragement from their teachers
for appropriate behaviour and are more
likely to be punished for negative behaviour (Walker, 1995). Children with behavioural problems tend not to have the skill
to elicit a supportive and nurturing response from their teachers, which can result in them experiencing the same rejection and criticism that they receive at
home. A spiralling pattern of child negative behaviour and teacher reactivity can
develop, which results in escalating aggression in the classroom and a poor
bond between the child and the school.
is in turn can lead to eventual
school drop-out (WebsterStratton, 2001).
In response to these issues, e Incredible Years
(IY) series of programmes
InTouch October 2012
was developed. e IY Teacher Classroom
Management (TCM) has been recognised
as a professional development programme
for teachers that enhances teachers’ classroom management skills through the
literature that examines how to prevent
and manage disruptive behaviours (Good
& Brophy, 200). e research on the IY
TCM programme shows that it is effective
in reducing conduct problems and promoting pupils’ social, academic and
emotional development as a school-based
programme (Webster-Stratton, Reid, &
Hammond, 2001). According to the
TCM’s authors (Webster-Stratton, Reid,
& Stoolmiller, 2008) the use of the TCM
programme with young children in the
pre-school/early years’ education system
can significantly impact on their social
competence and emotional self-regulation. is concurrently led to fewer conduct problems for these children. For the
teachers, this research indicated that they
used more positive classroom management strategies. is underlines the need
for this type of universal preventative programme in schools.
In terms of programme delivery, the
TCM programme is normally facilitated
by ‘Leaders’. Most NEPS psychologists are
trained ‘Leaders’. e training for teachers
normally involves five to six days training
(or equivalent). e focus for the teachers
is on promoting teachers’ self confidence
in using positive and proactive classroom
strategies which lead to better teacherstudent relationships and prevent behaviour problems. It helps teachers to teach
social skills, anger management
and problem-solving in
the classroom. e
programme is
designed to
strengthen teacher classroom management strategies, promote children’s
prosocial behaviours and school readiness
skills and reduce disruptive classroom behaviours (Webster-Stratton et al., 2001).
e diagram below graphically illustrates
the idea that the skills and behaviours developed are sequentially attained, with
greater importance being attributed to the
skills at the bottom of the pyramid.
In Ireland, a significant piece of research
carried out by McGilloway et al. (2011)
showed significant gains for children and
teachers. Unpublished research by Davenport & Tansey (2009) and Fitzsimons et al
(200) have also highlighted the positive
impact of the TCM in Irish schools.
e IY series has also contains
programmes for parents and children (i.e.
Dina Dinosaur Group/Classroom) with a
plethora of research examining all the IY
programmes (some highlighted in this
article). Much of this research has been
quite positive and recognised that the IY
programmes have been recognised as one
of a few ‘evidence-based’ programmes
promoting children’s social, emotional
and behavioural competencies. NEPS has
seen the need to work with schools, at an
early stage, to ensure that children’s well
being is enhanced. It is with this in mind
that NEPS psychologists deliver the IY
TCM programme as a way of addressing
schools’ needs.
Richard Egan,
Educational
Psychologist, NEPS.
41
Cúrsaí Teagaisc
Did you know…?
Some
curriculum
resources
which you
can use today!
Here, members of the NCCA’s Early Childhood and
Primary team highlight some resources on
supporting parents, the new language curriculum, Aistear and the Curriculum Planning Tool.
Further information is available on the updated
primary webpages: www.ncca.ie/primary.
Supporting parents
Have you been thinking about ways to
involve parents in supporting their children’s learning at home? If so, take a look
at the revamped primary parents’ section
of the NCCA website for lots of resources
which you might like to share with parents in your school, www.ncca.ie/primary.
Some resources give parents an overview
of what their children will be learning
during the year while others focus on
practical tips and ideas for how they can
help their children’s learning at home.
Here’s a taster of what’s available:
Maths
Take a look at the new tip sheets, one for
each class from junior infants to second.
ese give an overview of the curriculum
for that class and offer lots of suggestions
for practical maths activities which parents can enjoy with their children. A suite
of short videos (2- minutes each) were
developed to use alongside the tip sheets
and these show parents supporting children’s maths learning at home.
Language
Are you teaching infants? Have you
thought about
sharing ideas
with parents
about helping
their children
to learn to read
and write? If
so, you might
be interested
in the NCCA
tip sheet on
this.
Overview of the
curriculum
A new school year is a great time to let
parents know about the focus of learning
for children in your classroom. e
NCCA website has a short booklet
which does this for
each class level.
You could print
it or perhaps
email it to parents
along with a
link to the
accompanying
online DVD.
The new language curriculum
Did you know there’s a new
primary language curriculum
on the way? On 29 May, the
Minister for Education and
Skills, Ruairí Quinn, TD,
launched three research reports
commissioned by NCCA to
inform the new Language
Curriculum for primary
schools. ese research reports
are the work of thirteen
researchers across five
institutions, the Educational
Research Centre, Mary
Immaculate College, St Patrick’s
College, the University of
Sheffield, and the University of Toronto.
e three research reports are Oral
Language in Early Childhood and
Primary Education (3-8 years) – Drs
Gerry Shiel, Áine Cregan, Anne
McGough and Peter Archer; Literacy in
Early Childhood and Primary Education
(3-8 years) – Drs Eithne Kennedy,
Elizabeth Dunphy, Bernadette Dwyer,
42
Geraldine Hayes, érese McPhillips,
Jackie Marsh, Maura O’Connor and Gerry
Shiel; Towards an Integrated Language
Curriculum in Early Childhood and
Primary Education (3-12 years) – Dr
Pádraig Ó Duibhir and Prof Jim
Cummins.
Teachers’ voices have led the discussion
about areas for improvement in the
curriculum and these research
reports provide the foundation
for the new Language
Curriculum by linking the
language of research to the
language of practice. e new
Language Curriculum, which
will be available for junior
classes in September 2014, will
which will integrate languages
with one another and with
other curriculum areas, and will
be meaningful and relevant to
teachers and children and their
lives today. e authors have
embedded examples of
practice – what teaching and learning
sounds and looks like – throughout the
three reports. e research reports,
summaries and podcasts for teachers are
available to download and view at
www.ncca.ie/primarylanguage and we’ll
be adding information sheets for teachers
on aspects of the new language
curriculum in the coming weeks.
InTouch October 2012
Teaching Matters
Teaching infants? 7 things to know about Aistear
Have you heard about Aistear, the curriculum framework for children from
birth to six years including children in
infant classes? If you’re new to Aistear,
here are some key points of information
about Aistear to get you started:
1. Aistear does not replace the 11 subjects
in the primary school curriculum. Nor
is it a new programme for infant classes.
2. Instead, it gives lots of new ideas and
suggestions for how you can help
children in your classroom to learn and
develop. ese include ideas on teaching through play, developing children’s
thinking and problem-solving skills,
working with parents, and assessing
learning.
. Aistear recommends that children
learn through play for about an hour
each day in infant classrooms.
4.Teaching and learning through play
puts you, as a teacher, in a facilitative
role. is often means joining in and
playing!
5. e teaching and learning methods in Aistear, including play, will be
part of the new integrated language
curriculum. is new curriculum
will be ready for infant classes in
September 2014.
6. But you don’t have to wait until then.
Growing numbers of teachers are
already using play in their classrooms to
meet a range of curriculum objectives.
Find out how they are doing this by
visiting the Aistear Toolkit (Play: Infant
classes) at www.ncca.ie/aisteartoolkit
. You can download a copy of Aistear
from www.ncca.ie/earlylearning or
purchase a copy for €5.00 from
Government Publications (01 64684
and 1890 21 44). Contact your local
Education Centre for information on
Aistear workshops in your area.
purposeful play.”
Children’s oral language has been greatly
improved by the review. eir confidence
with independent writing is also progressing.”
“It [Aistear] has helped me to attempt
to cover the huge curriculum through
thematic planning and learning through
Primary curriculum planning tool
Are you happy with your class planning?
Have you tried the Curriculum Planning
Tool at www.nccaplanning.ie? ousands
of teachers are already using the award
winning tool when preparing their class
planning notes. Here’s what one teacher
told us:
“e Planning Tool is a fantastic resource. I found it extremely helpful
throughout the year.”
So what is it about the Curriculum Planning
Tool that makes it popular among teachers?
It supports planning by enabling you to:
l Easily and quickly select from curriculum objectives and skills, by class, sub-
l
ject, strand, and strand unit (for both
the primary school curriculum and the
guidelines for teachers of students with
general learning difficulties).
Output your selections to a short-term
plan or yearly overview. You can use
the templates provided in the tool or
copy and paste the selections into your
own document or template.
e tool is available in both English and
Irish. It’s ‘multi-grade friendly’ as it allows
teachers to simultaneously view and select
the objectives and skills from more than
one class level.
When you visit www.ncca.planning.ie
you will find video tutorials, planning
guidelines and more to help you get started. Look out for the video that explains
how the tool lets you effortlessly search by
key words to support for integration in
your planning.
Authors: Cheryl Brennan, Mary Daly, Noel Loftus, Niamh Uí Chadhla (Education Officers),
John Moriarty (Creative), Arlene Forster (Director) and Sarah FitzPatrick (Deputy CEO).
InTouch October 2012
4
Cúrsaí Teagaisc
My first encounter with Paired Maths was
on a reciprocal visit to Nano Nagle Junior
School, Clondalkin, Co Dublin, in the late
1990s. Sister Gemma Beggan has been successfully running a Paired Maths project
there for many years. Her approach is based
on the pioneering work done in the 1980s
through Kirklees Education Support Service,
West Yorkshire, England.
Paired Maths follows the same format as
Shared Reading. It is a system for parents/
sometimes older peers to interact with children using structured mathematical games.
In this game-based approach the focus is on:
l Parental involvement (harnessing the interest, energy and enthusiasm of parents
in their child’s development).
l Developing a positive attitude to mathematics in all parties involved through the
use of stimulating activities/materials.
l Learning in a social context through
human support, interaction and feedbacksomething that is difficult to replicate on
a computer.
l Equality of opportunity between players
(dice games with their element of chance
allow for this).
l Equality of access for all children and their
families (this is not for special needs children alone).
l Constructive discussion (often after the
event), and the promotion of mathematical vocabulary. Each game has a list of key
words. Over the course of the project it
is hoped children will be cumulatively
exposed to a range of age appropriate
mathematical language.
l Self selection of games by participants to
maximise relevance and individualisation
of learning.
Any or all of these points can become the
basis for evaluation of the project when it
ends. e project normally runs for 6 weeks
with a group of ten children at a time. It is
easy to operate, provided you have enough
resources in place.
Sourcing and organising games
Sourcing suitable materials for this age group
and the different strands in the 1999 Curriculum is difficult and time consuming. Toy
stores, especially at Christmas are a possibility. Sets of playing cards have potential
also. You can Google maths games, or make
your own. Fairy tales/nursery themes or
favourite objects can be the inspiration for
these. You will find it supportive on many
levels if you can share the workload/ resources with a colleague in your own or another school.
e criteria for what makes a good game
46
Paired
maths
in
lower
primary
are: the game is visually attractive, enjoyable,
age appropriate, brief (5-10 minutes), robust,
allows for extension work, compact in size
(preferably A4 for ease of transport and storage), inexpensive to replace, not look like
school work, have easy to follow instructions,
be well packaged, easily handled and, of
course, have a clear mathematical objective.
copier card. is is a good background
colour. Photocopy game again onto another
colour of your choice – fluorescent pink/
green/orange. Cut out and paste onto the
pre-outlined background. Introduce as many
colours as you like or stick with just the one
or two. From this ‘master copy’ duplicates
can be made using a colour photocopier.
Photocopy instructions on a separate laminated sheet. Photocopy language card for
each game, adding extra vocabulary if you
wish. Laminate these also. Store game (with
two baseboards), game pieces/counters, language card, instructions, dice and shaker in
a large ziploc bag or plastic wallet. Lost
pieces can easily be replaced using the
photocopier. It is advisable to have extra
game pieces and dice set aside to replace
losses. Specialised 10/12 and 20 sided dice
are available from many educational
catalogues, and are relatively inexpensive.
Instead of using 10/12 sided dice you may
wish to combine two 0 - 5, or 1- 6 dice. It is
helpful if one of those dice has numerals and
the other has dots. Get children to start with
the numeral and count on using the dots.
Combining two 10-sided dice will give you
some of the number facts for 20. Likewise,
using two 10-sided dice will give you subtraction within 10 (take the lower top number on one die from the top number on the
other). Using two 20 sided dice in the same
way will give you the subtraction facts for
20. It is important to show children how to
shake dice properly and follow the rules of
play.
5Developing a positive attitude to
mathematics in all parties involved through
the use of stimulating aivities/materials6
From experience I have found that games
with numbers have a higher validity for parents than let’s say games that develop spatial
awareness such as naughts and crosses.
Games involving dice are particularly suited
to Paired Maths as the element of chance
allows equal competition between parent/
child.
If you decide to focus on numeracy skills
the games from 30 Maths Games for Lower
Primary (1996/2012) and 36 Maths Games
of Chance and Strategy for Lower Primary
(2012) are a useful resource. ese games
are easy to make as all the work can be done
using a photocopier and coloured card and
paper. Photocopy chosen game onto yellow
Next:
l Divide your games into categories, e.g.
Pre-number, early number, counting,
number operations, aspects of measure
(length, time), shape and space.
l Give each category a colour (red, blue,
green, etc).
l Grade each game according to difficulty
within each category, eg 1- (optional).
l Put a sticker onto each ziploc bag/wallet
according to category and level of difficulty, eg Red 1, Red 2, Red .
Each bag should contain:
- Game board x2
- Game pieces/counters
- Die/dice/shaker
InTouch October 2012
Teaching Matters
- Instructions
for how to play the game.
- Record booklet for parents to sign.
- Language card.
- Checklist for parents.
l Store games in matching coloured containers – available from discount stores.
l A loan sheet provides an easy tracking system (who has what).
Children choose a game from within each
category per week or more often if the need
arises. If a game is boring or unsuitable it
should be changed as soon as possible.
l Decide what time/day games will be
checked in or out – mornings/afternoons?
l Be prepared to oversee returns, check for
missing pieces, answer questions, listen
to experiences, and troubleshoot as required.
l Have a ‘no blame’ policy with regard to
missing dice/game pieces but nonetheless
stress the need to take care of
games, and ask to be notified
if pieces go missing.
e instructions for rules of
play,
record
booklet for parent,
language cards, loan
sheet, certificates and thank you cards, etc
are all included in 36 Maths Games of
Chance and Strategy for Lower Primary
(2012) and 30 Maths Games for Lower Primary (1996/2012). For more information on
the theory/research underlying Paired
Maths, and for an international perspective
on this approach read Topping and Bamford
(1998), also Topping, Bamford et al. (1998).
Catherine Connolly M.St. teaches in
Scoil na n-Aingeal Naofa, Boyle, Co Roscommon. She is the author of 30 Maths Games
for Lower Primary (1996/2012) and 36 Maths
Games of Chance and Strategy for Lower Primary (2012) Prim-Ed Publishing, Bosheen,
New Ross, Co Wexford. Catherine can be contacted
at [email protected].
Catherine would like to acknowledge Sr
Gemma Beggan, Nano Nagle JNS, Clondalkin, for introducing her to the concept of
Paired Maths and to acknowledge all she has
done to make maths more accessible to young
children through Paired Maths.
References
Topping, K and Bamford, J (1998), e
Paired Maths Handbook, David Fulton Publishers Ltd, London.
Topping, K and Bamford, J, Arora, T,
Mallinson, A, and Shanahan, K (1998),
Parental Involvement and Peer Tutoring in
Mathematics and Science, David Fulton
Publishers Ltd, London.
You may decide to have a
formal launch or explain the
project to parents by letter.
You could start in Spring or
final term as a way of revising/consolidating concepts.
Present certificates and
thank you cards at the end.
InTouch October 2012
4
Teaching Matters
Heritage, learning,
fun and games
Irish culture and customs in times past
ranged from the hilarious to the peculiar.
Our predecessors didn’t have science as we
do today to explain the hows and whys relating to life in general. They needed solutions so they developed customs and theories using stories to aid their enlightenment.
The folklore surrounding the activities of
their everyday lives seems a bit strange,
looking at it from today’s modern technologically advanced society, but to them it
was perfectly normal. They had an unshakeable acceptance of the unseen, such
as fairies, the ‘bean sí’, and the ‘pύca’. Many
claimed to have seen and even spoken to
these mythical beings. A person could go
missing for several days or even weeks and
upon their return would describe their absence by simply saying that they had been
taken by the fairies or some other immortal and this explanation would suffice almost without question.
Childrens’ games
These myths were also incorporated into
the games children played. The games
were varied and most of them involved
some process of keeping the participants
safe from the evil ‘pύca’ and his associates.
It was believed that if these games were
played without the magical safety instrument a child could be taken by the fairies
or possessed by the ‘pύca’ or some other
unseen entity. The use of one white safe
stone while playing the game of ‘Jackstones’ was to ward off these mythological
manifestations. ‘Beárna an Poll’ (Gap in the
Hole) was another game played that had a
safety instrument. In the latter, at least one
hole, hump or the rolling stone was white.
Other colours used to fool the ‘pύca’, the
‘bean sí’ and their friends were yellow and
blue. Most colours, in fact, had some association with one or more of the many entities they believed existed all around them.
In general, girls and boys played the
same type of games although there were
some that boys would only play secretly
and never admit to playing. This was because these games were seen as being a
bit ‘sissyish’. Girls, however, played these
same games with absolute desire. The sole
object was to inform the players about the
future e.g. Who would they marry?, How
many children would they have?, How
many would be boys?, How many would
be girls?, What would their names be? All
of the answers for these enquiries were
achieved using a myriad of amusing proce-
InTouch October 2012
Irish heritage is vast and much of what we know
about our heritage has been passed down orally
from generation to generation. In my case much
of my knowledge was passed on to me by my
‘Dadó’. He taught me how people lived in times
past and how they interacted with and conserved our natural heritage. I consider myself
lucky in that he was also a fine ‘seanchaí’ (storyteller) and ‘seinnteoir fidil’ (fiddle player). My
interest in heritage has led me to an ongoing involvement in the area and has prompted my return to college, as a mature student, and the
completion of a four-year course on Irish Heritage. I am now one of the specialists on the
‘Heritage in Schools’ scheme and look forward
to visiting many primary schools and sharing
with the children the knowledge of our shared
past whilst having endless fun in the process.
PJ McD
dures with security from the ever-present
invisible beings always remaining of the
utmost importance.
Still enjoyed today
Children today have great fun learning and
playing these old games. They enjoy learning about the folklore that surrounds the
games and the ritual that went with the
gathering and making of the games’ components. These old low-tech games were
played using everyday objects that were
easily found. These included items such as
stones, sticks, eggshells, bones, horns,
flowers and feathers. The games can be
played indoors or out by girls and boys of
all ages. They can increase children’s understanding of the past and help to put
them in touch with how their ancestors
played and lived when they were about
the same age as children attending primary school today. Through many of these
games children are also given opportunities to build on their numeracy and literacy
skills as some games incorporate basic
writing and mathematical activities.
The environment
One of the main methodologies in our Primary School Curriculum is the use of the
environment. Children can learn a lot from
the study of our native trees and shrubs.
These trees and shrubs were particularly
essential to our ancestors in their everyday
lives. The ‘Sailí’ (willow) tree was used in
the making of baskets, traps, bindings,
throwing sticks, stick furniture and cures.
Other trees used for these and similar pur-
poses were Oak, Hazel, Alder and Elder.
Things such as plants, bone and resin from
pine trees were used to make glue.
Languages
The languages spoken ‘fadó fadó’ were Hiberno-English and old Irish. Hiberno-English was a mixture of Norman, old English
and old Irish. Much of this old language has
been lost but I can still recall my grandparent’s speaking it. Some of the words from
this old dialectal are still in use today but
now have very different meanings e.g.
clocks (beetles), stares (starlings). Old Irish
was the most broadly spoken language
throughout the country.
Almost all of our ‘logainmneacha’ in use
today come from this old Irish language.
‘Carraig Mactíre’ (Wolf Rock) and ‘An Choill
Breac’ (Speckled Wood) are some examples of this. It is not only the translation
from these old languages into modern
Irish or English that intrigues and captivates children’s imaginations, it is the exploration of the legends that are attached
to them that leaves the children wanting
to learn more and puts them in direct
touch with our vibrant past. The website
www.logainm.ie provides us with a vast
amount of information on the origins of
‘logainmneacha’.
Páistí ó Gaelscoil Riabhach ag imirt an
cluiche d'aois ar a dtugtar art ar an
Chaisleán, agus ag imirt Jackstones
PJ McDonnell is a Heritage in Schools
Specialist.
Note: The booking process for the ‘Heritage in
Schools’ scheme has been suspended until the end
of 2012 (see www.into.learning.ie for details and
updates). visits will continue for schools where
bookings were secured prior to suspension.
49
Cúrsaí Teagaisc
Using puppets in the primary
Talk and peer collaboration; children discussing with each other; exchanging ideas
and developing their own views, significantly contribute to children’s development of conceptual understanding in
science. Children’s understanding of science develops as they observe, make comparisons and search for relationships and
patterns of understanding. ey use their
ideas to make predictions and to plan investigations. It is the testing out of these
ideas and predictions by practical methods that allow the children to develop a
deeper understanding of science.
ere is a very strong link between the
scientific process skills that should be developed in primary children and the use of
exploratory talk in the classroom. Dialogue allows the pupils to talk about their
ideas, helping children to clarify their
thinking and to develop their capacity to
reason.
Why use puppets?
Using conversations with puppets in the
primary science classroom provides more
opportunities for productive talk (Simon
et al., 2008).
l To mirror the behaviours and practice
of scientific skills you want to promote
among your pupils.
l Act as a stimulus for children to engage
in conversations involving reasoning.
l To work through the children’s fears
and to engage even the shyest of children.
How should you use a puppet in
science?
l e story the puppet tells the pupils
must have an authentic problem linking
with the children’s personal experience,
that children are keen to solve in order
to help the puppet.
l Teacher intervention should be minimal, so the main responsibility for
solving the problem is with the children
and the puppet.
l e puppet can suggest alternative
ideas. is can generate cognitive conflict in the children, and lead to focused
discussions in an attempt to resolve the
conflict.
l e puppet’s role should be to be uncertain and unsure about what to do. e
children will then feel that they had to
help him/her.
ird year Bachelor of Education (primary
50
teaching) students designed and delivered
science lessons incorporating the puppets
in primary schools during spring semester
2010/2011. e students and the class
teacher then evaluated the lesson at the
end of the lessons.
Initial findings
Children’s interaction with the puppets
l Children saw the puppets as their friend.
l e puppet’s role differed from that of
the teacher.
l e pupils were eager to help the puppets with their problem: “We were helping him.”
l Children noted increased understanding as a result of the puppet: “He helped
me understand how to use these.”
l Acted as an aid to carry out tasks.
l e puppet’s story and problem focused
and engaged the pupils in the lesson.
Pre-service teacher opinions
Puppets provide more opportunities
dialogue
l More well-rounded explanations and
answers given to the puppet.
l Talk and discussion encouraged the reinforcement of concepts. e puppets
were used to challenge the pupils
through discussion and questioning.
l Talk and discussion encouraged the use
of scientific skills (predicting, observing,
planning, investigating, analysing and
arriving at conclusions).
Teachers’ comments
All teachers found the science lessons
using puppets effective, some of their
comments included:
“The puppet was introduced with great ease.”
“All children without exception responded well
to the puppet.”
The use of a puppet “introduces an experiment in
a realistic ‘real-life problem’ manner.”
“X, loved talking to the puppet which is unusual
… he is normally very shy with new people.”
“The experiment was very successful. The children loved being involved.”
The puppet added an “exciting new dimension to
the lesson.”
“Childrens’ interaction increased.”
Conclusion
e puppets provide more opportunities
for productive talk developing the children’s language skills. Talk and discussion
about the puppets’ problem encouraged
the use and practice of key scientific
process
skills
Puppets were most successful when
posing problems for children
l Developed their problem solving skills
as the pupils wanted to help solve the
puppet’s problem.
More willing to contribute when
talking to the puppets, and many
children were willing to share
ideas and reveal misconceptions
to puppets
l Wanted to speak to the puppet
and listened attentively to the puppet.
l Developed the
pupils’ language
skills.
l Pupils were fully focused on the topic,
fully participated
and engaged.
InTouch October 2012
Teaching Matters
science classroom
Sally needs a coat
‘Myself and my friends went
shopping last Saturday.’
‘Bobo got a new coat,
and Rover got a new
scarf.’
‘I collected up lots of
different types of
paper and plastic from
around the house. But
I wonder which paper
would be the best to
use?’
‘Bobo and
Rover
want to
play outside and it might
rain later. I wonder could
I make my own coat? Will
you help me?’
(predicting, observing, planning, investigating, analysing and arriving at conclusions).
e lesson was very successful when using
the puppets to pose problems to the children, ie when the science was made problematic by creating a range of scenarios
based around their everyday lives, the life of
the puppet and the emotions of the puppets.
If you are interested in finding out more about
the project and are interested in getting in-
5e puppets
provide more
opportunities
for produive
talk developing
the children’s
language
skills.6
InTouch October 2012
Predicting which materials will be
the best to keep Sally dry
Carrying out the
investigation in
groups
volved please contact Dr Maeve Liston,
Mary Immaculate College, Email: maeve.
[email protected], Telephone: +353 61 774726
Acknowledgements
All lessons mentioned in this article were
designed by third year students studying
the Bachelor of Education (primary teaching) and Bachelor of Education (primary
teaching) in Education and Psychology Degree Courses during the academic year
2010/2011. All photos were taken by the
students. Sincere thanks to all co-operating
pupils and staff in the different schools for
allowing the students to teach the lessons.
References
Simon, S, Naylor, S, Keogh, B, Maloney, J
and Downing, B (2008), Puppets promoting engagement and talk in science, International Journal of Science Education,
0(9), 1229-1248.
Robbie’s magnetic fishing game
Robbie loves his fishing game, but his
fishing rod will only catch certain types
of materials. Can you help Robbie find
materials in the classroom that he can
attract with his fishing rod?
Robbie explains his
problem to the children.
Together, Robbie and the children
explore how magnets work,
as they look for
magnetic materials
in the classroom,
that Robbie can
use with his
fishing game.
51
Cúrsaí Teagaisc
Anthony Browne’s
Using the renowned author’s story, Anne Dolan reflects with children
Anthony Browne’s book Zoo (2002) offers
a very interesting twist on the traditional
visit to the zoo story. Recently, I read this
book to second and fourth class in Christ
the King Boys NS Caherdavin Boys National School, Limerick. Two brothers
and their parents spend a day at the zoo,
looking at the animals in the cages. ey
visit the elephant, giraffes, tiger, rhino,
penguins, polar bear, baboons and orangutan and, finally, the gorilla. As the family
walks around the zoo looking at the animals, the reader has an opportunity to observe their personalities. During the visit
Dad is bad-tempered and the children are
badly behaved, as they are bored. Only
Mum seems to have any empathy with
the fate of the animals. e winner of the
Kate Greenaway Medal, this book is a fascinating examination of the relationship
between humans and animals, and the
role of zoos.
Anthony Browne shows us through illustrations and the behaviours and reactions of the individual characters to the
animals in the zoo, the intricate dynamics
of a family. Each character has a different
52
perspective to the day at the zoo. e loud
father has an image which takes up much
of the page, the quiet, long-suffering
mother is always to the back or side. e
images of the depressed captive animals
promote ample opportunity for children
to explore what it must be like to be in a
confined area such as a cage within a zoo.
e reader has to examine the pictures
to find out what is really happening. e
animals seem disaffected to the point of
unhappiness. On one page we see the
family and on the facing page we see the
animals they are looking at. In the last few
illustrations the family becomes more like
the ones being watched by the primates.
e dream the narrator has at the end reflects this idea of enclosure. It is a
thought-provoking and moving story.
Browne’s effectively stark, magnificently realistic illustrations of the zoo animals
offer a distinct contrast to his clever renditions of the supposedly human visitors
to the zoo, many of whom bear an uncanny resemblance to the creatures in the
cages. e beautiful illus-
trations depict the visitors to the zoo with
animal like qualities (i.e. tails, ears,
webbed feet, etc.) while the depictions of
the animals in the zoo are hauntingly realistic. Browne’s sophisticated style, with its
references to surrealism and his use of gorillas as interchangeable with humans,
have made him one of the most intensely
analysed and highly praised contemporary
illustrators.
In terms of promoting creative geographical responses I have developed a
five point response or a five finger strategy
for teachers (Figure 1). My strategy can be
adapted for all picture story books.
1. Discussion: Oral Response
l Initiate discussion about Zoos. What do
children think about a zoo? Have the
children ever visited a zoo? Ask if any of
the children have been to the zoo? Ask
them to talk about their trip and what
they enjoyed or what they disliked.
l Read the story Zoo with the class and
explore why Anthony Browne may
have written it.
InTouch October 2012
Teaching Matters
– a creative response
on animals in captivity
l Focus on the behaviour of the people in
the zoo and discuss whether they behave well or not. Ask children to justify
their opinions by referring to the text.
l Debate the topic : Zoos should be
banned! Pair-up students who then
plan, present and contest points made
by each other, drawing on and demonstrating their understanding and analysis of the issues developed through previous discussions.
l After reading the book make a list of arguments for and against zoos. is may
be completed as concept or mind maps.
Divide the class into two teams to debate the issues.
2. Written response
l Writing a book review.
l Writing the story from the perspective
of one character e.g. mother, father,
son, gorilla etc.
l Write a thought bubble for each of the
animals. Post-it notes in speech bubble
shapes can be used and stuck to the
illustrations.
l Write character profiles for Mum and
Dad.
l In Zoo look at the pages where speech
bubbles are used. Re-write these as sentences using speech marks, then write
out again as reported speech. What effect does it have when you change the
text in this way?
l Write a diary entry for one day in the
life of a keeper at Dublin Zoo. Imagine
if you were looking after the tiger cub
that had to be fed every two hours!
l One of the animals has escaped from
the zoo. Write a report for the local television news. is could be completed
in groups and then videoed.
l Give children pictures of zoo animals
and ask them to write a caption for
each one. is could be to advertise the
good features of the zoo, or a fact about
the animal or a commentary about
what the animal is doing.
3. Responding to illustrations
l Examine the illustrations of the animals
and the particular way that Anthony
Browne has drawn them. How do the
children feel about the animals? What
do the illustrations convey about the
animals?
l Should animals be kept in zoos? Ask
children to design a poster which shows
InTouch October 2012
how they feel about the issue.
l Dreams: ask and talk about bad dreams
the children have experienced. Draw
and/or write about this dream.
l Create your own poster/image of a zoo
using framing, colours, and other
devices to make the viewer think positively or negatively about zoos. Write
about your poster/image.
l Zoo is a perfect book for examining
inference in illustrations. How can we
infer what the author thinks about
zoos? What do the pictures tell us
about Dad?
l Examine the double page spreads. Why
are the animal pictures (right hand
pages) full size while the humans are in
small blocks on the left hand side?
Compare the words with the pictures.
Discussion: Who is trapped? Who are
the animals? Does the author like people? Locate pictures of all the ‘cages’; for
example, Dad’s jumper with ‘bars’.
people who are for and against keeping
animals in zoos. Display this as a graph,
complete with relevant comments – “I
don’t like zoos because the animals look
unhappy” or “I think zoos do a really
good job of helping to look after animals that might otherwise be dead.”
l Plan a trip to the zoo. (is could be for
real or hypothetical.) e members of
the class have to plan and organise the
trip taking into consideration, things
like: health and safety, risk assessment,
costs, supervision, transport, distance,
food, itinerary and expectations.
anks to the teachers and boys in second
and fourth class, Christ the King Boys NS
for sharing their pictures and ideas about
this book.
References
Browne, A. (2002) Zoo. Farrar, Straus and
Giroux
4. Drama: Exploration of issues raised
Dr Anne Dolan is a lecturer in primary
in the story
geography in Mary Immaculate College,
Limerick. is article is adapted from a
l is book raises issues about keeping
chapter in a forthcoming book: Dolan, A. M.
animals in a zoo. By focusing on the
‘Creative Geography
text and illustrations children can disTeaching rough
cuss the feelings of characters. is can
the Use of Picture
be expanded using hot-seating and still
Story Books’ in
images. Pictures from the story could
Scoffham, S. (ed.)
be used to investigate the thoughts of
Teaching Geograthe animals and their feelings about being in captivity. In order to organise the phy Creatively, Oxdebate, divide the class into two groups, ford: Routledge.
one thinking about the positive reasons
and the other thinking about the negative points for having zoos. e teacher
can become a zoo inspector faced
with the choice of leaving
the zoo open or closing
it down. e class
forms a conscience
alley to voice
both sides of
the argument,
drawing on
the discussion
and written
responses
which have taken
place earlier.
Figure 1.
5. Creative
Five Point
Investigation
Response strategy
(Five finger strategy)
l Make a survey in
school of those
5
Cúrsaí Teagaisc
Dánta & drámaíocht nuaTéama: Ócáidí Speisialta
Fo-théama: Oíche Shamhna
Oíche Shamhna
(oiriúnach do bhunranganna)
Ha, ha, ha, hí, hí, hí,
Tá ulchabhán ar bharr an chrainn.
Ha, ha, ha, hí, hí, hí,
Tá cailleach ghránna i mo dhiaidh.
Ha, ha, ha, hí, hí, hí,
Feicim taibhse agus draoi.
Ha, ha, ha, hí, hí, hí,
Téanam ort, ní maith liom iad!
Cailleach Ghránna
(oiriúnach do mheánranganna)
Tá an oíche gruama, duairc
Is tá an aimsir nimhneach fuar,
Ach tá cailleach bheag le scuab
Ag rince léi ar uaigh,
Tá salachar ina gruaig,
Is tá fearg ina súil,
Ó nach í atá scanrúil!
Rí-Rá sa Reilig
(Reader’s Theatre/Amharclann
Léitheoireachta oiriúnach do Rang 5/6
i nGaelscoil nó Scoil Ghaeltachta)
Carachtair: Córa Cailleach, Colm
Creatlach, Clíodhna Creatlach, Cathal
Creatlach, Ciara Creatlach, Camilla
Creatlach, Na Sciatháin Leathair (gach
éinne eile sa rang).
Suíomh: Reilig
Tá an oíche gruama, duairc
Is tá an aimsir
nimhnech fuar,
Ach tá cailleach
bheag le scuab
Ag rince léi ar uaigh,
Tá salachar ina
gruaig
Is tá fearg ina súil,
Ó nach í atá
scanrúil!
54
CNAG, CNAG, CNAG
Scaoil isteach mé,
scaoil isteach mé. Brostaigh,
brostaigh agus oscail an cónra.
Cé ’tá
ann?
Mise, Córa. Anois,
déan deifir nó feicfidh an saol is a
mháthair mé.
Cad ’tá ar siúl
agatsa amuigh Córa? Ní anocht
Oíche Shamhna.
Bheul, amárach Oíche
Shamhna agus i mbliana ní
theastaíonnn uaim a bheith im’
chailleach ghránna le salachar i mo
ghruaig agus fearg i mo shúil.
Teastaíonn uaim a bheith im’
chailleach ghalánta, dea-ghléasta
le gruaig álainn, nite.
Cailleach
ghalánta, dea-ghléasta le gruaig
álainn, nite?
Ní féidir linn cabhrú
leat. Is creatlaigh sinn. Ní
chaithimid éadaí agus níl gruaig
againn le ní. Bain trial as an gcónra
béal dorais.
CNAG, CNAG, CNAG
Cé ‘tá ann?
Más tusa cigire na
gceadúnas teilifíse, dúirt mé leat
cheana nach bhfuil teilifís againn
anseo. Táimid ró-fhada faoi
thalamh chun pictiúr maith a fháil.
Mise átá ann – Córa.
Brostaigh, brostaigh agus oscail an
cónra.
Tar isteach … agus
dún an clúdach id’ dhiaidh. Tá an
aimsir nimhneach fuar agus ná
scaoil isteach an fuacht. Táimid go
deas cluthar anseo.
Ciara, tá cabhair
uaim. Amárach Oíche Shamhna
agus i mbliana ní theastaíonnn
uaim a bheith im’ chailleach
ghránna le salachar i mo ghruaig
agus fearg i mo shúil. Teastaíonn
uaim a bheith im’ chailleach
ghalánta, dea-ghléasta le gruaig
álainn, nite.
Cailleach ghalánta,
dea-ghléasta le gruaig álainn, nite?
Bailigh amach as
an gcónra agus ná bí ag cur ár
gcuid ama amú. Táim ag iarraidh
féachaint ar an scannán Twilight.
Córa bocht!
Tá brón orm ach ní
féidir liom cabhrú leat, ach bain
trial as Camilla Crealtach béal
dorais. Bhí sí siúd galánta i gcónaí
riamh – beo nó marbh!
CNAG, CNAG, CNAG
Bonjour! Ola!
Fáilte is fiche isteach. Fág do scuab
lasmuigh led’ thoil ar eagla go
bhfuil sé salach.
Tá cabhair uaim
Camilla. Amárach Oíche Shamhna
agus i mbliana ní theastaíonnn
uaim a bheith im’ chailleach
ghránna le salachar i mo ghruaig
agus fearg i mo shúil. Teastaíonn
uaim a bheith im’ chailleach
ghalánta, dea-ghléasta le gruaig
álainn, nite.
Camilla Creatlach: Gan amhras a stór!
Is féidir liom dath a chur id’
ghruaig. Ar mhaith leat a bheith
fionn, nó rua? ...Tá Head and
Shoulders agus Herbal Essence
agam. Ciocu is fearr leat? Agus cad
faoi smidiú? …
Tháinig Oíche Shamhna …
Bhí an oíche gruama, duairc,
Is an aimsir nimhneach fuar
Ach bhí cailleach bheag le scuab
Le dathanna ina gruaig,
Gan ribe ar bith amú,
Í nite le seampú,
Is í daite le smidiú
Mór-thimpeall a dá shúil,
Ó nach í a bhí dathúil!
Tá Siobhán Ní Mhuimhneacháin
ag críochnú máistreachta sa Nua-Ghaeilge
faoi láthair agus ag múineadh i nGaelscoil
Dhroichead na Bandan.
InTouch October 2012
Teaching Matters
scríofa d’Oíche Shamhna
5Amárach Oíche
Shamhna agus i
mbliana … teastaíonn
uaim a bheith im’
chailleach ghalánta,
dea-ghléasta le gruaig
álainn, nite.6
InTouch October 2012
55
Cúrsaí Teagaisc
Meán Fómhair – Fócas ar Thorthaí an Fhómhair
Paddy Madden continues his series of SESE tips
Zoom in on fruits
of autumn
Hazelnuts
Background information
The part of the plant where seeds are kept is called the fruit.
These seeds are protected by the fruit. The fruit also helps
the seed to disperse away from the parent plant. Most
fruit are formed from the plant’s ovary.
Snowberries
Sloes
Types
Two types: succulent fruit and dry fruit. Succulent
fruit are often delicious to eat and are composed of
fleshy layers. Succulent ones with a stone in the
middle (a seed with a hard, outer case) are called
drupes. Sloes and cherries are drupes. Berries are
succulents which contain lots of seed. Apples are
pomes-fruit with a fleshy outer layer which
contains a core with seed.
Dry fruit are cases containing seeds. Nuts
contain one seed. Achenes are dry fruit with
wings such as ash keys or sycamore ‘helicopters’.
Pods or legumes contain seed which scatter when the
pod splits. The dry fruit of cereals are called grains or
kernels.
Ash keys
Herald moth on
vetch pods
56
InTouch October 2012
Teaching Matters
Common fruits of the hedgerow
Plant Irish name Fruit
Remarks
Wild rose
Feirdhis
Hip
Collected during WWII by children for
vitamin C.
Hawthorn Sceach gheal Haw
Good for birds; jelly.
Guelder rose Rós Ollannach Red berry Good for jellies, sauces.
Holly
Cuileann
Red berry Good for birds.
Elder
Trom
Elderberry Good for wines, cordials, jellies.
Blackthorn Draighean
Sloe
Good for sloe gin, liqueurs.
Ivy
Eidhneán
Blackberry Good for birds in spring.
Bramble
Dris
Blackberry Good to eat raw; used in jams, jellies.
Literacy/Litearthacht
Fruit/Toradh: The part of the plant in which seeds are kept. An chuid de phlanda
ina gcoinnítear síolta.
Drupe/Drúp: Fruit with hard stone-like seed in the middle e.g. sloe. Toradh le síol
crua ina lár ar nós cloiche, airne, mar shampla.
Fruit help to scatter their seed by –
Wind: Censer Mechanism (Poppy capsules), Parachutes (Dandelion, hairy willow-herb), Wings (Achenes of elm, sycamore, ash)
Water: Fruit of water lilies
Explosion: Pods of furze, birdsfoot trefoil, peas
Berry/Caor: Succulent fruit with lots of seed e.g. orange. Toradh súmhar le go leor
síolta, oráiste, mar shampla.
Achene/Aicéin: Dry fruit with wings e.g. ash keys. Toradh tirim le sciatháin,
sciatháin fhuinseoige, mar shampla.
Kernel/Eithne: Dry fruit of cereal. Toradh tirim arbhair.
Sloe/Airne: Fruit of blackthorn. Toradh draighin.
Hip/Mogóir: Fruit of rose. Toradh róis.
Some folklore and sayings relating to wild fruit
, Blackberries were never eaten after Samhain because it was
believed that the púca spat on them then and made them inedible.
, An sméar mullaigh – the cream of the crop.
, Ní fiú sméar san fhómhar é – it’s not worth an autumn blackberry.
, Chomh fairsing le sméara – as widespread as blackberries
, Béal eidhneáin, croí cuilinn – ivy mouth, holly heart (devout but hard hearted).
, When all fruit fails, welcome haws.
, When the fruit is scarcest, the taste is sweetest.
Animals/Humans: Hooked fruit of cleavers, lesser
burdock
Rodents: Nuts of beech, oak, hazel, chestnut
Birds: Cherries, ivy berries, wild strawberries, rowan
berries, hips, haws, blackberries
Active learning indoors and outdoors
Indoors
l Plants from pips and fruit stones. Soak the pips of apples,
pears, raspberries, blackcurrants, cherries, oranges, grapefruits and lemons in water for a couple of days. Place them
in clear plastic bags half-filled with damp seed compost.
Buy this or make by mixing half horticultural or play sand
with half peat-free compost. Leave the labelled bags in a
warm place such as a sunny window sill. When three leaves
appear transfer the seedlings into small pots of peat-free
compost. Leave them in a warm place.
l Make delicious treats from blackberries such as ice lollies,
blackberry swirly whirly, bramble jelly, fruity berry smoothies
by following the recipes on www.naturedetectives.org.uk.
Here find blackberry colouring sheets, blackberry poems,
blackberry cartoons and a bramble maze.
l Construct a hedgerow in a box. See www.blackrockec.ie
Click on ‘Paddy’s School Garden’ October Projects.
Outdoors
l Grow strawberries in a raised bed. See http://bit.ly/PDrKi
l Grow autumn-fruiting raspberries in a sunny strip of
ground about a metre wide. Dig the ground removing all
weeds and incorporate plenty of organic matter in the soil.
Choose a variety such as ‘Autumn Bliss’ and plant c. 40cm
apart. Cut the canes down to 22cm. Apply sulphate of
potash around the plants and mulch with manure. ey
don’t need staking. Enjoy eating the fruit from September
to November. In February each year cut the canes down to
10cm, feed and mulch. See www.gardenersworld.com and
www.telegraph.co.uk
l Plant heritage apple trees in a sunny, sheltered part of the
grounds from October to December. Buy these from
www.irishseedsavers.ie See www.gardenplansireland.com
for planting instructions.
l Plant thornless blackberries. See www.gardenguides.com
InTouch October 2012
Guelder rose
berries
Useful websites
Websites mentioned plus:
, www.countrylovers.co.uk
, www.dole.com Lesson plans on
fruit
Elderberries
Sycamore samara
Haws
Useful books
, Food for Free (2004) by Richard
Mabey
, Wild Food (198) by Roger Phillips
, Talking Wild (2002) by Eanna Ní
Lamhna
, Irish Wild Plants Myths, Legends &
Folklore(2006) by Niall Mac Coitir
, e Usborne Science Encyclopedia
(2002)
, Complete Irish Wildlife (2004,
Collins) by Paul Sterry
Strand Units covered this month
Environmental awareness, Caring for the
environment, Plant and animal life, The local
natural environment, Story.
Paddy Madden lectures on
SESE in Coláiste Mhuire, Marino
Institute of Education. He is a
Heritage in School specialist see www.into.ie. His latest book,
the third reprint of Go Wild at School is
available for €15 plus €3 p&p from
[email protected] He is also the author of e School Garden -What to do
and when to do it – available for €10 plus
€2 p&p. Both bookscost €28 (includes p&p).
anks to Eamon O Murchú for all photos
except sloes.
5
Cúrsaí Teagaisc
Captivate learners with Scoilnet Maps
Olympics, the Titanic’s voyage, world
population and carbon emissions. It’s a
treasure chest of resources for teachers and
a multitude of information for learners.”
e Swipe (above) and Spotlight (inset) tools on Scoilnet Maps
allow users to overlay one type of map on another
Scoilnet Maps is now pushing the boundaries of teaching and learning at primary
level. e web mapping website engages
learners visually, interactively and with
purpose in its provision of detailed OSi
Maps, World Maps and GIS data layers.
Eight activities capturing the curriculum
Easy-to-use yet sophisticated in its functionality, learners can attain several crosscurricular content objectives – particularly
in Maths (area, length, shape, space), History (change, continuity, time, chronology) and Geography (sense of place/space,
mapping and geographical investigation)
by engaging in practical activities such as:
1. Measuring the distance between school/
home or the area of the school grounds.
2. Exploring urban sprawl through aerial
photographs, maps and census data.
. Mapping local monuments/
archaeological sites.
4. Reflecting and discussing types of maps,
such as street mapping/aerial photographs.
5. Examining change over time through
historical mapping from 1829 to 2010.
6. Calculating the total school population
in electoral areas.
. Creating elevation profiles of a favourite
walking route or local mountain.
8. Creating/saving your own data layer.
Features
Scoilnet Maps also allows the learner to
interactively work with layers of data from
different public sector providers. Visible
when placed over the base map, these data
layers include census data, school location
data, flood mapping data, and architectural
heritage data from the Department of Arts,
Heritage and the Gaeltacht. Explanations
for working with these data layers and
other features are clearly explained in
video tutorials.
A teacher’s viewpoint
Mark Boggins, a second class teacher in
Rathcoole NS, claims that Scoilnet Maps
is “a fantastic hub for all things map
related. e OSi Maps are ideal to teach
children about regions close to their environment while World Maps extend this
knowledge. It has clear and appealing
visual representations related to the
Access
Scoilnet Maps has been developed as a
collaboration between Scoilnet, the
Professional Development Service for
Teachers and the Forward Planning Unit
of the Department of Education and Skills.
e Department of Environment,
Community and Local Government,
HEAnet, OPW and Ordnance Survey
Ireland were also involved. It is freely
available to all schools on the Schools
Broadband Network. Some restrictions
apply to viewing the OSi maps outside of
school but teachers can gain access using
their Scoilnet Account. Please note, all
teachers can register for a Scoilnet Account
at http://accounts.scoilnet.ie/registration.
World Maps are accessible both within
and outside of school.
PDST and School Self-Evaluation
PDST will provide School Self-Evaluation
seminars to all school leaders this term and
there will continue to be a focus on
teaching methodologies and learning
outcomes. Schools will reflect on their
strengths and their capacity to enrich
school learning environments, giving
priority to literacy and numeracy. Not only
does Scoilnet Maps exemplify active
teaching methodologies and assessment for
learning opportunities, it is a tangible
resource for improving learning in schools
by targeting key skills such as questioning,
reading, problem solving, data handling,
reflection and analysis.
See http://maps.scoilnet.ie/ for more
information.
Sharon Mc Donald, PDST Technology in
Education
ICT COURSES AND SCHOOL PRIORITIES
lllllllllllllllllllllll
PDST will schedule School Self-Evaluation
seminars for all principals this term. All
participants will be afforded opportunities to
consider the use of ICT in teaching and learning
as part of the self-evaluation and school
improvement process.
The CPD service of free ICT courses for teachers,
which has been provided by the NCTE to date, will
be continued by PDST Technology in Education, as
58
the former NCTE is integrated into PDST. These
courses have a strong focus on literacy and/or
numeracy, in line with current school priorities.
Further ICT courses aligned with national priorities
will be developed during the school year.
New face to face courses this autumn include:
l Creating ICT Resources in the Infant Classroom,
l An introduction to Scratch in the Classroom,
l Recording, editing and using Sound for Learning,
See www.ncte.ie/courses or your local
education centre, which runs the courses, for
details.
Enrolment is also open for some free online
courses, including:
l Podcasting for Learning,
l Using the Interactive Whiteboard to Support
Literacy (online).
See www.ncte.ie/onlinecourses for more.
InTouch October 2012
Teaching Matters
Cluichí
a úsáid i
múineadh
na Gaeilge
Bí ag spraoi
Cluichí Gaeilge – cén fáth agus conas?
Leagtar béim ar úsáid na Gaeilge mar
ghnáththeanga bheo sa Churaclam
Bunscoile, agus moltar cluichí mar
cheann de na straitéisí chun páistí a chur
i mbun cumarsáide lena chéile i ngach
rang. Is féidir greille a léiríonn conas
na cluichí a úsáid sna
ranganna éagsúla a fháil
ar www.ppds.ie (faoin
gceannteideal Straitéisí san
ábhar Gaeilge) chomh maith
le físeáin de chluichí in úsáid
sa cheacht Gaeilge agus cur
síos ar chluichí eile leithéidí
Aimsigh do Pháirtnéir, Tráth
na gCeist agus Aimsigh na
Difríochtaí.
Léigh tuilleadh eolais faoi chluichí
teanga agus cur síos ar chluichí
Gaeilge i gcartlann InTouch
freisin, (InTouch Archive ar
www.into.ie). Féach Cluichí
sa Chlós (Deireadh
Fómhair 2005), Beatha
Teanga í a Labhairt (Nollaig
200), League Leader
(Nollaig 2010), Liosta
Siopadóireachta (Meán
Fómhair 2010) agus
Cruinn Ceart (Márta 2012).
Sna Treoirlínte do
Mhúinteoirí sa churaclam
déantar cur síos ar chluichí
struchtúrtha, m.sh. Cluiche Kim,
cad atá sa mhála? Cá bhfuil sé?
agus fiche ceist chomh maith le
cluichí cumarsáide, m.sh. Aimsigh na
difríochtaí. Roghnaigh an teanga atá le
múineadh tabhair cleachtadh do na
páistí ar úsáid na teanga sin ar bhealach
atá tairbheach agus taitneamhach. Úsáid
eagar difriúil – foirne, grúpaí
beaga nó beirteanna – chun na
suim na bpáistí a
choinneáil.
Cluichí pictiúrtha
(mesenglish.com)
Sa tréimhse réamhchumarsáide
den cheacht Gaeilge bíonn béim
ar fhoghlaim agus ar ionchur foclóra agus tá pictiúir go maith
chun teanga nua a léiriú do pháistí. Tá
go leor suíomhanna a bhaineann le Béarla mar theanga breise (EAL) atá lán
d’íomhánna, ach an téacs ar na luaschártaí a aistriú go Gaeilge. Is breá liom an
suíomh www.mes-english.com. Tá breis
is céad tacar de luaschártaí pictiúrtha
InTouch October 2012
mar aon le cur i láthair PowerPoint ar
bhreis is seasca téama le híoslódáil saor
in aisce ann. Cuireann na cartúin
gheala dhaite ghreannmhara an
sprioctheanga in iúl go soiléir.
Imir cluiche Kim leis na pictiúir,
nó is féidir cártaí biongó ar
na téamaí a chruthú
freisin agus biongó a
imirt. Tá
treoracha sa
churaclam Gaeilge ar
www.ncca.ie agus ar
www.pdst.ie faoi conas Cluiche
Kim agus Biongó a imirt.
Spreag an Ghaeilge le Spraoi
Tá an pacáiste acmhainne
Spreag an Ghaeilge
le Spraoi thar barr
chun tacú le
cluichí Gaeilge a
imirt. Tá DVD sa
phacáiste Cluichí Clóis le
treoracha conas Rannta
Scipeála,
Rainn Ghníomhartha,
Cluichí Foirne agus
cluichí eile a imirt, agus
leabhrán eolais le moltaí
maidir le forleathnú. Déan
Rannta Scipeála agus na
Rainn Ghníomhartha go háirithe sna
bunranganna chun teanga a chleachtadh.
Cabhróidh an
t-athrá agus na gníomhaíochtaí an teanga
a dhaingniú i bhfadchuimhne na bpáistí.
Léigh tuilleadh in InTouch, Eanáir/Feabhar 2011 ar www.into.ie. Tá
Spreag an Ghaeilge le Spraoi
le híoslódáil saor in aisce ó
www.pdst.ie nó www.cogg.ie.
Tá samplaí breise de Rannta
Scipeála ar www.pdst.ie.
An Chéad Coiscéim
Tá cluichí do bhunranganna ar
an
CD-ROM An Chéad Choiscéim,
a chuireann ainmfhocail coitianta i
láthair le cartúin ghleoite, spleodracha.
Tá cluichí ann a dhíríonn ar
dhathanna, uimhreacha agus litriú agus
tríd na cluichí tosaíonn páistí ag
foghlaim scileanna na
léitheoireachta le hOscar agus
Órla Ochtapas. Tá an CD
agus leabhar saothair ag
gabháil leis ar fáil ó
www.fiosfeasa.com.
Boghaisín na bhFocal
Seo CD-Rom le cluichí
léitheoireachta do dhaltaí
ar 6 leibhéal éagsúil: cártaí, cros is náid,
siopadóireacht, meaitseáil,
dísle, agus a thuilleadh. Tá
CD do mhúinteoirí leis, ar a
bhfuil  gcinn de chluichí le priontáil amach do dhaltaí aonair, do
ghrúpaí beaga, nó don rang ar fad:
biongó, táiplis,
cuardach focal,
nathracha agus
dréimirí, agus
mar sin de. Ar fáil ó
www.fiosfeasa.com.
Cluichí Smarty Cat
Seo bosca ina bhfuil
10 gcluiche bunaithe ar na téamaí sa
churaclam, le húsáid sa bhaile nó ar
scoil. Bainfidh páistí
taitneamh as na cluichí éagsúla ar nós Cé
mise? Snap, Biongó,
Cluiche Tomhais agus
cluiche nua dar teideal
Splot. Ar fáil ar
www.smartycatgames.ie.
Curtha le chéile ag
Máire Nic an Rí
agus ag Bríd Ní Dhonnchadha, faoi
choimirce COGG.
59
Finishing Touches
Resources for teachers, Noticeboard of Upcoming Events and the Comhar Linn Crossword
Copy date
Copy you wish
to have considered
for publication in the
November issue of
InTouch should arrive
in Head Office by
15 October 2012.
The December issue
deadline is
12 November.
ELSTA Conference
‘Literacy,
language, culture –
Every teacher does
make a difference’.
6th Annual Conference, Saturday 1 October 2012. Marino Institute of Education, Griffith Avenue, Dublin 9.
For information and
to register, please see
www.elsta.ie, Email:
[email protected]
Teachers Needed
Retired, career
break etc
volunteers wanted for a
rewarding project in
e Gambia. Working
Holiday! (6 weeks
Jan/Feb or Feb/Mar
201). GIVE (Gambia
Ireland Volunteers in
Education).
Contact Joe Griffin 08
2255040 or email
[email protected]
InTouch October 2012
Edmund Rice 250: a celebration
To reunite, reconcile, give thanks and
look to the future
Edmund Rice/Christian Brothers Past Pupils and
Friends Steering Committee evening with former
President Mary McAleese and guests to celebrate
the 250th anniversary of the birth of Blessed Edmund Rice. Venue: Dublin Convention Centre,
Spencer Dock, North Wall Quay, Dublin 1. Date:
Saturday, 20 October 2012 at 7:00pm.
Past pupils and friends are invited to this special event to thank the Christian Brothers and Edmund Rice schools for the gift of education and
for their contribution to Irish society and culture;
to acknowledge, and reconcile with those who,
sadly, were treated harshly or abused during their
education; to reconnect with each other; and to
show our support of the continued work of the
Christian Brothers and Edmund Rice Community
in the developing world and of the ongoing
trusteeship of the Edmund Rice schools in Ireland, North and South.
Reunions
Carysfort Class of '87
e Carysfort Class of ‘8
reunion will take place in the
Sheraton Hotel, Athlone, on 10
November 2012. Check in from
pm. Drinks reception at pm
followed by dinner. Book directly
with the hotel to avail of special
rates for the reunion.
For hotel bookings contact
Caroline Spollen, Sheraton Hotel,
Athlone at 0906451000 or email:
Cspollen@Sheratonathlonehotel.
com.
For information about the
reunion contact:
Mary O’Rourke (Cunnea)
at 086 6045
or email: mandm@eircom.net
or Brid Ni Neachtain at 086 8596160
or email: [email protected].
Tickets are free but must be reserved in advance.
Reserve online at: www.erbeyond250.org/tickets
Further info: Vanessa Moss,
[email protected]
or Tel: 01 819 6782.
Primary Debating Ireland
Primary Debating Ireland are currently
registering new teams for this year’s
competition and encouraging others to join
their team of administration.
If you wish to be more informed about
Primary Debating in Ireland or you would
like to register your team for next year’s
competition, please contact
www.primarydebatingireland.com where you
can also avail of guidelines, advice, rules,
examples and our contact details. Contact
Aideen Hand and Jill Murphy
www.primarydebatingireland.com
Gramadach na Gaeilge
Tá leagan nua den
Chaighdeán Oifigiúil
foilsithe anois ag Tithe an
Oireachtais. Bhí gá le hathruithe ar
an gCaighdeán Ofigiúil a foilsíodh
den chéad uair i 1958. Tugtar
aitheantas sa chaighdeán athbhreithnithe do leaganacha áirithe
a úsáidtear go forleathan sna
canúintí, agus tugtar soiléiriú
breise ar ghnéithe den ghramadach
ar nós úsáid an ghinidigh, an t-alt
agus uimhreacha, mar shampla.
Is treoir do scríobh na Gaeilge é an
caighdeán oifigiúil. Bheadh sé
ionmholta cóip a bheith i ngach
scoil. Tá an leagan athbhreithnithe
ar fáil ar chostas €10 ó Oifig Dhíolta
Foilseachán Rialtais, Sráid Theach
Laighean, Baile Átha Cliath 2.
61
Nótaí Deiridh
Two pages of resources for the classroom, from training courses to helpful hints and useful links
Free Civics Classes at the
Little Museum of Dublin
The Little Museum of Dublin offers free civics classes
as part of a new education programme. ‘I Love Dublin’
will give school-children the opportunity to learn
about the past and present of their city, and encourage them to consider the capital anew.
‘I Love Dublin’ classes include a special tour of the museum, question
and answer sessions and interviews with older Dubliners to
learn about what it was like to
grow up in the city in years
gone by. “We want to preserve
the story of the city and pass it on
to younger generations,” says Trevor
White, Director of the Little Museum.
For further information: www.littlemuseum.ie/
visit-the-museum/i-love-dublin-classes
Raise smiles and funds for Temple Street!
From everyone at Temple Street Children’s University
Hospital, thank you to all the schools who participated in
Trick or Treat 2011. With your support they managed to
raise an amazing €100,000 for the hospital.
is Halloween again, Temple Street are asking primary
schools to hold a Halloween party on Friday 26 October. is
year www.McSport.ie have donated a €500 voucher for a
participating school to win. Return your funds by the 19
November to be in with a chance of winning this fantastic prize.
To register for Trick or Treat please contact
[email protected] or call 01 878 4344 before Monday
15th October.
, Comhar Linn Crossword NO 142
A draw for 2 x £100 will be made from all correct entries.
Simply complete the crossword and send it to InTouch, 35 Parnell Square, Dublin 1, before Friday 2nd November
2
1
3
4
10
16
9
11
13
12
18
26
NAME:
ADDRESS:
17
27
25
31
36
28 29
6
7
8
15
22
33
35
14
21
23
62
5
19
20
24
30
34
32
Across
1. How can you bloody beat the likes of Zac
Efron? (10)
6. Write leases, shall we? (4)
10. Turn over parts made of leather. (5)
11. Website that may help solve a problem of a
temporary nature. (9)
12. Cutting implement beloved of bees? (4,3)
15. T, or something like it, for trunk. (5)
17. Ditch this for a comical reaction. (2-2)
18. Get sodium to form a military alliance. (1.1.1.1.)
19. Digit found in the fourth umbrella. (5)
21. God who brings a writer back before Melody. (7)
23. Six have a right go at this star sign! (5)
24. Statue seen in the Lido, lately. (4)
25. Oriental sport may amount to nothing. (4)
26. Let it become the name of a book. (5)
28. Such a deep-fry is in order for the emu trap. (7)
33. With which to take a picture of Katie Taylor?
(3,6)
34. Rubbish found in Sinatra's house. (5)
35. For a long time, one's nose was out of joint. (4)
36. He will bring up a right rowdy type. (4,6)
Down
1. Catch a hot snake. (4)
2. Imaginary instrument strummed by pilots?
(3,6)
3. Precious way to surpass the limits of Alcatraz.
(5)
4. Get the party-thrower a flower. (5)
5. Somehow, one robs these spheres. (4)
7. The mistake of headless fear. (5)
8. Educational clanger. (6,4)
9. Say once again what the remainder
consumed. (7)
13. Sean is confused, but not crazy. (4)
14. Which negative does the piece of furniture
provide? (7)
16. Unavoidable confusion of Evita (line B). (10)
20. Subterranean passageway for those who send
the ball to team-mates too seldom? (9)
21. Bouquet that makes the hooter happy. (7)
22. Just one of the letters for Monaghan is
standard. (4)
27. Poison beef in a can. (5)
29. One makes 'em sicken for such a
communication. (1-4)
30. Take one's favourite artist to the Jordanian
rose-red city. (5)
31. Mr Hackman provides some DNA. (4)
32. Lesley leaves Charles for the cleaner. (4)
Gordius - No. 141 September
2012 Solutions
Across
1. Boa 3. Bolt upright 8. Gallop 9. Yard duty
10.Tithe 11.Reels 13. Sword 15.Dragged 16. Tastier
20. Shale 21. Drama 23. Broth 24. Cup of tea
25. Cornea 26. The Blaskets 27. Ant
Down
1. Bog-standard 2. All at sea 3. Broke 4. Toyshop
5. Radar 6. Gluten 7. Try 12. Sacred Heart
13. Sheds 14. Drape 17. Insomnia 18. Car park
19. Sample 22. Awful 23. Books 24. Cat
Gordius – Comhar Linn InTouch Crossword
No. 141 winners will be announced in the
November InTouch due to print deadlines
preceding crossword deadlines.
InTouch October 2012
Finishing Touches
… and your Comhar Linn Crossword!
ECO-UNESCO supporting
teachers to bring ECO-action
into education
No 31
ECO-UNESCO is Ireland’s Environmental Education and Youth
Organisation affiliated to the World Federation of UNESCO Clubs,
Centres and Associations (WFUCA) working for over 25 years to
raise environmental awareness and empower young people
nationwide.
New discover primary science workshops
ECO-UNESCO is delighted to announce their new status as an
official Discover Science Centre part of the Discover Primary
Science and Maths (DPSM) programme. ECO-UNESCO offers a
range of fun-filled environmental workshops and activities for
DPSM registered schools which link directly with the formal
primary school maths and science curricula.
Workshop series include Junior ECO-Watchers (age 8-12)
and the Junior ECO-Action (age 4-12), which include a range of
environmental themed workshops which can be booked
individually or as a series. Themes include waste, energy,
climate, biodiversity, water, trees and world. Other options
include the specialised Junior Sustainability Programme as
well as outdoor activities including Junior Biodiversity Trail and
Junior Urban Ecology Discover Days.
Young Environmentalist Awards in focus
ECO-UNESCO, Ireland's Environmental Education and Youth is
calling all primary and secondary school students, teachers and
after-school clubs to get involved in Ireland’s biggest celebration
of youth ECO-Action by registering for the ECO-UNESCO Young
Environmentalist Awards 2013 (YEA). Participation in the
programme is a great way to engage students to learn about
environmental issues which link into the school curriculum as well
as developing key personal skills through their action-project.
Participants follow the ECO-UNESCO ‘6 Steps to Success’ to
complete an environmental action project on a theme of their
choice which can be easily linked with the formal school
curriculum, and all participants are offered ongoing support and
advice from the ECO-UNESCO team. Semi-final regional Dragons’
Den style ‘ECO-Dens’ are held in March/April and the finalists
showcase their projects at the prestigious Showcase and Awards
Ceremony in the Mansion House, Dublin in May.
Awards 2013 timeline
Friday 30 November 2012: project registration deadline.
Friday 22 February 2012: project submission deadline.
March-April 2013: regional ECO-Dens
semi finals.
May 2013 – Gala Showcase
and Awards Ceremony
2013
For more information
and to register, contact
ECO-UNESCO at 01 62 5491,
email [email protected] or
visit www.ecounesco.ie.
InTouch October 2012
The most viewed links on Scoilnet’s Resource
Finder for two weeks in early September
St Mary’s NS, Leckaun, Co
Leitrim
www.leckaunns.ie
Shows that you don’t have to have a
large staff in order to have an effective
website. Site with fantastic school
information, links and news archive.
Gives a great sense of the school.
My favourite sites
1
Móthúcháin Cártaí Imearta
schoolblog8.scoilnet.ie/feelings/
playing_cards_mothuchain
Cártaí a phriontáil chun cluichí éagsúla a imirt
2
A Goldmine of Phonics
www.tampareads.com/
phonics/phonicsindex.htm
Worksheets to teach phonics & phonemic awareness.
3
Infant Interactive Whiteboard Game
www.iboard.co.uk/
Use in oral language and pre-reading lessons.
4
Clifford The Big Red Dog
teacher.scholastic.com/
clifford1/flash/phonics/index.htm
Find words that begin with the same sound.
5
Olympic Games Themepage
www.scoilnet.ie/themepage_
LondonOlympics.shtm
Scoilnet links for the London Olympics.
6
A+ Math
www.aplusmath.com/games/
matho/AddMatho.html
Game to help with addition (requires flash).
7
Learn to Read in Fun Way
www.starfall.com/n/level-a/
learn-to-read/play.htm?f
Allows children to practise sounds etc.
8
Castle Times
resources.teachnet.ie/mmorrin/
index.htm
Norman Ireland & St John’s Castle, Limerick
9
Addition and Subtraction Against Time
primarygames.com/flashcards/add-subtract/
combo.htm
Game for children to test their skill.
Emma – Irish trained primary teacher
currently teaching part-time in London
What is weather?
www.bbc.co.uk/schools/
whatisweather/
BBC site which aims to explain the
concept of weather to young children.
Eco kids games
www.ecokids.ca/pub/games_activities/index.cfm
These are well designed games that
carry an environmental theme.
10 GAA Crossword
I spy nature
www.ispynature.com/
Irish website that goes down well in my
class in London.
test.scoilnet.ie/res/crosswords/
MM56PEGAA.html
Questions about Gaelic Games.
6