Issue No 119
June 2011
ISSN 1393-4813
INTO –Looking
to the future
Learning Support/
Resource Teacher Posts
English Language Support
Keeping in Touch
Interactive dialogue with members, and key news items
geNeral Secretary’S commeNt
INTO General Secretary, Sheila Nunan, INTO President, Noreen Flynn, Marie McLoughlin, President of
Froebel College, Dr Anne O’Gara, President of Colaiste Mhuire Marino, and Deirbhile NicCraith, INTO
Education Officer, at a recent meeting. e INTO has been holding a series of meetings with the Colleges of
Education in relation to teacher education, teacher supply and related issues.
Staffing challenges ahead
ast month’s announcement of further cuts to
English language support for international
children is one more in a long list of staffing
reductions being imposed on primary schools
by the DES.
is series of cutbacks which includes cuts already
signalled for Traveller children, special needs
children, disadvantaged children and pupils in
gaelscoileanna will compromise educational
outcomes for children and severely test the ability of
schools to develop a really inclusive education for
their pupils.
ere will be real and lasting consequences for
children if the state fails them at the earliest stage of
their education. ere will also be long term societal
implications caused by early failure, alienation and
early school leaving.
Every aspect of the curriculum will be affected.
Where children lack the basic language skills to
interact with the curriculum it is obvious that
national priorities like literacy and numeracy will be
compromised. Where additional help is not provided
to compensate for severe poverty, children will not
reach their potential.
Over years the INTO campaigned for and got
InTouch June 2011
additional teaching resources for pupils with real and
identifiable needs. is resourcing enabled Irish
primary schools to provide a service to children
despite having some of the largest classes in the
developed world.
Next September all children will be affected by
these cuts as these children have to cope
unsupported in these large classes.
e cuts announced to date along with the staffing
measures contained in the four year plan makes the
need to debate openly a staffing strategy for primary
schools for the coming years a priority for teachers.
We must actively challenge the government’s “Ní
féidir linn” attitude when it comes to staffing schools
properly.
Talk of devolving responsibility for the allocation
of staffing to local schools will mean little if primary
schools continue to face the government’s policy of
death by a thousand cuts.
On a more positive note I want to wish all
members an enjoyable summer break after what has
been a very difficult and challenging year.

Contents
Keeping InTouch
3 Editorial
13 What’s Happening?
Education cuts and
staffing reductions
8 What you need to
know
• Patronage and Pluralism
• Unqualified personnel in
schools
• Call to increase diversity
• Redeployment panels
9 • LS/RT Posts confirmed
• EAL Posts cuts
• 10 ings you should
know
10 Connect
Handwriting Competition winners p16
School based
mentoring p32
INTO News
• Sign up to the INTO Global
Solidarity Network
• INTO Presidential Dinner
• Tell us what you think by
letter or text message. €50
voucher for best letter
published.
Digital
recording
p46
• Task Force on Teacher
Employment set up
14 • Promotion procedures
• Review of BOM Rules and
Constitution
• Revised appointment form
• Standardised school year
15 • Equality Committee news
• e Global Schoolroom
16 • Handwriting winners
• Retirement planning
17 INTO Benefits
• Benefits and discounts
for members.
18 Professional
Development
Upcoming courses and
seminars.
19 Financial
• Where your money goes
• Vere Foster Lecture in
Belfast
• Comhar Linn draw
winners
20 Solidarity
Eric O’Flynn tells us about
changes in Rwanda
21 In the Media
Coverage in papers and on
airwaves in May
An INTO Wallplanner is
included with this copy of
InTouch for every member.
An additional copy is also
included for your
classroom. At time of going
to print a Circular was
due to issue regarding the
standardised school year.
InTouch General Editor: Sheila Nunan
Correspondence to: e Editor, InTouch,
, On the INTO website: www.into.ie
Some articles in this issue have been shortened for
publication. Full length versions of these articles are
available at http://www.into.ie/ROI/Publications/
OtherPublications/InTouch/
InTouch is published by the Irish National
endorsed by the INTO.
While every care has been taken to ensure that
Editor: Tom O’Sullivan
INTO Head Office, Vere Foster House,
Teachers’ Organisation and distributed to
Assistant Editor: Lori Kealy
35 Parnell Square, Dublin 1
members and educational institutions. InTouch is
the information contained in this publication is
Telephone: 01 804 7700
the most widely circulated education magazine in
up to date and correct, no responsibility will be
Fax: 01 872 2462
Ireland. Articles published in InTouch are also
taken by the Irish National Teachers’
Advertising: Mary Bird Smyth
LoCall: 1850 708 708
available on our website www.into.ie
Organisation for any error which might occur.
Design: David Cooke
Email: editor@into.ie
Website: http://www.into.ie
Editorial Assistants; Selina Campbell,
Grainne Lynch, Emily O’Reilly
Photography: Moya Nolan, Shutterstock

e views expressed in this journal are those
of the individual authors and are not necessarily
Except where the Irish National Teachers’
Organisation has formally negotiated agreements
InTouch June 2011
June 2011
In tandem with the seasons p54
INTO Advice
23 Newly Qualified
Teachers
Mary Burke reflects on the
last school year and gives
advice on how to help ease
the transition from college
to classroom
Newsdesk
25 • Intercultural Education
• School Leadership book
launched
26 •School Leadership Courses.
27 • NCCA Conference
28 • Bray teacher wins tech-
, Cover pic
nology award
• Primary teachers launch
albums
Teaching Matters
29 EAL
Rosemary Ryan offers
resources for history lessons
30 I’d Better get Going
Dan Daly considers a move
32 School Based
Mentoring
Rob Jones describes a
Comenius project’s benefits
36 A Taste of Europe
Pic: Moya Nolan
61Notices
Check out news of events
and reunions
62 The Source
Resources, events, helpful
hints and useful links.
Comhar Linn Crossword
Derbhile De Paor explores
the value of a formal
programme
34 Optimising the
Inclusive Classroom
Colm Carney’s school
opened its doors to
European teachers
Looking to the futuure
Aoife Ní Dheá, President of
Froebel Students’ Union
and also a member of the
INTO Employment Task
Force pictured at Congress
Finishing Touches
, On the cover
learning Support/
resource teacher
Posts
9
english language
Support
9
38 Córfhéile na
Scoileanna
Find out about this music
festival and get involved.
Lucan school
welcomes European
visitors p36
39 From Cork to Calcutta
Diary of Laura Mitchell,
Cork Rose
42 Storytelling
Great Competitions this month
See page 53 for Galway Bay/Hodson Bay Hotel competition
and page 56 for details of draw for Burren Yoga voucher
John Burke investigates the
potential of oral language
storytelling
46 Capture the year!
Digital camera tips from
NCTE & Scoilnet Panel
50 Visual Arts
Community blocks p57
Michael O’Reilly does a
Stock Take
Storytelling
p42
as part of its services to
members, inclusion of an
advertisement does not imply any
54 SESE - Tips
Paddy Madden continues
his series
56 Reviews
Four pages of reviews
form of recommendation. While
every effort is made to ensure the reliability
of advertisers, the INTO cannot accept liability
for the quality of goods and services offered.
InTouch June 2011

I dteagmháil
Forum on
patronage and
pluralism in the
primary sector
e Minister for Education
and Skills, Ruairí Quinn TD,
has decided that greater
choice of school patronage is
required. He has established a
Forum on Patronage and Pluralism in the Primary Sector.
e starting point for the Forum is not whether diversity
of provision in primary education is needed but how can
this be achieved? e INTO is
one of thirteen bodies formally invited to participate in the
Forum. In this regard, the
CEC decided to invite submissions from branches/ districts
and individual members with
an interest in this area.
Branches were asked that a
discussion on this matter
would take place at May meetings. e issue was also highlighted on the INTO website.
Following an analysis of the
feedback the CEC finalised a
submission to the Forum
which will be posted on the
INTO website on 7 June 2011.
Unqualified
personnel in
schools
INTO Annual Congress adopted a resolution, which included a section instructing the CEC to notify the DES
and primary management authorities that, as and from 1 September
2011, all INTO members will be directed not to work with unqualified personnel employed in any teaching capacity in a primary school. The CEC
gave detailed consideration to the
implementation and implications of
this resolution at its May meeting. A
range of issues in relation to who is
encompassed by the resolution, the
application of the action at school
level, and notification were discussed by the CEC. The CEC decided to
finalise advice for members on this
issue at its June meeting and to communicate the directive and advice to
members thereafter. Further updates on this issue will also be posted on the INTO website.
8
Call to increase diversity
e Irish Human Rights Commission (IHRC)
published a report in May, Religion and Education: A Human Rights Perspective in which it
calls on the Government to increase diversity of
school type in Ireland in order to meet its human rights obligations.
e IHRC report contains 1 recommendations to Government and is the culmination of a
consultation process launched in November
2010 on the nature of education provision in Ireland and whether it meets human rights standards. e IHRC received 60 submissions which
addressed the complex difficulties which have
arisen in the Irish context. Key among those issues is how the right to freedom of religion, belief and conscience of parents of children can be
met for both those parents and children of the
majority Roman Catholic religion, of minority
religions and indeed those of no faith.
Key Recommendations include:
l Diversify school provision to accommodate
diversity of religious and non-religious convictions in the State.
l Learn from approaches taken in the pilot VEC
community national schools, the Gaelscoileanna, and Educate Together schools.
l Schools should avoid any inadvertent indoctrination or proselytism of minority faith or
non faith children.
l Expanded remit of Ombudsman body to deal
with complaints in relation to exemption
procedures or any unwanted exposure to indoctrination or proselytism.
l Revise the Education Act 1998 and the Rules
for National Schools to protect the rights of
minority faith and non faith children.
IHRC Commissioner Professor William Binchy
said: “We recommend that where diverse provision of education does not exist in a school’s
catchment area, consideration be given to moving formal religion classes to the start or end of
the school day.” He also said that the remit of
school inspectors should include inspection of
how religion classes are conducted in schools.
e INTO said the report from the Irish Human Rights Commission vindicated the union’s
stance to call for a national forum on the issue
of religion and education.
redeployment panels update
At the time of going to print the INTO was
engaged in ongoing discussions with both
primary school management authorities and
DES officials in relation to the operation of
redeployment panels for the 2011/12 school
year. As InTouch goes to print confirmation has
issued to schools in relation to the position on
LS/RT posts for the coming school year, as well
as the sanctioning of EAL posts. Notices to
schools that applied for developing school
status have also issued. ese developments
have helped clarify teaching positions in a
number of schools for the coming year.
However, it is important that all parties try to
ensure that redeployment panels are cleared as
quickly as possible so that the exact position on
available teaching posts, either permanent or
temporary, for the coming school year is
clarified.
Updates on panel issues are now being given
on a regular basis under the ‘Latest News’
section of the INTO website.
A quiet word at Congress
INTO Assistant
General
Secretary Billy
Sheehan has a
discussion with
then INTO
President Jim
Higgins at
INTO Annual
Congress in
Sligo.
InTouch June 2011
Keeping InTouch
LS/RT posts confirmed for next year
e DES has issued Circular 0/11 in relation to LS/RT posts for 2011/2012.
e new Circular confirms the rollover
of existing LS/RT posts in primary schools.
is means that schools hold their allocation of posts whether they are comprised
of general allocation only, low-incidence
hours only or a combination of general allocation and low-incidence hours.
Many schools have applied for additional hours to cater for pupils coming
into the school system next year. e
Circular confirms that, when schools
receive approval of these additional hours,
this additionality should be met from
existing capacity within their own school
if it is available. If there is no additional
capacity within their own school then the
onus is on schools to contact other local
schools (minimum of five) to see if there
is excess capacity in those schools which
could be utilised.
In the case of schools that utilise parttime teaching hours, these schools must
now contact schools in their locality in
the first instance to see if there are surplus
hours from existing LS/RT posts which
can be used rather than hiring part-time
teaching hours.
It is important to note that all posts are
regarded as a 2 hour post, i.e. an existing
post in a smaller school created on the
basis of 22 hours is deemed to have 
additional hours available if required for
use within a cluster of schools.
Schools that need additional hours and
schools that have part-time hours, which
cannot be catered for by getting hours
from posts in other schools in the locality,
should apply to the DES on the form
attached to the Circular by 17 June for
additional SEN support.
Number of EAL posts cut
The DES issued letters of sanction recently to schools that applied
for EAL posts for the coming school year. The DES confirmed that
schools that made application, and where more than 25% of the
enrolment would qualify for EAL support, have had their applications assessed on the basis of the same criteria as last year. However,
schools with less than 25% of the school population requiring EAL
support only have those children who require EAL support in their
first or second year counted for calculation purposes.
The DES has confirmed to the INTO that the criteria on numbers
of children outlined in Circular 15/09 still applies.
The DES has also confirmed that it has processed all applications for full-time EAL posts made up to the deadline of 6 May.
However, any school that applied after 6 May will not have their
application processed until the Autumn when a clearer picture
emerges of overall staffing levels and teacher numbers. Applications for part-time EAL posts will also be dealt with in the Autumn.
Decisions on this issue are framed in the context of the Employment Control Framework under the EU/IMF bail-out deal for
Ireland.
The criteria now being applied for EAL posts will mean a
reduction in the number of EAL teaching positions at primary
level of approximately 200 posts rather than the original target of
100. The INTO will be in discussions with the DES in relation to the
impact of these measures.
10 ThINgS you should know
1
2
The Circular on LS/RT posts for 2011/12 confirms that schools will
retain existing full time posts. Details of the Circular and
arrangements are outlined in more detail on the INTO website.
Indicative dates have already been outlined in the May issue of InTouch
and are also available on the INTO school year planner and in the INTO
diary for 2011/12.
The number of EAL posts in primary schools will be reduced by
approximately 200 next year, rather than the original intended
reduction of approximately 100, due to pressure on teacher numbers
under the EU/IMF bailout deal. Further details are also carried on the
INTO website.
6
7
8
3
4
The INTO will be making a submission to the Forum established on
the future of school patronage and the submission will be posted on
the INTO website on 7 June.
The CEC has given detailed consideration to the directive on
working with unqualified personnel arising from the resolution
adopted at INTO Annual Congress 2011. Full details of the actions to
be taken and the implications of the directive will issue separately
to members.
5
At the time of going to press, a Circular confirming arrangements on
the standardised school year for the coming year was due to issue.
InTouch June 2011
As this is the last issue of InTouch for the current school year further
updates in relation to school staffing and other education issues will
be carried on the INTO website during the summer.
The latest range of benefits negotiated for INTO members are
outlined on page 17 of this issue.
There are two great competitions in InTouch this month for
members. Check out page 53 for a chance to win a four night luxury
break in the Galway Bay and Hodson Bay hotels. Page 56 gives details of
a draw for a €690 voucher to use at the Burran Yoga and Mediation Centre.
9
10
The INTO wallplanner, sponsored by Cornmarket Group Financial
Services Ltd is included with this issue.
The INTO diary for 2011/12 is issuing to members during the first
fortnight in June. Any queries in relation to the diary should be
addressed to the INTO publications section in INTO Head Office.
9
I dteagmháil
connect
l
INTO Facebook and Twitter
keep members up-to-date
with information on current
issues, event notices,
photographs and status updates.
We encourage members to get
involved and participate in the
discussions on Facebook.
NewS oN the go
www.intonews.mobi
allows faster access
to the latest INTO news,
press releases and
events via mobile
devices.
l
SubScrIbe to rSS
The INTO provides an RSS
feed for the latest INTO
news and press releases.
You can use this RSS
feed to alert you when
new content has been
added to the INTO website.
For info on RSS log onto
http//www.into.ie/ROI/rss/
l
Text messages
NQTs
Glad to see the emphasis
on newly qualified teachers at Congress.
Sinead
Summer break
Hope everyone has a
good summer
Mary
Education cuts
More cuts, less teachers,
tough year ahead
John
text uS
l
Text the word INTO
followed by comment
to 53377.
Standard network
charges apply.
10
Sign Up Now …
To the INTO Global
Solidarity Network
Sign up today by simply emailing the following
information to INTO Head Office Official, John
O’Brien at jobrien@into.ie
Information needed
Name; Email Address; School and Branch; Mobile
number (optional).
If you have done or you are interested in doing
volunteer work in developing countries – if you
have an interest in education, trade, development and justice issues in the developing world –
keep up to date with news on these matters, get
general updates on the sort of activities colleagues
are pursuing within the aegis of the INTO Solidarity Fund, and get involved in campaigns which
INTO will occasionally be involved in.
the INto global Solidarity Network is a
brand new initiative and we look forward to
hearing from you.
Presidential Dinner
District IX would like to congratulate
Noreen Flynn on becoming the INTO President
To celebrate we would like to invite INTO members to the
Presidential Dinner
on Saturday, 8 October 2011
Venue: Mullingar Park Hotel
Time 6.0 pm
For ticket information please contact
Kieran Kelly (District IX Secretary)
at intodistrict9@into.ie
Tickets cost €6
Payment by cheque please to reserve tickets
(cheques made payable to INTO District IX)
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 other members,
or the wider community of primary education?
Email editor@into.ie or write to the Editor, InTouch, INTO, Vere Foster House,
35 Parnell Sq, Dublin 1.
Mark all such communications “for publication” and give a contact telephone number.
A €50 book token will be awarded each month for the prize letter published.
InTouch June 2011
INTO News
e Irish National Teachers Organisation … who’s who, what’s new, and what’s happening
INTO Task Force on Teacher Employment
Background
e INTO has established a Task Force
on Teacher Employment in accordance
with the terms of the resolution adopted
at INTO Congress 2011.
e Task Force is established in a context
where there is a net reduction in the
number of jobs in primary schools in
2011. Significant numbers of teacher
education graduates in 2010 have not yet
secured long-term employment as teachers and additional teachers are due to
graduate from Colleges of Education in
2011 and thereafter.
ese NQTs face serious challenges in
finding teaching jobs, particularly at a
time when severe restrictions on public
spending continue to apply.
Guidelines on the operation of the NQT
groups are posted for branch and district
officers on the the Officer Extranet.
Call for submissions
In accordance with the terms of the resolution, the INTO welcomes written submissions from individuals, branches, districts and groups to assist with the work
of, and contribute ideas to, the Task
Force.
All written submissions should specifically
address the points as outlined below.
1. Maximising employment opportunities.
2. Probation and induction.
. Efficient redeployment mechanisms.
. INTO services.
. Teacher supply / Teacher education.
6.What other issues do you wish to
highlight?
One teacher’s view
As an NQT in the current climate I feel like the
plight is never ending, and the latest to add to
my long list of worries is the cost of finding employment for September. Faced with grim employment prospects for September and with no
income this summer my hard earned savings
will have to cover my applications costs. I secured a maternity cover for this year, but for
those who weren’t so fortunate, never mind the
people coming directly from college how can
they fund their efforts?
I propose a solution. Implement an immediate system of email only job applications.
To print a standard application form, copy it
three times along with a CV costs approximately
1 euro. To purchase an A4 envelope another 30
cents, add the postage cost, three 55cent stamps
and we are at €2.95 for application number one.
Application number one is followed by application number two, three, four …and for me personally last year went as far as application number two hundred. That’s a grand total of €590
spent on applications when I was unemployed,
having no income to rely on.
Think about this. A principal advertises a job
and receives 1000 applications, at a cost of
€2950 to those applying and fills the vacancy.
That is money well spent for whoever is lucky
enough to obtain employment but for those of
us left desperately waiting in hope it’s money
down the drain.
When there is no money in the first instance,
what is an NQT supposed to do? Create applications from thin air? Forego rent or petrol to
make applications for jobs they probably won’t
get, as there are more experienced teachers pipping them to the post?
Where is the logic and reason in this process?
If job applications were made electronically
via email it would be cost efficient. It would
have positive implications for our environment
and it would give NQTs like me the ability to at
least apply for jobs.
Orla Faulkner
Composition Of Task Force
NO OF REPS FROM
4
CEC/Head Office
3
CEC
3
Newly Qualified Teachers
1
1
1
Student Union
Colleges of Education
INTO Principals & Deputy
Principals’ Committee
Teaching Council
1
NAMES
President: Noreen Flynn
Gen Sec: Sheila Nunan
Snr Official: Peter Mullan
John Boyle
Claire Byrne
Colm Gibbons
Cathal McGarrigle
Aoife Ní Dheá – Froebel
Mary Burke
Fergal Fitzpatrick
Vice-President: Anne Fay
Gen Treas: Noel Ward
Official: Zita Bolton
Fergal Brougham
Orla Faulkner
Mícheál Ó Gríofa
Full details are on www.into.ie/ROI
InTouch June 2011
1
Nuacht CMÉ
Revised teacher
appointment
form
e DES has revised the appointment
form for primary teachers. e revised
form is to be used for all appointments since 1 May 2011. It has been
amended to include the extra declarations at part 1 for the Chairperson of
the Board of Management regarding
redeployment panels. e reference to
the incremental credit circular has
also been removed, as this is likely to
be amended shortly as a result of the
changes announced in the last budget
on salaries of new entrants from 1 January 2011. e new appointment
form, both English and Irish versions,
is available under the ‘School Leadership’ button on the INTO website.
New Circular on
revised promotion
procedures
the DeS has issued a circular on revised promotion procedures in primary schools
relating to deputy principal, assistant principal and special duties teacher posts. the
circular outlines a revised marking scheme and criteria for selection. however, the
proposed appointments under this circular are subject to the current moratorium on
post of responsibility at assistant principal and special duties teacher grades and
therefore, in the vast majority of cases, will only apply to the post of deputy principal.
the five criteria for selection and marks awarded are as follows;
Item 1 – length of service (30 marks)
Item 2 – knowledge, understanding and capacity to meet the needs of the job (15
marks)
Item 3 – capacity to contribute to the overall development of the school (15 marks)
Item 4 – interpersonal communication skills (15 marks)
Item 5 – capacity to contribute to the overall organisation and management of the
school (15 marks)
members are also referred to circular 7/2003 in relation to the appointment process
including the composition of the selection board and an appeal system.
Please note that the changes outlined in this circular only refer to paragraph 9 of
circular 07/2003.
Review of the Rules and Constitution
of Boards of Management
e education partners, including INTO,
have been engaged in discussions in
relation to a review of the current rules
and constitution for primary school
boards of management in advance of the
election of new boards in the Autumn.
Much of the discussion in relation to
the operating practices and rules for
boards of management relate to technical
issues, particularly in the context of
education and other legislation.
Following completion of the
discussions, the DES will issue the revised
Rules and Constitution to the education
partners and the process for appointing
new boards of management will
commence at the beginning of the new
school year.
Circular due on 2011/2012 school year arrangements
As reported previously in InTouch,
discussions have been ongoing about
standardised breaks for the 2011/12
school year. Agreement has been
reached that the following
standardised breaks will apply;
l October 2011 Mid-term break:
Monday 31 October – Friday 4
November, inclusive.
l Christmas 2011 break: Closed
Thursday 22 December, reopened
Monday 9 January.
1
l February 2012 Mid-term break:
Monday 13 – Friday 17 February or
Thursday 16 and Friday 17 February.
l Easter 2012 break: Closed Friday 30
March, reopen 16 April.
In the event, however, of extensive or
prolonged closures due to unforeseen
circumstances next winter some
flexibility has been built into the
agreement, namely:
l A shortening of the February mid-
term break from five to two days
(applicable to those schools that opt
for a 5 day closure), and/or
l the shortening of the Easter break by
three days (the break would
commence on Wednesday 4 April
rather than Friday 30 March)
A Circular confirming these
arrangements was scheduled to issue
from the DES as InTouch was going to
press. Updates will be loaded on the
INTO website.
InTouch June 2011
INTO News
INTO Equality Committee discusses agenda
e Equality Committee was elected for a
three year term beginning at Congress
2011. e Committee held its first meeting on 1 May. Nora Hamill, District 1
was elected as Cathaoirleach of the Com-
New EQC representative for District 13,
Tracie Tobin.
mittee for 2011-2012, and Bríghid Cahalane, District 16 was elected Leas
Cathaoirleach. e Committee has a new
member for District 1, Tracie Tobin.
At the first meeting of the term the
Committee discussed its work priorities
and considered a possible agenda for the
three year term of the Committee. Initial
areas of race, religion and mental health
issues in teaching were identified for consideration for the coming year. e Committee also intends to explore the National Women’s Council of Ireland charter on
women’s issues.
Another important role of the Committee is to look at ways of promoting
equality issues and raising the profile of
the Equality Committee across the Organisation. It is anticipated that an Equality Conference will be held during the
term of this Committee and possible
themes being explored are race and mental health.
Committee members are expected to
attend district meetings to give reports on
the work of the Committee. Where they
Global schoolroom
are invited to address a Branch on equality matters, the Equality Committee member claims their expenses from the
Branch, in accordance with the practice in
place in the district/branch.
Nora Hamill, Cathaoirleach and Bríghid
Cahalane, Leas Cathaoirleach
Cycling success
Global Schoolroom is an initiative designed to help Irish teachers
share their educational experience with their counterparts in the
developing world. Cornmarket Financial Services has supported
Global Schoolroom since its inception in 2006 and continues to
support the high-impact programme which is now also in partnership with University College Dublin (UCD). The programme offers an accredited Diploma in Teacher Education by UCD to teachers in the Developing World. Two members on the programme
addressed INTO Annual Congress. For more information on Global
Schoolroom developments please log onto www.globalschoolroom.net or contact damien.brennan@hotmail.com.
Pictured at INTO Congress are Sheila Nunan, General Secretary,
Jim Higgins, then INTO President, Joyceline Kharumnuid, and Sr
Jessy from India.
InTouch June 2011
Pictured on their arrival at INTO Annual Congress in Sligo
are three members from Craobh an Daingin who cycled all
the way from Dingle to Sligo for charity.
Our picture shows CEC Representative for Sligo and Mayo
Pat Stenson, Micheal Ó Conchúir from Dingle, then INTO
President Jim Higgins, Seán Ó Catháin from Dingle,
Seanachán Mac Gearailt from Dingle, and local Congress
Committee member Martin Enright who originally hails from
Dingle, outside the Congress venue.
e proceeds from the fundraising cycle and a bucket collection at Congress went to Camphill Community which is
based in Dingle. e organisation caters for adults with special needs.
1
Nuacht CMÉ
EBS and INTO congratulate
Handwriting Competition winners
EBS Building Society and the INTO celebrated with winners of the 2011 National
Handwriting Competition at the Prize
Giving Ceremony held on Saturday 9
April 2011.
e competition was open to all national schools throughout the country
and the entries were judged on style, flair,
neatness and layout of handwriting.
In congratulating the winners and their
teachers, INTO ex President Jim Higgins
said, “Despite competition from computers the standard of handwriting is as high
as ever. I congratulate the pupils and their
teachers on keeping this very important
skill alive and well in primary classrooms
throughout the country.” Aidan Power,
Head of Marketing, EBS said “Congratulations to all who entered this year’s competition and particularly to the students receiving an award today. e enthusiasm
and pure passion for handwriting exhibited is extremely uplifting. EBS has a longstanding commitment to education and
we believe it is important for children to
continuously improve their writing skills.
e EBS/INTO Handwriting Competition
aims to encourage students and teachers
alike to take handwriting seriously. I’d like
to congratulate the INTO on their continued hard work in this area”.
e children were presented with their
medals and certificates by Fair City actor,
Maclean Burke and their entries were displayed in EBS head office.
e INTO would like to thank our regional and national handwriting co-ordinators for their enormous contribution in
making this competition a great success.
Among the
2011 winners
were Cathal
Fahey, Co
Tipperary
and Shannon
McCormack,
Co Louth
The 2011 National Winners
Ex-President, Jim Higgins and
Fair City actor, Maclean
Burke clowning around!
category a
3rd: Kayla Mannion, Co Mayo
1st: Cillian O’Neill, Co Carlow
category e
2nd: Ciara Harris, Co Waterford
3rd: Rebecca Hayden, Co Roscommon 1st: Eva Walpole, Co Kilkenny
2nd: Vitalija Janusonyte, Co Meath
category b
3rd: Jason Connolly, Co Wicklow
1st: Ciara Smith, Co Cavan
category F
2nd: Claudia Manley, Co Wicklow
3rd: Lily Breslin, Co Laois
All Equal Value – in alphabetical order:
Cathal Fahey, Co Tipperary
category c
Ronan Ferraz, Co Longford
1st: Oliwia Bochonko, Co Cork
Shannon McCormack, Co Louth
2nd: Áine Hanley, Co Tipperary
3rd: Rebecca O’Brien, Co Monaghan category g
All Equal Value – in alphabetical order:
category D
Pádraig Hahessy, Co Waterford
1st: Laura Furlong, Co. Meath
Hayleigh Naughton, Co Cork
2nd: Doireann Nyhan, Co Cork
Christian Sheekey, Co Sligo
Retirement planning seminars
Regency Hotel, Whitehall, Dublin 9
The next retirement planning seminar
will be held on Friday and Saturday, 23/24
September 2011. This will be followed by
a further seminar on Friday and Saturday
25/26 November 2011.
The programme includes topics under
the following headings:
l Enjoying a healthy retirement.
l Superannuation.
l Making the most of your investments.
l Income tax.
l Wills and inheritance tax.
16
l An introduction to the Retired
Teachers’ Association.
l Handling the lifestyle change.
The seminars are run over one and half
days ie, full day on Friday and half day
Saturday. The Department of Education
and Skills allows teachers to absent
themselves from school on the Friday in
order to attend the seminar and substitute cover is provided by the DES. Prior
approval of the board of management is
required.
There is a non-refundable fee of €50 in
respect of each person attending.
Members wishing to attend a
retirement seminar are asked to
complete the application form
available online and return it to:
Eileen O’Donnell,
Retirement Planning Seminar,
INTO, 35 Parnell Square,
Dublin 1.
InTouch June 2011
INTO News
INto beNeFItS
Look after your health
A further 5% discount during summer months!
Your health is your most valuable asset,
and maintaining wellness should be a
priority. We all need to pay attention to
our health!
As well as treating you when sick,
your doctor can follow a ‘preventative
care’ programme designed to help you
keep an eye on your health. Preventive
care can include: screening tests
including regular measurements of
weight, cholesterol levels and blood
pressure; advice about healthy lifestyle
choices such as a well-balanced diet,
regular exercise, stress management and
avoiding smoking/alcohol.
Screening refers to a test or
examination done to identify a
condition or illness. e benefits
include early diagnosis, often before
symptoms appear, leading to early
treatment, and providing a ‘score’ in
relation to a condition to compare
future tests to e.g. tracking your
cholesterol levels. Which tests you need
depends on a number of factors – your
age, your sex, your family history or
whether you have risk factors for certain
diseases. For example, being overweight
can be a risk factor in developing
diabetes. Diabetes screening is included
in most screening programmes. Some
other conditions that doctors
commonly screen for include breast
cancer, cervical cancer, colon cancer,
high blood pressure, high cholesterol,
osteoporosis and prostate cancer.
Osteoporosis is a silent disease. You
may not know you have it until you
break a bone. As many as half of all
women and a quarter of all men over 0,
will break a bone due to osteoporosis. A
bone density scan can detect if you are
at risk of developing this condition.
Many doctors carry out routine
annual ‘health checks’ for their patients.
Some people may decide and choose to
have a regular health check at a
dedicated facility which offer all tests
and screening on the same day, in one
facility. An illness once identified may
be treatable – however a preventative
approach is preferable!
Health Check at Mater Private Hospital is offering discounts to all INTO
members, retired members and immediate family
For bookings for June, July and August 2011, the Mater Private is happy to offer the
following to INTO members:
Actual Rate
With INTO
Discount
Discount
Summer Months
Male/Female Health Screening
510.00
456.00
433.00
Female Screening incl. Dexa Scan
670.00
600.00
570.00
and Mammogram
For more infomation visit www.healthcheck.ie
or telephone: 01 885 8257 / 885 8258
Special offer on
PhoneWatch wirefree alarm systems
Eircom PhoneWatch are delighted to
offer INTO members 1% off the price of
wirefree alarm systems*
A 2 hour monitored security solution
from the leaders in the residential security market means that your keyholders
and/or the emergency services will always
be on hand to check on your home –
minutes after your alarm is activated.
PhoneWatch will watch over your
home, and personally deal with all your
InTouch June 2011
alarm activations, day and night, so
you’re free to sleep soundly and get on
with your life. Please contact 180 00
900 for more information or log on to
www.eircomphonewatch.ie. Please
mention ‘INTO Offer’.
* is offer is valid until 31st August 2011 and
cannot be used in conjunction with any other
offer. Only one offer per household.
Great savings in
home and travel
insurance
Teacherwise Home and Travel Insurance is an approved home and travel
insurance scheme from INTO.
Enjoy great savings on your home
insurance and avail of exclusive added
benefits such as;
l free laptop cover;
l free all risks cover up to €100;
l plus many other additional benefits
and discounts.
Annual, worldwide, multi-trip travel
insurance is available from €72. It covers your spouse/partner and your children under 2 years of age. Extended
cover to 90 days makes it excellent value for money.
For more information or to get your
quote please visit the Teacherwise link
on the Benefits section of the INTO
website www.into or call Teacherwise
on 1890 700 7. Your spouse /partner
and children are also entitled to avail
of these offers.
Teacherwise is a trading name of Flood
Maguire & Robertson. Flood Maguire &
Robertson Limited is regulated by the
Financial Regulator as an Authorised Advisor.
A.R. Brassington & Co. Limited, trading as
Brassington Insurance is regulated by the
Financial Regulator.
15% off jewellery &
watches
Fields are now offering INTO members
a discount of 15% on jewellery products
and 10% on watches or avail of your
discount by becoming a Privilege Card
holder. Apply for your Privilege Card in
any of the 12 stores or apply online at
www.fields.ie
Please present your INTO membership card at time of purchase to avail of
your discount.
17
Nuacht CMÉ
INto learNINg ProFeSSIoNal DeveloPmeNt
INTO Summer Programme of
Professional Development
INTO Learning have put together an extensive programme of quality professional
development for its EPV day allocated
Summer Programme during July and August. Firm face to face favourites An
Ghaeilge: Cumársaid, Comhludar & Criac
and the Newly Appointed Principals’
make a welcome return in a selection of
regional venues. Online INTO Learning
will provide 12 INTO designed summer
courses and four online summer courses
in collaboration with NCTE. An additional seven courses are being provided on behalf of Coláiste Mhuire, Setanta College
and Ceol Ireland.
New online titles this year include:
l Supporting Literacy through the
Arts: an innovative summer course that
explores discrete literacy teaching and
how approaches used discretely can be
incorporated into music, art and drama
lessons. One of the features of this
course is the exploration of how the
writing process can be used as the basis
for bringing a story to the stage, including actual classroom video footage
tracking the process.
l Unique and Equal?: is is a follow on
to last year’s highly successful Equal
Eyes course (an updated version of
which will run again this year). Unique
and Equal uses a human rights framework to explore religious belief & practice, sexual orientation, disability and
poverty at both a national and developing world context.
l ICT Supporting Leaders: is back to
basics course will support leaders in
utilising ICT for school/classroom administrative and organisational purposes: managing electronic communications, data building and retention, making presentations as well as setting
up/maintaining a website.
l Using ICT to Support Literacy and
Numeracy of SEN Pupils: is course,
funded by NCTE, is aimed at both the
classroom and learning support
teacher. It explores free open software
and applications to enhance and
support literacy and numeracy
difficulties. It is both practical and
informative and does not require
18
participants to have particular previous
ICT skills.
l An Ghaeilge: Gramadach Idirgh-
niomhnach Level 2: Technically this
Coláiste Mhuire online course is a follow
on their Level 1 course but it is also most
suitable for teachers with a higher intermediate level of Gaeilge. It’s much
more than a grammar course – it’s extremely well presented with voiced explanations of various language structures,
rules and intricacies. It also includes
lots of practical activities to enable the
application of learning.
l Digital Bootcamp: A pilot course last
year this energetic and dynamic course
in collaboration with Apple Education
Technologies has two venues this year:
Dublin & Cork. e intense three days
face to face aspect of the course is complimented by an online basic film making component. is course will put a
particular emphasis on supporting literacy in a creative and innovative way.
New skills learned will be applied
through participation in collaborative
projects. Creating content using these
technologies and exploring the practicalities of their use in the classroom will
also be a feature of the course. Suitable
for both Apple and non Apple users.
Any participant who doesn’t have a
Macbook will be provided with one for
the duration of the course.
For full details on the full programme
of INTO Learning provided summer
courses see www.intolearning.ie
INTO Learning
Autumn Programme
The INTO Learning Autumn Programme
will include an online Introductory Course
for Learning Support/Resource Teachers, a
Newly Appointed Principals’ Follow On
Support Programme and a series of modular face to face courses on Play, Speaking
with Confidence and Italian in the INTO
Learning Centre. Full details will be posted
on www.intolearning.ie and in the September issue of Intouch.
Red Cross Resource Pack
e Red Cross are currently piloting a primary school resource
pack. e pack consists of lesson
plans and resources for all 4 class
groupings. e lessons relate to
the story/history of the Red Cross, its work
and how to call an ambulance in case of
emergency. is pack will be made available to schools in the late autumn.
Escape to Inisboffin
for a week
Escape to the magical island of Inishbofin in
the company of a brilliant team that includes
archaeologists, botanists, ecologists, and
ornitologists.Throw in a dash of music some
good food a bit of sean-nos dancing and
you get the idea. This is a summer school
with a difference. Approved by DES.Open to
non teachers. Contact leo.hallissey@gmail.
com or 085-1154629 or 095-43443.
InTouch June 2011
INTO News
i
where your moNey goeS 8
INto Funds and Spending reviewed
InTouch Articles
In each issue of InTouch throughout this
school year, we have set out how INTO
monies are allocated across various funds,
how income is utilised and the checks and
balances which apply. Previous InTouch
articles, by issue, have dealt with:
l October 2010 – Where Your Money
Goes (1): Overview
l November 2010 – e General Fund
l December 2010 - Contingencies and
Legal, Branch and District Funds
l Jan/Feb 2011 – Publications and
Benevolent Funds
l March 2011 – Capital and Benefits and
Services Funds
l April 2011 – Solidarity and Political Funds
l May 2011 – Training and Professional
Development Funds
Congress at Easter the Report for 2010,
General Treasurer/Deputy General
Secretary Noel Ward set out significant
features of the 2010 accounts, issues of
depreciation and impairment related to
INTO properties, details of the Staff
Pension Scheme, funds at branches and
districts, and salaries paid.
Overall, the Organisation had a surplus
for 2010, and the audit by Deloitte
certified that the accounts represented a
true and fair view of the state of INTO at
year end. e INTO Accounts Committee,
representative of each district, also
reported to Congress on its detailed
review of the books. In addition, a motion
to reduce by .7% the main rate of
membership subscription (now
implemented) was approved by delegates.
Report 2010 and Subscription 2011
Each year, a Financial Report is presented
to Annual Congress. Introducing at Sligo
Queries
To conclude this final article reviewing
INTO funds, it should be emphasised that
queries from members regarding use of subscriptions will be fully responded to by the
INTO Finance Section/Treasurer’s Office.
INTO Accountant Gráinne Cleary,
recently returned from career break
pictured with Tommy Butler who had
replaced her and has now been appointed
to Comhar Linn Credit Union
‘e Man who Paid Women
to Go Away’
‘e man who paid women to go away’
– the title of an event organised by INTO
Northern Committee – was INTO’s
founding President, Vere Foster.
At the second Annual Vere Foster Lecture
in the Linenhall Library, Belfast in May, the
aspect of Foster’s life highlighted was his
scheme to assist emigration, and especially
women’s emigration, in post-Famine
Ireland.
e speaker was Dr Ann McVeigh of the
Northern Ireland Public Records Office
which holds extensive records of Vere
Foster’s emigration schemes and his support
of Irish emigrants through publications such
as e Emigrant’s Guide and through his
direct contacts with leading figures in
America. is was in addition to Foster’s
remarkable work in health, school building
and for the newly-formed INTO.
Pictured at the
lecture are (l to
r): Noel Ward
(Deputy General
Secretary),
Dr Ann McVeigh
(NI Public
Records Office),
John McAnulty
(Chair, Northern
Committee),
Frank Bunting
(Northern
Secretary)
InTouch June 2011
Comhar Linn Draw
winners – march 2011
Toyota Auris
Áine Uí Ghabhain, Scoil Naomh
Bride, Tullach Uí Chadhain, Co na
Gailimhe.
Cash €1,500
Nora Gallagher, (Retired) Dublin.
Weekend for two in Jury’s Inn
Stephen Connaughton, (Retired) Co
Kildare.
Padraig De Burca, Girls NS,
Stradbally, Co Waterford.
winners – april 2011
Toyota Auris
Phil Caulfield, (Retired) Killiney,
Co Dublin.
Cash €1,500
Nicola Evans, Scoil Fhursa,
Cromcastle Green, Kilmore West,
Dublin 5.
Weekend for two in Jury’s Inn
Siobhan Moss, St Kevin’s BNS, Barry
Ave, Finglas West, Dublin 11.
Niamh Burns, Scoil Mhuire, Esker,
Lucan, Co Dublin.
19
Nuacht CMÉ
Changes in Rwanda
Delivering quality education in Rwamagana
A
lmost everyone on their
town. We also agreed on the
first trip to Rwanda is
construction of a revenue-gensurprised at two things,
erating multi-purpose hall and
how green and beautiful
the sponsorship of orphaned
the country is and how clean it
and vulnerable children. Rwais. It is one of the safest, least
magana was designated the capcorrupt and most organised
ital of the newly created Eastern
countries in Africa and there is,
Province. is is resulting in an
dare I say it, a real Celtic-tiger
influx of job seekers which is
feel to the place, things are
putting great strain on the alchanging at an incredible speed.
ready crowded school system.
New buildings are shooting up
Our school ‘Friends of the
and it seems like everyone’s on
Children International School’
Facebook.
is now delivering quality educaOn the other hand, a lot of
tion in a safe environment with
people on Facebook don’t have
adequate teacher support.
electricity (you can charge your
ere are two things that I
phone at a shop in town) and althink are vital, that this project
most no-one has running water.
is led by DIZA and that it will
ere is always the shadow of
be self-sufficient. e RCP is
genocide where 800,000 were
planning to end its financial
killed in 100 days in 199. Edusupport of this project at the
cation is poor. At 66:1 Rwanda
end of 201 to promote selfhas the world’s third highest
sufficiency. e first class
primary school teacher - stuopened in January with  student ratio. at means some
dents and by the time all classclasses have more than 100
rooms are open approximately
students in them. Feel pity for
66 students will be receiving a
the teachers!
first-class education. However,
e language of education
we have a long, long, way to go
was suddenly switched to Engto get there and funds are deslish, a language with which very
perately needed.
few primary teachers are comAll Irish-based members are
Happy children in February. Inset: a new classroom
fortable. Textbooks are few and
volunteers and cover all admin
far between, facilities very basic
costs themselves so 100% of doand most classrooms are covered with
but there’s really no comparison!
nations are used in Rwanda. It’s a lot of
cheap tin roofs which, when it rains, make
I felt that I couldn’t ignore my experiwork but worth it when you see the smiles
so much noise as to make teaching impos- ence in Rwanda and saw a particularly
on the kid's faces.
sible. To accommodate students all
acute need in one town near where I used
e INTO Solidarity Fund very generschools are now required to teach half of
to live. I set up the Rwandan Children’s
ously supported this project and I want to
the students in the morning and the other Project (RCP) to work in co-operation
pass on the heart-felt thanks of the first
half in the afternoon. Teachers are under- with a local charity I had previously
class of students of “Friends of the Chilpaid, undertrained, and undervalued by
worked with called Dufatanye Inshuti
dren International School” to every INTO
society and can become demotivated.
Z’Abana (DIZA) which translates as
member. t
Many of the best primary teachers leave
‘Friends of the Children Association’. We
teaching to find other work.
jointly agreed on a project to build a nurs- Eric O’Flynn, Director, e Rwandan
Children's Project
Times are hard in education in Ireland
ery and primary school in Rwamagana
ank
you,
INTO!
20
APPly fOR fuNdINg
The INTO work with a range of agencies and charities to achieve carefully devised development plans to benefit some of the world’s poorest children. There are rigorous
controls and safeguards in place to ensure the money is used to meet the objectives of
the fund.
You can apply for funding by downloading the application form from the above link
or contact Erin Mcgann at (01) 804 7783, and send it to: The general Treasurer, INTO
head Office, 35 Parnell Square, Dublin 1.
InTouch June 2011
INTO News
Cuts to English Language
teachers
e Irish National Teachers’ Organisation
(INTO) said the cutting of another 12
language support teachers is another attack on disadvantaged and marginalised
children.
“e decision flies in the face of last
year's OECD report on literacy and
numeracy which found that Irish standards were negatively affected by an
increase in international children. is
will only make the situation worse,” said
INTO general secretary Sheila Nunan.
Irish Examiner, 21 May 2011
Schools are set to lose 250 language
support teachers under new cutbacks
indicated by the Department of Education
last night.
The move will affect teaching support
for immigrant children, many of them
struggling to cope with only meagre
English languages skills.
Most of the reduction will be at primary
level as about 80 per cent of the language
posts are in primary schools.
The surprise move – endorsed by
Minister for Education Ruairí Quinn – has
already drawn a strong response; the Irish
National Teachers’ Organisation (INTO)
described it as an “attack on disadvantaged and marginalised children”.
e Irish Times, 21 May 2011
e Department of Education has told
schools it is to cut the number of English
Language Teachers by 20 from September.
at is double the cut that schools had
expected.
A Department spokesperson said the
number had been doubled to enable the
system to comply with the Employment
Control Framework, which restricts
numbers working in the public sector.
e move will affect primary schools
most.
e Irish National Teachers’ Organisation has said the decision is another
attack on disadvantaged and marginalised
children.
e INTO also said the decision flew in
the face the Government’s commitment
to improve literacy standards in schools.
RTE News, 20 May 2011
Croke Park Agreement
Teachers told that Croke Park protections
require cuts in contract posts.
The Minister did reaffirm to each conference the Government’s commitment to
the Croke Park Agreement. This was
welcomed at the INTO gathering by
InTouch June 2011
In the
media
would not be produced the following year
and would be replaced by a new edition.
The INTO wants the Department of
Education to licence publishers to supply
books to schools, which could be used as
way to control prices and the frequency of
new editions.
Irish Independent, 10 May 2011
Regional Papers
Many regional papers covered the
recent INTO Congress focusing on the
contributions made by local delegates.
is coverage, of which the article below
is one example, was due to the work of
INTO Media Co-ordinators throughout
the country.
general secretary Sheila Nunan, although
she warned: “There is a real danger that
the external threats to the agreement
could become a self-fulfilling prophecy
and that must be challenged”.
Both Sheila Nunan and the ASTI’s
general secretary, Pat King, referred in
speeches to their respective delegates
to the fact that new entrants to teaching
will be starting on the first point of the
pay scale rather than the rd. is means
that the 10% cut in pay for new entrants
to the public service, which took effect
from the start of this year, is effectively
about a 1% pay cut for new entrants to
the teaching profession.
Another issue that emerged was that
of the new career average pension
scheme for new entrants to the public
service, which is already on the new
Government’s programme of legislation
for the coming months. It provides for a
lower cost pension for these new
entrants.
INTO deputy general secretary Noel
Ward told the union’s delegates that it
was fairer that negotiated and necessary
pension changes be shared across public
service workers of every age, and not imposed entirely on new entrants. He
pointed to the Hutton Report on pension
reform in the UK, which proposed that
UK pension changes, which would take
effect from 201 onwards, would affect
the future service of all public servants –
both new entrants and currently serving
staff.
Industrial Relations News,  May 2011
Textbooks
Irish National Teachers’ Organisation
(INTO) President Noreen Flynn said schools
were simply told by publishers that a book
local primary teachers lament cuts at
Congress
At the INTO annual Congress which took
place in Sligo last week, primary school
teachers from Meath took to the podium
to address an audience of over 700
delegates on a number of issues.
Fergal Fitzpatrick, the Principal
Teacher in St Michael’s National school
in Trim and National Chairman of the
Principals’ and Deputy Principals’
Committee, outlined the challenges of
leadership during difficult economic
times as well as the need for a professional Inspectorate, which can properly
probate teachers who have entered the
profession.
Rosemary Fahey, Principal Teacher
in Navan’s St Ultan’s Special School,
highlighted the case of a teacher in her
school who, despite having qualified
almost three years ago, is still waiting for
the probation process to conclude.
Maurice Mullins, a mainstream teacher
in Ratoath National School and Chairman
of the Navan Branch of the INTO, gave
another example of a young teacher in his
school who, despite being told that she
was a priority for probation more than 16
months ago, was still awaiting the promised inspection.
e special education coordinator in St
Paul’s National School, Ratoath, Gareth
Burns, gave a number of impassioned
speeches highlighting the savage cuts in
supports and services for children with
particular educational needs that had recently been imposed.
Speakers stressed the “immorality” of
withdrawing posts and services from children who find themselves marginalised,
often by accident of birth, and on the outside looking in.
e annual Congress is an opportunity
for primary teachers to discuss and debate
educational issues at which primary
teachers from Meath have always been
prominent contributors.
Meath Chronicle, 7 May 2011
21
INTO Advice
INTO advice for members on issues of importance
From college to classroom
This article is the sixth of a series of articles by Mary Burke for newly qualified teachers on questions
which may arise throughout the first year in teaching.
H
“
ow far you go in life
depends on you being
tender with the young,
compassionate with the
aged, sympathetic with
the striving and tolerant of the weak
and strong. Because some day in life
you will have been all of these.”
George Washington Carver
As we come to the end of the school
year many newly qualified teachers
(NQTs) will look back on this year as a
steep learning curve. We hope that as
NQTs complete their first year in teaching that they have reached the stage of
reflection and are looking forward in anticipation to the coming year. Even if
this year was a particularly challenging
one for an NQT it is important to look
at the experience as a learning opportunity, informing professional development and practice for the future.
We know as a teaching profession
that many NQTs are worried about next
year and the job situation and what will
happen if they don’t find work. It is important to encourage them to remain
hopeful, to be proactive and to keep in
touch with all the relevant ➔
What can a school do to help ease the transition from
student teacher in college to newly qualified teacher
in a school, with responsibility for a class?
A school can help ease the transition from student teacher
in college to newly qualified teacher in a school in a number
of ways:
l give attention to class assignments – make sure that the
class assigned to an NQT is not the most challenging class
in the school. If possible avoid assigning junior infants or
6th class to a newly qualified teacher. Check that the
position assigned to the NQT is a position in which the
NQT can be probated.
l Nominate and train a teacher from the staff to be a
mentor to NQTs. NQTs value having someone on the staff
assigned to them as a mentor who they can go to with
their questions, etc. Support at school level is critical for
a successful induction experience into the school and
into the profession and the presence of a mentor is seen
as central to facilitating this experience.
(See www.teacherinduction.ie for details on summer
courses in mentor training in Kildare and Sligo Education
Centres).
l Encourage NQTs to attend the workshop programme in
the local Education Centres – check website in
InTouch June 2011
September for venues and dates and list of workshops.
l Prepare a welcome pack – see www.teacherinduction.ie
for sample template.
l Talk through key policies at the start of the year e.g.
code of behaviour, homework, child protection,
health and safety.
l Provide opportunities, if possible, for the NQT to
observe other teachers teaching, to co-plan, to
meet with key staff members in relation to
special education, home-school etc.,
l Introduce the NQTs to planning guidelines for
teaching and learning on
www.teacherinduction.ie
l Encourage NQTs to seek support early on in
the year.
l Develop a school induction policy, not
just for NQTs but for all staff who may
come to work in the school, even for
very short periods.
l Discuss a work/life balance –
ensuring NQTs are aware of the
supports that are available to them.
2
Comhairle CMÉ
From
college to
classroom
(continued)
organisations so that they
can access support. If an
NQT does not find employment early on next year
they can still come to workshops in the local Education
Centre, meet other NQTs,
network and keep up-todate with what is happening
locally and in the education
system generally.
It is important for NQTs
to know that the teaching
profession does empathise
with them with regard to
the current job situation because many teachers found
themselves in similar situations throughout their careers also. As a teaching
profession we need to stay
positive and encourage
NQTs to talk with other
teachers so that they know
that they are not alone and
that there are others in the
same boat as themselves. In
June a frequently asked
question section will be
posted up on our website
with responses to many
questions raised about service requirements, probation
etc., is section should
prove very informative and
hopefully answer many
questions being posed by
NQTs.
The National Induction Programme for Teachers ( An Clár
Náisiúnta Ionduchtaithe do Mhúinteoirí) wish to thank all involved
with the programme this year NQTs, principals, mentors, staffs,
facilitators, Education Centre Directors, INTO, Colleges of Education, Teaching Council and DES. In
working together we are creating
a more effective, beneficial and,
most of all, supportive induction
experience for our NQTs. t
Mary Burke is co-ordinator
of the National Induction Programme
for
Teachers.
www.teacherinduction.ie
2
There is a story by Jaroldeen Asplund Edwards called The Daffodil Principle which
tells the story of a woman who began planting daffodils one bulb at a time to bring “her
vision of beauty and joy to an obscure
mountaintop”. After 40 years of planting
bulbs she had “created something of extraordinary magnificence, beauty, and inspiration. Planting one bulb at a time, year
after year, this unknown woman had forever changed the world in which she lived”.
The last few lines of the story contain a key
message: “When we multiply tiny pieces of
time with small increments of daily effort,
we too will find we can accomplish magnifi-
cent things. We can change the world ...”
As a teacher over the past year magnificent
things have been accomplished by you, children in your class who have made remarkable progress because of you – nobody
might have told you so but you know that
you did it. Teaching will always be one of the
most noble professions – no one can take
that away from us! More than ever hope for
the future generation rests with the vision,
enthusiasm, energy and commitment of our
teachers. Well done and thank you all for
your contribution and co-operation. Keep
well and stay safe this summer.
InTouch June 2011
Newsdesk
News from the world of education and trade unionism, at home and abroad
New book on school leadership launched
Any critical examination of Irish education must include an honest appraisal of what is involved in leading and managing schools
for the 21st century, according to a new book on the state of
school leadership in Ireland. e central premise of the book,
Leading and Managing Schools by Helen O’Sullivan and John
West-Burnham, is that leadership and management in education
can make a significant difference to the effectiveness of schools.
e book was launched on May 10 in Trinity College by Mr
Pat Cox, President of the European Movement International and
former President of the European Parliament.
Contributors include: Marty Linksy (Harvard), Michael Fullan
(Ontario University), Niamh Brennan (UCD), Ciaran Sugrue
(Cambridge), Paddy Flood (LDS), Tom Collins and Rose Malone
(Maynooth), Paul Conway, Kathy Hall, Rose Murphy and Anne
Rath (UCC), Helen O’Sullivan (TCD), Enda McGorman (Principal), Martin Wallace (Principal), Michael Shevlin (TCD) and
John West-Burnham (St Mary’s College, Twickenham).
Each chapter in the book addresses an area of specific concern
and raises questions and possible strategies in order to inform
and extend the debate.
Helen O’Sullivan is Lecturer in Educational Leadership and
Management in the School of Education, Trinity College Dublin.
Previously Helen worked as a teacher, school principal and
member of Leadership Development for Schools (LDS) team.
John West Burnham is Professor of Educational Leadership, St
Mary’s College, London and a consultant to Leadership Development for Schools, Ireland.
Leading and Managing Schools edited by Helen O’Sullivan and
John West-Burnham is published by Sage Publications.
Intercultural Education Strategy
update on the implementation of the
Intercultural Education Strategy,
2010- 2015
In September 2010, Ireland’s first Intercultural
Education Strategy was launched. The Strategy
contains the ten key components and five high
level goals of intercultural education.
As part of the Strategy’s implementation, the
Department is distributing a newsletter to all
schools with an update on developments in
various education sectors. Particular items include
information on, for example, the 2009 National
Assessments of Mathematics and English Reading
and an initiative in the Early Childhood Care and
Education sector.
The newsletter will also be published on the
Department’s website www.education.ie.
The Department is seeking submissions which
will be considered in advance of a stakeholder’s
meeting next October. Submissions should be received by 23 September and provide information on:
1 The impact of the Strategy on the work of or-
ganisations/groups.
2 Actions taken by organisations/groups to
implement the Strategy.
3 Outcomes of these actions.
4 Opportunities and problems encountered
whilst undertaking these actions.
5 Provide information on what the
Department might do to further assist in
the implementation of the Strategy.
Please send submissions to integration@
education.gov.ie.
NCSE newsletter
e National Council for Special
Education circulated issue 5 of its
electronic newsletter in May. e
newsletter outlines a range of activities
being undertaken by the NCSE. is
includes the appointment of the new
CEO, Ms Teresa Griffin, issues in
relation to the allocation of teaching
InTouch June 2011
and SNA supports for the coming
school year, examples of work being
undertaken with individual schools,
and an update on the NCSE research
programme. Copies of the newsletter
are available from www.ncse.ie and also
under the ‘Latest News’ section of the
INTO website.
2
Ócáidí Nuachta
Forbairt
Forbairt is a professional development
programme for experienced school principals and deputy principals organised
and run by PDST (Leadership and Planning). It involves three residential modules, each consisting of two days and one
overnight in a number of locations
around the country. See www.pdst.ie
School leaders are given an opportunity
to take part in a series of leadership development workshops and seminars. It offers
an opportunity to meet other school lead-
Misneach
ers, enjoy each others’ company in a pleasant social environment and learn together.
To apply for a place on Forbairt 11/12,
please fill in the application form and return it to Linda Hogan, Clare Education
Centre, Government Buildings, Kilrush
Rd, Ennis, Co. Clare on or before 27 June
2011.
Application Form for Professional Development Programmes
Which course do you want to apply for?
Misneach n Forbait n Tánaiste n
Name:
Number of Teachers:
Position:
Roll Number:
Date of appointment to position:
School Tel:
Mobile:
School Email:
Email:
Signed:
School Name:
School Address:
Office use only
Date received:
Signed:
To apply please return the application form to Linda Hogan, Leadership Development for Schools,
Clare Education Centre, Government Offices, Kilrush Road, Ennis, Co Clare
or contact Linda Hogan at 065 6845520 or lhogan@pdst.ie.
If you are a first-time principal or acting principal, appointed within the
last twelve months, you are eligible to
apply for the Misneach programme.
is programme focuses on the
learning and development needs of
the principal during his/her first two
years following appointment. e key
constituent elements of the programme include:
1. Four residential meetings over
two school years interrogating a
series of modules.
2. A mentoring support system.
3. An ICT mediated support.
e cost of accommodation and travel to the residentials is funded by the
DES. Teaching principals may also
claim for substitute cover through the
use of Admin Days and PDST support.
Application should be made via the
application form or by visiting
www.pdst.ie or contact Linda Hogan
at 065 6845520 or lhogan@pdst.ie.
Modules for Misneach primary
l Unpacking leadership
l Leading learning
l Communication
l Conflict management
l Managing self
l Leadership curriculum change
l e principal and the Inspectorate
l Stress management
l Interviewing
l Time management
l Team building
l Managing special needs
l Finance
l Record keeping
l Leading people
l Assessment and evaluation
l e extended school community
l Middle management
Please send in the application form as
soon as you as the appointment happens.
Tánaiste Summer Programme 2011 for deputy principals and acting deputy principals
4, 5 and 6 July and two days online
This programme of professional development was designed specifically
for deputy principals and it enables
them to develop the knowledge,
skills and dispositions needed to
effectively carry out their role as a
school leader and to support the principal. Opportunities to engage with
colleagues and to share practice are
provided. The online element offers a
26
blended learning experience and
encourages deputies to use web
based resources and materials.
July 4th, 5th and 6th Venues
1. Skylon hotel Drumcondra
2. Kilkenny Education Centre
3. Carrick on Shannon Education
Centre
4. Ennis Education Centre
The programme offers a choice of
venue and free overnight accommodation and qualifies for three EPV
days on completion.
Content
The role of the deputy principal
l Becoming an emotionally
intelligent leader
l Managing conflict
l
l
Understanding school culture
Leading curriculum /literacy
l Communication
l Working as a team
l Primary administration matters
l Motivation and personal care
Application should be made via the
application form or by visiting
www.pdst.ie. Applications must be
received by on or before 27 June 2011.
l
InTouch June 2011
Newsdesk
Tóraíocht
Post-graduate Diploma in educational leadership offered
Tóraíocht is a Post-Graduate Diploma in
Educational Leadership (PGDEL). It is offered in partnership between the National
University of Ireland Maynooth, and
Professional Development Service for
Teachers (PDST). e programme is
supported by the Department of Education and Skills.
e programme is intended for qualified teachers at primary and post-primary
level with a minimum of four years teaching experience.
e programme is delivered nationally
in Education Centres and in the Education Department, NUI Maynooth. e
programme is offered to the following
Centres for the coming year: Castlebar,
Drumcondra, Kilkenny, Tralee and
NUIM, subject to sufficient numbers
having applied.
Tóraiocht is about exploring the challenges and opportunities involved in
school leadership. e modules revolve
around leadership of learning, of people
and of the organisation. Time is spent
considering the capabilities, personal and
professional which contribute to successful, life-enhancing school communities.
Candidates have an opportunity to
practice leadership skills through
completion of a school-related action
research project.
Application must be made online
through the postgraduate application centre (PAC) system accessible through the
website: www.pac.ie
Course fee: €1800.
Closing date for applications: 17 June
2011.
Enquiries to: Paula Kinnarney, NUIM
paula.kinnarney@nuim.ie; Carmel Lillis,
PDST carmellillis@pdst.ie; Catherine
Moynihan, PDST
catherinemoynihan@pdst.ie.
Poster Competition
JcI Ireland’s uN millennium Development goals
JCI Ireland is delighted to invite pupils
from schools around Ireland to enter JCI
Ireland's UN Millennium Development
Goals Poster Competition 2011.
Junior Chamber International (JCI) is an
organisation which focuses on the personal development of young people. Their
aims are to enhance the skills of members
and provide them with opportunities to
develop their leadership potential. JCI Ireland is part of an international organisation of young people who want to make a
positive impact on their community. JCI
Ireland provides a range of activities and
projects in 4 opportunity areas: individual,
community, international and business. JCI
is a not-for-profit, voluntary organisation.
One of the main objectives of this poster
competition is to raise awareness of the
UN Millennium Developmental Goals
amongst young people in Ireland. Entrants
to this competition are asked to design a
poster with the theme called ‘The Impact
of One’ which should focus on achieving
these goals. The United Nations Millennium Developmental Goals area as follows:
InTouch June 2011
1 Eradicate extreme poverty and
hunger.
2 Achieve universal primary education.
3 Promote gender equality and empowerment of women.
4 Reduce child mortality.
5 Improve maternal health care.
6 Combat HIV/AIDS, malaria and other
diseases.
7 Ensure environmental sustainability.
8 Develop a global partnership for
development.
Any young person aged 18 or below who is
a resident in the Republic of Ireland may
submit an entry to this competition.
Closing date for the competition 30 June
and entries can be sent to JCI Ireland, 28-32
Pembroke Street, Dublin 2. For more
information please contact JCI Ireland’s
Community Director, Victoria Whelan on
087 6261028.
Children’s
learning in the
21st Century
To date, the NCCA has carried out
two phases of review of the Primary
School Curriculum. Curriculum
overload was clearly identified as
an issue. However, the issue of
curriculum overload is not unique
to Ireland. The process of changing
the curriculum has also commenced
with the initial focus on the
language curriculum in the early
years. As part of the curriculum
review process it is timely to
consider what we value for
children's learning and development in primary schools for the 21st
century. Aistear, the early childhood curriculum framework also
brings new challenges in relation to
how we perceive children's learning in the infant classes.
The NCCA held a conference in
collaboration with Marino Institute
for Education on ‘Children: their
lives their learning’, which was
addressed by Robin Alexander, of
the Cambridge Review. The Cambridge Review was an independent
review of primary education in
England, which found that the
increased emphasis on testing in
primary schools and the strong
focus on literacy and numeracy led
to the narrowing of the taught
curriculum. The conference was
also addressed by Mary McAleese,
President of Ireland.
NCCA have put together a website
http://ncca.biz/children that
includes the presentations, and
relevant podcasts on the issue of
curriculum for children in the 21st
century. The website is worth a
look and should assist in debating
the issues which are emerging in
the context of curriculum development and review.
27
Ócáidí Nuachta
Bray teacher represents Ireland at Technology in
Teaching Learning Forum, Moscow
More than 00 educational professionals
from over 0 European countries met
from 22-2 March at the 8th Annual Microsoft Partners in Learning European
Forum in Moscow. e three day event
brought educators, school leaders and education experts together to collaborate
with colleagues, discuss quality content
and challenge educators to go above and
beyond their own perceived abilities to integrate eSkills into teaching and learning
practices.
e Partners in Learning European Forum annually provides a venue for educators to demonstrate how they are using
digital media and Microsoft technologies
to improve student engagement.
Doreen McHale, a primary school
teacher of th class in St Philomena’s Primary School, Bray, was delighted to be invited to represent Ireland at the Forum
with their project ‘Birds of Bray’. Doreen
travelled to Moscow to present the project.
e aim of their project was to develop
non-fiction writing skills within the context of a local bird study. e pupils studied the birds around the school, in their
Dr Deirdre Butler (St Patrick's College,
Drumcondra) and Dorren McHale at the
award ceremony.
gardens and in the local community. ey
then used Web 2.0 tools such as Hotmail,
MS SkyDrive and Google blogs to collab-
orate with others on shared research and
writing activities. eir work can be found
at www.birdsofbray.blogspot.com .
A number of different awards for outstanding projects in different categories
were given by an international jury of education experts, led by Dr Deirdre Butler,
St Patrick’s College. ose who demonstrated the most innovative teaching practices using technology are then selected to
attend the Partners in Learning Global
Forum which will be held in Washington
DC later this year.
Doreen and her class were delighted
when the ‘Birds of Bray’ project was
awarded first runner up in the Knowledge
Building and Critical inking category.
is project will now be further developed
and they have been invited to present the
project at the Global Forum in Washington DC in November 2011.
St Philomena’s would be delighted to
link with other schools that have an interest in bird watching in their local area. For
further information or if you are interested in getting involved in this project
please contact Doreen McHale (stphilomenas@hotmail.com), or visit blog site.
Primary teachers launch albums
Seeds is the debut album from Limerick born Noelle O’Sullivan, who resides in
Dublin, Ireland. A beautifully crafted album with overtures of jazz.
Noelle’s talented band was formed while she was studying voice at Ireland’s
leading jazz academy, Newpark College of Music.
highlights of Noelle’s career so far have included playing support for
Mick Flannery and singing for the acclaimed actor Dominic West’s wedding.
West played the role of Jimmy McNulty in the American hit TV series
The Wire.
Noelle currently works as a primary school teacher in Bray, Co Wicklow.
www.noelleosullivan.com
28
Let The Feast Begin is an acoustic album released by glenn Simpson, a Belfast
teacher. It features twelve of his own compositions. glenn’s main instrument is
a a guitar shaped bouzouki which has the neck of a bouzouki, the greek
stringed instrument, and the body of a guitar.
The title track Let The Feast Begin is an invitation to a twilight feast. The
songs that follow are an exploration of place, people and time. One of the
songs O’Neill imagines hugh O’Neill’s last look at Ireland as his ship sails from
Donegal in 1607. The lead singer on the album is Michelle Donaghy. glenn sings
on a number of the tracks. Further info at glennsimpson63@gmail.com or
www.glennsimpsonmusic.com
InTouch June 2011
Teaching matters
Articles and opinions on primary teaching, with tips and ideas for the classroom
Addressing the needs of EAL learners
after language support ends
A
ccording to the ESRI, despite the
fact that the inflow of migrant
workers has diminished since Ireland went into recession “such was
the scale of inward migration, it is clear
that Irish society will remain culturally diverse for the foreseeable future” (ESRI
2009 p.xvi). Yet, language support in
schools has been severely curtailed and
stretched so thinly that once a reasonable
level of proficiency has been achieved
(Level B1), there are no more supports
available to those English Language Learners who may be struggling with the academic language in the senior class text
books.
Discussing these issues in focus group
interviews with teachers of th and 6th
class in schools in the Dublin 1 area
where the greatest number of non-native
English speaking students attend, focus
was brought to bear on the many obstacles faced by these pupils as they progress
into secondary school. Much has been
written on the differing lengths of time required to gain oral proficiency (BICS) and
academic language (CALP) in a second /
additional language. According to Dr Jim
Cummins amongst others, in an immersion setting, and with language support, a
student is likely to reach a good level of
oral proficiency within two years. To
reach proficiency in academic language,
the language of text books and that required for higher order thinking, somewhere in the order of -7 years is usually
required. A good level of literacy in the
student’s first language is a distinct advantage and can mean that proficiency in academic language can be acquired in as few
as four years.
Teachers interviewed spoke of how difficult it is for a student arriving into say,
2nd class in an Irish primary school being
expected by the time they reach th / 6th
class to master the language of Maths
problems or that of the SESE textbooks.
Lack of prior / background knowledge,
InTouch June 2011
however scanty, of topics for instance in
Irish history can be an additional stumbling block as the pupil may not have
reached an adequate understanding of
English to follow the SESE programme in
2nd / rd class and so can find themselves
really at sea when they are expected to
follow the work in the th / 6th class textbooks where the language is significantly
more complex. is puts the non-native
English speaking pupil at a distinct educational disadvantage.
To address this issue, much has been
done in countries where there is a history
of immigration such as Canada. ere,
more and more emphasis is being put on
maintaining the English Language Learner’s cultural identity and first language.
Many schools offer a bi-lingual programme so that these students can follow
some of the curricular subjects in their
first language. In Ireland, the migrant students come from a huge array of linguistic
and cultural backgrounds and so the
above option, apart from the scarcity of
resources, would not be a viable solution.
Focusing on these matters as part of a
research Masters, it was necessary to
identify as precisely as possible what
teachers felt might be of assistance to
these EAL students as they progress into
the senior classes in primary school and
on into secondary. A problem with their
understanding of History, most particularly Irish history was mooted time and
again. Difficulties that arise in attempting
to make topics such as the 1798 Rebellions
or the 1916 Rising relevant to these students, combined with the difficulty of the
language used to cover these topics in the
history textbooks, were discussed.
Having studied which elements of academic language are generally deemed to
be found troublesome for second language learners of English, the current th
and 6th class history textbooks used in
Irish classrooms were examined. With a
view to both making the content more accessible and the academic language more
familiar to EAL learners, six of the topics
that crop up most frequently in these
textbooks were taken and turned into language lessons. e topics covered by these
lessons are: e Celts, e Norman Invasions, e 1798 Rebellions, Daniel O’Connell and the Act of Union, e Great
Famine and e 1916 Rising.
ese English language lessons are currently on a shortlist for the 2011 European
Language Label Award. ey are available
for any teacher who feels they may be of
benefit to their students. A designated
website is being set-up from which they
can eventually be downloaded. Its address
is: http://irishhistoryeallessons.com. Until
the site is up and running, please feel free
to contact Rosemary Ryan at:
rosemary2010.ryan@gmail.comt
Rosemary Ryan MA., is a
teacher at Griffith Barracks
Multi Denominational School
in Dublin 8.
29
Cúrsaí Teagaisc
I
heard recently that the fifties are
the youth of old age. This
comment lingered with me for a
while and had a most pleasing
effect on my morale. Whether it
was that stirring thought or the
size of my overdraft I consequently
decided to set about applying for a
principalship in a larger school.
But then the doubts set in. It occurred
to me that Don Quixote was about fifty
when he set off on his trusted steed,
tilting at windmills, rescuing damsels,
having run-ins with inn keepers, and
traders and encounters with barbers
and priests and possibly an occasional
inspector. His quest resulted in many
privations, injuries and humiliations. He
could have been a teacher. Was I also a
little deluded taking myself for a
metaphorical ride on my spindly legged
nag? My Quixotic thoughts discouraged
me further in my proposed adventure.
That night while looking at my bank
statement, the overdraft loomed large
in my thoughts. The extra allowance in
that school would be at least an extra
hundred euro a week, I thought to
myself, enough to row back on some of
the previous three years’ losses.
I was also buoyed by the results of an
Australian research paper on ‘Successful
School Principalship in Late Career’ by
Bill Mulford et al in 2009. The findings
contradicted results from other research
which had indicated that pre-retirement
principals are more likely to be rigid and
autocratic, disenchanted with and
withdrawn from work and “tired and
trapped”. Yes let me repeat it. They
found those results to be incorrect.
What a re-assuring blessing from afar!
The application form seemed easy
enough, though many of the questions
made me take a hard look at myself. The
characteristics of an effective school put
me thinking about young John
Sheerin’s comments when his teacher
asked him about the swimming money.
“Me Mammy says you’re a shower of
rip off merchants 'cause you’re always
looking for money.”
As I moved on to fill the section on the
naming of referees, I noticed that it had
begun snowing. I wondered were they
small flakes or big flakes. My good
colleague and friend Anna has an old
Cork saying: “Big flakes, small snow;
small flakes, big snow.” I checked. There
was trouble ahead.
I have a recurring dream. It is a happy
dream but also slightly alarming. I get
three stars in a lottery card and my name
is pulled in the game show. My first
reaction is delight followed by panic as
to where I could locate a minibus load of
supporters who would wave the ‘Go Dan
Go’ posters with sufficient enthusiasm,
feigned or otherwise. No I wouldn’t be
able for it. I had the very same feeling
when it came to getting the names of
four referees. I can’t ask the principal
and I’m left with the Chairman of the
Board and some head scratching.
I wondered would they see my
application as a pension run. My age
would be a factor no doubt. Of course
they would appreciate experience but
possibly not this much. However to
quote Ronald Reagan I would not hold
my competitors’ relative youth and
inexperience against them. And now we
have Enda, just shy of sixty becoming
Taoiseach and our colleague Mary
Mitchell-O’Connor giving radiant
expression and credence to the fact that
middle age is indeed the youth of old age.
I thought of invoking the Pope as an ally
in my argument but dismissed the thought.
My recent effort at humour hadn’t gone
down too well when the Church car park
started going to Hell and began subsiding.
I mentioned to the priest that upon this
rock he should build his car park. A
slight pause was followed by nervous
laughter. No I would not be invoking the
Pope on this occasion.
The Forbairt folder proved to be a
treasure trove. Alas some of my notes
from this principals’ course were like
hieroglyphics; others were the doodling
of a daydreamer. But enough remained
to be of use. I began reading voraciously
and I soon realized how much I had
forgotten. How was this school being
run at all? After a few hours of
this I was a rebooted principal
full of knowledge and new
ideas. The Australian research
by Mulford and company also
found that when compared to
I’d
0
InTouch June 2011
Teaching Matters
other principals, pre-retirement
principals are more likely to have a
strong work ethic, to consult widely and
to have a strong social consciousness.
And we thought we were all washed up.
Then I would pause and procrastinate
in my preparations. I would look at what
I had and count its bountiful blessings.
What would the new staff and parents
think as their brand new principal
hobbled across the school yard and he
not a day under fifty seven
“Who’s that fella?”
“That’s the new principal.”
“The wha?”
By now Anna’s wisdom had been
borne out. Those little flakes had closed
the school. I was half way through my
application, trying to come to terms
with ‘school effectiveness’ when the
whole venture had its ‘titanic’ moment.
A pipe burst in the school and flooded a
classroom. My application was placed in
abeyance as I squelched over the carpet
and pondered what to do.
I got a dehumidifier to dry the carpet
but there soon arose such a stench that
there was nothing for it but to dump the
carpet. In all my manuals on
management and administration I had
found an information gap. There was no
advice on dealing with a flood and
getting rid of a sad, soggy rug. This type
of incident should be included in the
Critical Incident Policy when I get round
to drawing one up. I had asked a fellow
principal for a copy of her policy when
she had dealt wonderfully well with a
serious, well documented event at her
school. The policy duly arrived in a small
brown envelope and when I opened it
what did I find but a prayer to St.Jude
and a miraculous medal. And it worked!
Anyway I returned to the application.
Doubts unsettled me again. How would
I deal with the inevitable question? Why
did I want the job? Sure I’d love a new
challenge and an opportunity to bring
my fresh innovative ideas to the school.
I would use my vast experience to tackle
issues and problems and illuminate the
way ahead to the pleasure of all. ‘Going
forward’ we will sail with a fair wind at
our backs, thanks to yours truly! I
daren’t mention the pink piggy bank in
the room!
I drew up a list of the pros and cons of
applying for the position. I started with
the reasons for staying. I had great
colleagues; the children were good; the
parents were sound. Then I started on
the reasons for leaving. I could only
think of one and it wasn’t the vocation.
As a teaching principal I also felt I would
be leaving in the middle of a school
year, handing the class to a new teacher
as they prepared for second level
assessments, a trying enough occasion
for them at the best of times.
Confirmation would also be a concern.
Of course some of them would gladly
suffer the little inconveniences just to
see the back of me and my burgundy
banger.
My decision was made. I could do with
the money but I didn’t need the extra
stress and responsibility at this time. I
wouldn’t be able for the farewell
speeches. When all was said and done it
came down to one simple factor. I’d
miss them all. The roots were
dandelion-deep. I would stay.
So relax you young go-getters. I’m
staying put for the moment. There’s
another prefab to be installed by
Sancho Panza Enterprises, a wondrous
event and experience in itself, at a cost
greater than the Taj Mahal and the
greatest testimony on earth to the truth
of Murphy’s Law. What pleasure lies in
store for me! I know where the bunkers
are when I don’t want to be found. I
know where the keys are? I understand
the filing system. But above all I’m the
only one who knows where all the pipes
are buried.
I think I’ll lie low for a while now
before I sally forth again. So I will place
my suit of armour back in the attic and
put Rozinante out to grass behind the
old prefab. He’ll keep the grass down
and save the mower. But look out! I’m
coming … soon.t
Dan Daly, originally from
Co Kerry, is Principal of
Robinstown NS, Co Meath.
Read full length version of
Dan’s article in the InTouch
section of the INTO website at
www.into.ie/ROI
better get going
an essay on the occasion of
an onset of ambition
in the youth of my old age
Dan Daly
InTouch June 2011
1
Cúrsaí Teagaisc
menToring
School based
O
ur school community has
been involved in the National Pilot Project for
Teacher Induction (now
the National Induction
Programme) since 2006. For the past two
academic years, as part of the Masters programme in Educational Mentoring in the
University of Limerick, I have been engaged in action research which explored
the value added benefits of a formal school
based mentoring programme (NPPTI) entitled: An exploratory study of a formal
school based mentoring programme as a
framework to lead learning and professional
development in one primary school.
e target school had experienced a major turnover in staff, with 0% of staff ap-
2
pointed since 2007. An experienced
teacher undertook mentor training with
the NPPTI in 2006 and the mentoring
programme has been run on a formal basis
each academic year since then. e research explored the effects of participation
in the NPPTI through three lenses. Mentoring and the mentoring team approach,
leadership and the growth of distributed
leadership and finally the personal and
professional development of staff. In the
course of the research the issue of school
culture as the context for implementation
of the NPPTI programme became obvious
and this became the fourth lens for considering data. Data was collected through
questionnaires, semi-structured interviews
and the researchers’ reflective diary.
Mentoring
In terms of this research mentoring is understood as an agent of change, leading to
an increase in reflection, critical co-enquiry and the development of a strong
professional culture of teaching. Fletcher
(1998) claims that, “mentoring should be
regarded as part of a professional vision of
teaching.”(p.112) She further defines mentoring as a, “Professional relationship
which simultaneously empowers and enhances practice” (Fletcher 2000 p. 1)
Hargreaves and Fullan (2000) explain
that mentoring can be a vehicle for educational change by encouraging teachers to
become critically reflective practitioners
within a learning community.
“Mentoring in this sense becomes not
just a way of supporting individual teachers but also a device to help build strong
professional cultures of teaching in our
schools, dedicated to improving teaching,
learning and caring.” (p.)
e findings of the research show that,
a high percentage of staff participated in
the formal mentoring programme in the
induction phase of their career. However,
the data indicates that the majority of staff
viewed mentoring in terms of apprenticeship or as technical mentoring rather than
the broader conceptualisation outlined
above. ose most closely involved in the
programme showed an awareness of the
critical constructivist approach to mentoring, where mentoring can build a strong
professional culture and act as an agent of
change. e findings indicate a high level
of awareness of reciprocity of learning in
the mentoring relationship, and an awareness of the value of reflection and critical
co-enquiry to improve teaching and
learning. However, not all staff perceived
mentoring to be a shared responsibility.
Continuing professional development
When considering Continuing Professional Development (CPD), the literature
shows that adult learning is different because adults choose to engage in learning.
erefore, adult learning should be closely linked to the motivating factors which
result in this choice. (Stoll, Fink and Earl
InTouch June 2011
Teaching Matters
A vehicle for building professional learning communities?
200). Equally important is the belief that
all learning is social and that teacher
learning should be socially constructed in
an environment which supports teacher
interdependency. (Stoll Fink and Earl
(200) Sawyer (2006). is indicates that
CPD should be situated in the context and
culture of teachers work. (Fullan and Hargreaves (1992), Liberman (199) (Stoll and
Fink (199) Day (1999), Sugrue (2002) Research literature also supports the importance
of critical enquiry and reflection. “teachers
learn by doing, reading and reflecting; by
collaborating with other teachers;” ( Darling
Hammond and McLaughlin 199,) is
research confirms that the mentoring
programme provided opportunities for
school based professional development
and reinforced claims in the literature regarding the value of CPD situated in the
culture and context of the work of the
teacher. Furthermore, respondents indicated
that the mentoring programme increased
awareness of the importance of CPD and
career long teacher learning among staff
and data showed increased reflection on
matters of teaching and learning.
leadership
In the context of this research, leadership
is explored as distributed leadership.
Teacher leadership is considered as “a dynamic organisational entity”. (Harris 2008)
distributed through “a web of leadership
activities and interactions”. (Spillane 2006).
Spillane explains that a distributed perspective on leadership shifts focus from
formal and informal leaders to a “web of
leaders, followers and their situation” (p).
As one of the key research questions
considered the growth of opportunities
for teacher leadership within the framework of a formal mentoring programme, a
consideration of the teacher as a leader
was necessary.
“ere is an untapped reservoir of leadership potential that needs to be recognised,
cultivated and harvested for the benefit of
school communities.” (Sugrue 200, p.178)
e data shows that the majority of
staff experienced opportunities for leadership as a result of the mentoring proInTouch June 2011
gramme. Interestingly, most respondents
had a hierarchical view of ‘Leadership’ in a
school based setting. However those most
involved in the programme either as
NQTs or mentor, displayed a broader understanding of teacher leadership. Leadership style and the existing culture of
teaching in the school influenced perceptions of school leadership and the opportunities for distributed leadership.
School culture
e formal mentoring programme deepened the existing collegial culture in the
school and provided opportunities for
critical co-enquiry and reflection on matters of teaching and learning. ere was
some evidence that the mentoring programme could have a negative effect on
school culture in terms of staff isolation
or a power divide amongst staff and this
could provide a theme for future research
Finally, the data showed that there was
a whole school approach to the mentoring
programme with almost all staff involved
in the role of NQT, subject advisor or
modelling classes and lessons. e findings also indicate that the mentoring programme provided a safe environment for
school based CPD targeted specifically at
the individual learning needs of staff and
situated in the daily work of the teacher.
In Addition findings indicate that participation in the NPPTI programme led to
more open classrooms and a growth in
collaboration and collegiality.
In its broadest terms, layers of mentoring
within a school community can bring
about lasting meaningful change and encourage the development of a critical mass
of reflective practitioners and so bring a
school nearer to being a true learning
community as defined by Sergiovanni. (2000)
“A community of relationships community of place, community of mind and
heart; community of memory and community of practice”.
e publication of e Codes of Professional Conduct and the draft discussion
document on the Continuum of Teacher
Education by e Teaching Council provides an opportunity for the teaching pro-
5Mentoring … a
device to help
build strong
professional
cultures of
teaching in our
schools, dedicated
to improving
teaching, learning
and caring6
fession to take responsibility for its own
professionalism. If we are to take responsibility for the quality of the profession at
school level, we must endeavour to build
professional learning communities in our
schools. e findings of this small scale
research project, though limited to one
school, indicate the value of a formal
school based mentoring programme in
building professional Learning Communities in our schools. t
Derbhile de Paor, Principal of Castleconnell NS, Co Limerick, is completing a Masters
in Educational Mentoring in the University
of Limerick. She would welcome comments
and reactions to her findings. ese will feed
into her research. derbhiledepaor@gmail.com

Cúrsaí Teagaisc
OPT
OPTIC
I
Comenius Project brings partners from 7 countries together
For the majority of us, sooner or later
there comes that moment when we realise
that reading newspapers or menus is not
as easy as it once was. Apart from the horrid
realisation that one is getting older, this
type of loss of normal visual functioning is
really just an inconvenience and part of
life. But what if, despite the use of spectacles
or contact lenses, vision is still impaired
and impaired significantly. is can be
much more debilitating; particularly for
the young learner when we consider that
80% of learning normally takes place
through the visual channel. As such, an
impairment of the normal route to learning
can lead to significant barriers to progression including loss of incidental learning
as well as difficulties in accessing print or
other media for independent learning.
ese barriers may lead to gaps in knowledge, lack or misunderstanding and delayed
concept development. ough a severe
loss of vision is thankfully rare in modern
industrialised nations, many more schoolaged children might have some degree of
vision disorder which could be impacting
on their learning. Changing culture and
technology has altered human activity
which now tends to be more sedentary,
less visually challenging in so far as not
requiring our eyes to shift from near to
far as often. Visual difficulties are also
common in children with autism, attention
deficit hyper activity disorders and specific
learning disabilities.
If there is such high number of children
with some form of visual disorder, then
clearly there is merit in adapting the
learning environment to take account of
this to improve the quality of learning.
However, better classroom conditions
created for those with additional needs
often have a positive impact on the
performance of all school-aged learners.
Studies have shown that improvement in
the acoustics in classrooms for those with
a hearing impairment also improve the
quality of learning of those without a
hearing loss.
Inspired by such research, the OPTiC
project brought together partners from 7
European countries with a view to identifying the specific adaptations for schoolaged learners with a visual impairment
which might also benefit those without a
sight loss. It ran from 2008 until 2010 and
was funded through the European
Union’s Comenius Programme with partners from France, Ireland, Luxembourg,
Scotland, Slovenia, Sweden and Switzerland.
The project aimed to provide better information on adaptations to the learning
environmental to young learners with
visual impairment, their parents and
families, visiting teachers, community
services as well as architects and designers
of schools and colleges.
However, the two most important targets groups for the project were education
management and class teachers. e aim
here was to raise awareness of the presence
of a learner with visual impairment and how,
with appropriate support, educators and
school managers can become more proficient in considering individual needs and
in forward planning to meet those needs.
Project research entailed questionnaires,
literature reviews and case studies to
identify best practice. Furthermore, during
the project’s 6 mobility phases, each host
institution organised visits to other organisations involved in educating learners
with sight loss. is allowed partners to
see and record real examples of good
practice and innovation in action.
Looking first at the questionnaire, pupils
in all the participating countries answered
questions on how they felt their learning
space could better serve their particular
needs. e questionnaire examined lighting,
colour, texture, shape, acoustics, room organisation, room size and shape, resources
and feelings. Respondents were from
mainstream as well as special schools.
e results confirmed what was already
known but also provided some unexpected
results. For example, the learners wish for
good task lighting along with the desire to
control room lighting and glare was not
the least bit surprising. Texture, to aid
mobility for instance, thought by partners
5 e chance to share
Post project corridor at St Joseph’s
Primary school illustrating how the
school has improved its provision in
light of the project. Doors painted in
high contract to the walls with white
triangles around the door handles to
aid mobility. Additional mobility aid
provided by flooring with high contrast inserts in white.

experiences and
exchange ideas has
been extremely
beneficial to the
development of the
school 6
InTouch June 2011
Teaching Matters
C
to be important, was actually seen to be less
relevant by the visually impaired themselves.
e main wish of the young people was to
be the active controller in their environment.
Partners then undertook an extensive
literature review which also involved
online research. A list of publications
addressing environmental adaptions was
compiled with each reference analysed to
identify the main ideas of environment
design contained within.
But by far the largest piece of work was
collecting and cataloguing best practice.
Some of the ideas deal with complex issues
such as how to design classroom lighting
schemes to ensure optimal lighting conditions in the classroom. For example, on a
bright day, light strength around those
learners sitting close to the windows will
be much higher than the levels where the
blackboard is located. To cope, we expect
constant adaptation by our eyes to the different light levels. In time, this will be
strenuous and take up a lot of resources. It
will inevitably reduce concentration. It is
much preferable to have a uniform level of
lighting across the classroom. Furthermore,
classrooms have an average lighting level
of 00 lux. is provides poor contrast and
indistinct colour. 100 lux provides optimum lighting levels for colour and contrast.
German studies have shown an improvement of up to 1% in school results when
working with 100 lux light levels compare
with 00 lux. Getting lighting right for the
learner with a sight loss also benefits
those with normal vision.
But most of the advice is very simple.
For instance, make life easier for the
learners by ensuring they have access to
pencils with dark B leads rather than the
lighter and more common HB. Make
sure pupils have only what they need in
their pencil case rather than a jumble of
pens and pencils. Less is more.
e result is an 88-page colour booklet
full of useful ideas. Project results are also
available on CD as well as on the project
website www.optic-comenius.eu. (e
booklet is available in braille.) e website
and CD also contain a summary of the most
common causes of a loss of vision and a
number of videos which provide additional
advice. One particularly interesting video
shows how needlessly difficult moving
around a normal school can be for a
student with a severe sight loss and how
simple, very low cost alterations can make
life so much easier.
St Joseph’s Primary School for Children
with Visual Impairment, Dublin, has
probably been one of the primary beneficiaries of the project so far. Summer
works projects undertaken in the last two
years have involved repainting the classrooms and corridors in colours to raise
levels of luminosity and increase contrast.
Corridor lighting has been upgraded.
Flooring has been replaced with surfaces
that reduce noise, are less visually cluttered and less reflective. Roller blinds
have been installed to control glare. e
recommendations of the project along
with advice from partners have been
particularly helpful in ensuring the best
results for the leaners.
e school also benefited greatly from
the friendships and contacts made over
the life of the project. St Joseph’s is the only
designated school for pupils with a sight
loss in Ireland. As such, meeting other
professionals working in a similar environment, facing similar problems does require reaching out across national borders.
e chance to share experiences and exchange ideas has been extremely beneficial.
At the end of the project, it is sad to
note that many educational environments
still do not yet reflect the results of
research involving adaptations suitable for
those with a disability. However, it is
hoped that the results of the OPTIC
project will help move us towards a more
inclusive society where success for all
recognises that careful consideration
must be given to the design of the learning environment.
View unedited version of this article
online in InTouch section of www.into.ie.
For more information on the OPTIC
project visit www.optic-comenius.eu or
email optic@stjosephsprimaryvi.ie for a
copy of the booklet or CD. t
Written by Rob Jones, Principal of St Joseph’s
Primary School since June 2007. Rob has
worked with learners with a visual impairment since 1993, primarily at the Royal Blind
School in Edinburgh. is was his fifth Comenius project.
Project participant’s at the final meeting in Slovenia in June 2010
InTouch June 2011

Cúrsaí Teagaisc
A taste of Europe
Archbishop Ryan SNS opens its doors to European teachers to celebrate Intercultural Week
I liked giving tours to
the Comenius visitors
and enjoyed taking
part in the food.
Sean Morris, pupil
The Comenius people
came to our school
to see the ways
different schools
function. Robert
Malcolmson, pupil
We observed English
language classes in
foreign schools and
took some ideas for
lesson plans … the
school will have links
with the European
schools as well as
hopefully having
further opportunities
to engage in other
cross-country
projects. Aoife Kenney,
school Comenius
co-ordinator
The feeling, that we
are doing great work
towards European
citizenship by
working this project is
getting more and
more clear. We are
not alone in this
world, together we
can be stronger and
teach our children
how to make a
difference. It is
inspiring to see, how
we all try to give our
children the best of
ourselves so that they
will be able to stand
and grow into this
quick changing world.
Peteryn
Mulder-Werkman,
Holland
6
Pupils welcome the visitors
J
ohn Amos Comenius, a 17th century Czech
bishop whose writings would come to inspire
many philosophers in, once stated, “Not the children of the rich or of the powerful only, but of all
alike, boys and girls, both noble and ignoble, rich
and poor, in all cities and towns, villages and hamlets, should be sent to school.” He believed in education for all, regardless of social status, wealth, religion
or nationality. Comenius’ life and work inspired a
three year European schools partnership programme
entitled ‘A Taste of Europe’ in which my school,
Archbishop Ryan SNS, Lucan, participated. e
school embodies the idea of education for all, and inclusion of children from all manner of backgrounds.
Archbishop Ryan SNS, lucan
Archbishop Ryan SNS, Lucan, is a large school in a
disadvantaged area in West Dublin – catering for
children of to over 0 different nationalities and a
perfect candidate to participate in this exciting European wide partnership programme.
The Comenius project
e project focused on the theme of food as well as
the varying cultures and traditions that
exist within the European community. Teachers from Archbishop Ryan SNS visited schools in
the participating countries to
experience school life and col-
laborate, share, work and learn together with the
teachers they met there.
On 16 March 2011, it was the turn of teachers from
other participating on countries to visit us. ey were
from Italy, Iceland, Holland and England.
Intercultural Week
e visit was made to coincide with Intercultural
Week, which celebrates all countries and cultures
represented in the school. e purpose of the week,
held annually for the past ten years, has been to show
the children that while the school is one building, the
pupils and teachers are all different and unique and
from many cultures and traditions. Local organisations and community involvement were at the heart
of the day’s celebrations.
e visiting European teachers and local political
representatives were treated to a show in which the
school showcased pupil talent with a performance
from the school choir and various other acts.
Lucan Sarsfield GAA Club provided the school
with two coaches who gave Gaelic games lessons
throughout the day.
Artscope, a local arts group, gave Irish set dancing
lessons and bodhrán classes to children during the week. As part of the programme
of events, a Ceilí was held for all
pupils from every class. A special
‘Trath na gCeist’ was held during
the course of the week. Classes
InTouch June 2011
Teaching Matters
I learned that even
though you are not
from the same
country as others, it
doesn’t mean that
you can’t fit in. It is
better to bring
countries together
rather than focusing
on the things that
make us different.
David Olufoworo, pupil
Discussing
intercultural
week
‘Skyped’ each other with quiz questions in Irish.
Every classroom in the school hosted their own
food fair whereby children were asked to bring in
food and culinary delights from their own countries.
Everyone had a chance to taste the food and sample
recipes and cooking from different parts of the world.
e children played a central part in the Intercultural Week celebrations and the Comenius programme. ey interacted with children from the participating European schools through activities such
as pen-pal letters and by ‘Skyping’ one another.
e focus of our activities and the core principals
we adhered to during our Intercultural Week/Comenius visit was the inclusion of everyone and the promotion of respect for all nationalities. Differences
shouldn’t define us yet celebrating our differences
InTouch June 2011
e visitors
can create unity among us.
Celebrating what makes us
different was a fantastic and
worthwhile experience for
teachers and pupils alike.
The value of the project
e project showed us that
although we work and learn
in different school environments, and in different countries, some of the challenges
we face are the same. As in
the rationale behind the 1999
Revised Curriculum that
teachers shouldn’t work in isolation; so by participating in the Comenius project we realise that we have
potential links and resources available to us in our
European partners. It also showed us how to establish
these links – we only have to find a way to maximise
them.
Sincere thanks must be extended to Léargas who
funded the Comenius project and Dublin South
County Council who has supported the school’s Intercultural Week events for the past number of years.
Without the support of these organisations and other
local community groups, the week wouldn’t have
been the tremendous success it was. t
Written by Colm Carney, Archbishop Ryan SNS,
Balgaddy, Lucan, Co Dublin
The bodhrán and Ceilí
workshops, were all
delightful examples
of how music
transcends all
cultures and was
evidence of a clearly
marked route for
culturally
collaborative
learning where all
will enjoy and
achieve. The project
gave teachers an
opportunity to
engage with other
professionals in
recognising that a
support network has
evolved in which the
respectful sharing of
resources can be
channelled and issues
resolved.” Marie Tuohy,
deputy head-teacher,
London
No matter your race,
colour or accent, we
are all humans and
are the same …
celebrating
Intercultural Week
and all the different
national countries
makes everyone feel
at home. Grace Oladipo,
pupil
7
Cúrsaí Teagaisc
Córfhéile na Scoileanna 2011
Each year, almost a
hundred choirs,
bands and ceoldramas like the ones
shown here take to
the Corfheile stage
W
hy is it that everything
in today's world has to
be about being the
best or being better
than the person next
door? From the time that they are born,
children are constantly being compared to
other children - their friends, cousins and
even their brothers and sisters. Our children are constantly being put under pressure to perform and to win at all costs. We
in Córfhéile na Scoileanna, Atha Cliath
think that there is a better way. ere is
time enough for competition when co-operation and enjoyment are developed to
the highest level.
Córfhéile 2011 took place in the National Basketball Arena in Tallaght from
Monday 7 March to Friday 11 March. is
year we had one of the largest entries to
date with more than 80 groups taking to
the stage during the course of the week.
ere were nine separate shows –
one each night at 7:
and four matinees on
Tuesday, Wednesday,
ursday and Friday
mornings at 10:0. More
than 000 children took
part during the week and their sense of
achievement at having performed and
seeing others perform was priceless. We
even had a visit from News2Day to record
some of the groups in action.
Córfhéile is a non-profit making, voluntary organisation that aims to provide an
opportunity for children in primary
school right around Dublin to perform in
a non-competitive music festival. e
children that perform in the Córfhéile do
so for the enjoyment of singing, for the
love of playing music or the desire to participate in a play or drama. Córfhéile is
about developing confidence and a feeling
of self-esteem at having performed
in front of a large
audience.
e Córfhéile has been in existence in
Dublin for more than 0 years and, during
that time, quite a number of famous
names and faces have graced the
Córfhéile stage.
Of course, as with most events of this
kind these days, funding has become a
major issue. e festival costs almost
€1,000 to organise and between entries
from schools and admissions at the door,
the festival doesn’t really manage to pay
for itself. Indeed we are indebted to
Comhar Linn INTO Credit Union and a
number of the INTO branches in Dublin
for their support in this regard.
It goes without saying that Córfhéile na
Scoileanna would not be in existence were
it not for the teachers who give of their
time voluntarily over the course of the
festival and make sure that everything
runs smoothly. e organising committee
is a dedicated team of teachers and retired
teachers and we are always on the look
out for new members. Many hands make
light work as the saying goes and with an
ever increasing amount of entries, any extra help at all would be greatly appreciated. If you would like to get involved in
Córfhéile next year or if you would like to
find out more information, why not visit
our website at www.corfheile.ie We’d love
to hear from you and you would be most
welcome. t
Aidan Dundon PRO – Corfheile na
Scoileanna
8
InTouch June 2011
Teaching Matters
From Cork
to Calcutta…
Diary of Laura Mitchell, Cork Rose
Day 1 Arrived today after a 14 hour flight to the sounds,
the sights and smells that are Calcutta! Nothing can
prepare you for the assault on the senses. Swelling
crowds, beeping horns and oppressive heat. The journey
through the city gave me an opportunity to reflect on
what had brought me to a city of 22.5 million people, a
country where one third of the world’s malnourished
children live and to West Bengal, which has been
recognised as one of the five states in India now
poorer than all Sub Saharan Africa combined? The
answer was simple: The Hope Foundation
(www.hopefoundation.ie).
Day 3 This morning I went to Howrah Railway Station.
4 million people pass through this station everyday as
the children who live on the platforms try to survive. I
visited a drop in centre offering support, nutrition and
shelter. The centre encourages children that have
been engaging in substance abuse to enter into a
drugs detoxification and rehabilitation programme.
Next stop was Shalimar Dump, home to thousands
of children who forage for food amongst the rubbish.
Looking over the city from the dump was a strange experience – drawn in by the sights of the city but re-
the world. Children born to slums and the streets were
given the limelight for a day and rose to the occasion –
the pride among them was overwhelming.
Day 7 Today I went into the city to explore the hustle
and bustle. What I saw shocked me – rats darting along
the streets, wild dogs patrolling the pavement …
street children beg for food. The smells will be hard to
forget, open sewers and rubbish rotting under the sun.
I was taken to Mother Teresa’s tomb and found the
calmness there gave me an opportunity to reflect – it
had been overwhelming, wonderful, sad,
joyful and humbling. I never thought I
would find a city having such an effect on
me but I have.
On the way home we stopped at Kasba
Girls’ Home. Having spent a day on the
streets, having seen where the children
come from; the security, love and laughter at Kasba became even more poignant. The HOPE
projects are truly a chance at life for these children.
5Our first stop was Kasba Girls’ Home …
brightly painted, with the children’s
artwork adorning the classroom walls 6
Day 2 Our first stop was Kasba Girls’ Home,
a protection home for young girls rescued
from the streets and lives of uncertainty.
We were met by smiles, laughter and
hugs from the children in the crèche and
presented with a flower and the girls
placed a traditional tilaka on my head. Brightly
painted, with the children’s artwork adorning the
classroom walls. The only reminder I was in Calcutta
was the Bengali alphabet that lined the classroom.
Next stop was the Panditya Girls’ Home. Teenage
girls who have been rescued from the streets and possible lives in the sex-trade and trafficking, live here.
The girls demonstrated their love for song and dance
and I was asked to sing with them.
Next was the Hope Boys’ Home where we were met
with great energy, warmth and excitement. The boys
were in the middle of their dance classes and I was delighted to be included.
Tonight I participated in Nightwatch – a 24 hour
ambulance service which patrols the streets, offering
protection and support to families and children who
sleep on the streets. The experience was overwhelming; seeing children sleep alone on footpaths, families
huddled together as they slept and dogs roaming
among them searching for food.
InTouch June 2011
minded of the hardships of the city by the children in
front of me. We dropped into the Hope school, located
on the dump, and met the children as they enjoyed
their lessons, meals and played games.
Day 5 Unfortunately, today I spent the day in bed! It
seems the Irish stomach isn’t up to Indian standards.
Day 8 On my last day, I returned to Kasba. We had
decided to twin some of the girls with 3rd class in
Watergrasshill NS. Mrs Looney, the class teacher had
taught several lessons based on India and the children
were eagerly awaiting a video Skype call. The girls
were very excited about talking to children in Ireland
and spoke about many different topics! We gave the Irish
children a tour of the classroom with our camera. It was
a lovely moment that allowed the children to interact
with each other. It highlighted, not their differences,
but their similarities.
My time in Calcutta was a life changing experience.
Day 6 Today was Foundation Day in Science City – over
2,000 children came to perform in an auditorium to a
packed house. The children sang and danced and put
on a show that would be at home on any stage around
At the time of her visit Laura Mitchell
was doing her Teaching Practice in Watergrasshill NS. She represented Cork at the Rose
of Tralee Festival in 2010.
Day 4
Today I visited the Polio hospital run by Hope which
offers an outreach service to children who live in rural
India and may not otherwise have access to necessary
orthopaedic support. The children were excited when I
arrived and we quickly started playing games on the
ward, colouring in and doing jigsaws.
9
Cúrsaí Teagaisc
a man, his greedy
The potential of oral language storytelling in our classrooms
A
senior infant child (aged 6) once
told me a story about a man, his
greedy wife and a flounder that
granted wishes. I, much like the
pupils in my class, sat transfixed
as he delivered the story as best he could.
A couple of minor slip-ups didn’t break his
stride. He finished the last word punctuated with the slightest bow of his head and
abruptly rushed back to his seat. e experience became the catalyst that led me to a
Master’s dissertation investigating the potential of oral language storytelling in our
classrooms.
The value of storytelling
Children have a deep and abiding love for
story that has stemmed from an evolutionary process of story structures. Parents use oral storytelling everyday to communicate with, entertain and educate
their young. Indeed, many teachers use
stories informally to deliver their educational objectives in the classroom. My research led me to a number of interesting
conclusions:
l Obvious benefits of oral storytelling include the development of imagination,
comprehension skills, memory, creativity and an interest in language and literature. Less obvious benefits include the
sense of involvement and community
that oral storytelling creates, and the
resulting intrinsic motivation for learning that invariably follows thereafter.
l Oral storytelling as a methodological
resource has not being considered by
many teachers.
l e benefits of story are easily identifiable, so once the theory was introduced
to the teachers involved in the research
process, they quickly began to consider
the possibilities of such a resource.
l Children love stories.
l In six weeks a class of senior Infant children were able to learn story structure,
basic delivery requirements and had begun to deliver stories themselves. All this
was achieved using a programme that
had been planned and operated as an integrated curriculum delivery system.
l More importantly, they were being enabled to reproduce and not regurgitate
their stories. In doing so, their re-telling
attempts (flaws and all) were contributing to further learning in their peers.
l e use of storytelling and activities
based around it worked for children of
2
table
Activity
details
Our Storybook
Collaboration bound book where the children will combine
some of their written work based on the storytelling activity.
Creation of a class
story – making it up
Using pictorial representations/guide
words on a flipchart to record sequence and basic details.
These representations will act as a map for when the children
are navigating their own way through the story.
Written activities
Will be used to examine elements of story structure –
beginning/middle/end; characters; problem and solution –
will include writing about fictitious characters, where they live
and descriptive details about them.
Use of ‘story board’
(display board)
Written/pictorial work based on the
storytelling activities will be collected and displayed.
all levels of ability. ough, the final
level of accomplishment varied greatly,
a definite level of progress was made
across the board.
Performance artistry
Einstein once famously said, “If you want
your children to be intelligent read them
fairy tales. If you want them to be very intelligent, read them more fairy tales”.
While I would not dare to suggest that
Einstein was wrong, I feel that had he
known about the benefits of oral language
storytelling, his quote would have read
slightly differently where the word read
might have been substituted for tell. e
message would still be clear nonetheless.
A possible issue faced by teachers who
are aware of oral storytelling benefits, surrounds performing and self-consciousness. Teachers can educate children in
many facets using a multitude of methodologies, yet a spirited dramatic delivery of
a story that engages and elicits the response of listeners can be a daunting task
when faced with the less committed alternative of reading the children a nice book.
ere are a number of advantages that
delivering a story orally has over reading
to children.
l e experience allows the child to be
included. An active, responsive participant in the process.
l e experience is flexible and allows for
inclusion of each and every child.
l e increased use of imagination and
creativity.
l Each child both shares the story as a
group and individually in a way that is
emotive both intrinsic and extrinsic.
Participation in storytelling must surely
be a consideration when choosing a story
for young audiences. e opportunity for
the children to unleash a roar, to re-create
a crash with a clap or the wind with a
whistle is sure to have them sitting/kneeling/standing bolt upright, reacting like
living elements of the story. e challenge
in using oral storytelling in the classroom
is the transfer of learning. e child must
become an active co-constructor in the
experience.
During my research a six-week programme was implemented in an effort to
enable the child to become con-constructors. is ensured that meaningful learning could take place. In the table above is
an overview of the programme.
Stage 1: storytelling experiences
Stories are told to children by their teachers or by professional storytellers. is
precedes each group session.
Storytelling extension activities take
place using guided activities. ese activities enable the child to explore, create and
discover for themselves, integrating with
curricular areas. Below are possible group
activities as an example of how storytelling can become a platform from where
memorable hands-on learning can take
place. I believe that the limit of possible
activities is limited only by the imaginations of both teachers and children.
InTouch June 2011
Teaching Matters
wife and a flounder!
Stage 2: group work – sequential
group work
e class will be divided into three groups
- ‘who’n’whats’, ‘uh-ohs’, ‘hoorays’.
Groups will represent the beginning, middle and end of the story. is will assist in
promoting structure and practising the
basic elements of storytelling.
1. Starters – “the who’n’whats”
2. Middlers – “uh ohs”
. Enders – “hoorays”
ree children/groups will represent the
beginning, middle and end of the story.
is will assist in promoting and practising the basic elements of storytelling.
Circle time styled small group activity
where children will be given some basic
details and told to construct a story. A
child will begin with the first line of a story. e next person picks up the story
thread and adds another line. Next person
adds to it and so on until the story comes
to a resolution (they may require assistance at first). ese stories can be presented at the ‘storyline’ – a physical line
that children must stand on (and take
their turn) when delivering the story.
More complex stories could begin with a
pre-selected title or subject to guide the
improvisation.
Activity teams: talkers, writers, actors,
artists, makers, doers (all), (reporters) –
jobs will be given to children for wholeclass/group activities where children can
further explore stories while visiting different areas of the curriculum. e roles
will be explained and modelled before the
children are allowed to
explore their own activities. e children
will be given group
badges and will divide into their groups
for the duration of the activities.
e job of the reporter will represent another way in which the children can be involved in the ‘telling’ of a story.
Talkers
Oral language and drama –
telling and re-telling.
English reading and writing
– recording and writing.
Possible writing activities
for all ages are numerous.
Including newspaper
reports, what happened next?, interviews,
story reviews, my favourite bit is… and
many more.
Writers
Oral Language and Drama –
re-creating story using
dramatic elements, further
exploration of themes and
characters – eg still image and
montage, hot-seating, drama games, etc.
Actors
Artists
doers
PE – activities based
around story line.
Children will be informally
Reporters interviewed, using the “video
camera”, to report on what’s
going on in the classroom.
Reporters will also be used
in a dramatic fashion to report on what
happened in the story, after the story or
before the story even happened. A different
reporter for each activity will ensure that
children’s descriptive and sequential skills
are being constantly tested.
John Burke teaches Senior Infants in Scoil
Mhuire, Oranmore. He had many great adventures while recently completing a M.Ed in
Early Childhood Education, but that's another story...
Art –
representing story
through artistic
activity.
Play –
Makers representing
story through
playtime
activities –
using toys, etc.
5 Children have a deep and
abiding love for story 6
An unedited version of this article is available in
the InTouch section of the INTO website. It is also
available by using this QR code
InTouch June 2011

Cúrsaí Teagaisc
Capture the year!
T
he digital camera and the digital video camera can be used
very imaginatively by teachers
and by children to explore
many different areas of the
curriculum. Here are some ideas that you
and the children could embark on before
the year draws to a close.
2nd to 6th class
Ask the children to take -10 pictures
which reflect what their school means to
them. It would be useful to have a short
discussion with the children about this
before they break into groups to discuss
and brainstorm about what images they
will gather. You can encourage them to be
creative in taking their pictures. For example, hurling sticks might represent the
importance of this sport in the school but
perhaps if they include a football, a basketball and a pair of runners in the picture
it would represent the variety of sport that
is played in the school. Once they have
discussed amongst their groups what type
of pictures they will take or perhaps what
theme they will explore, children will then
be ready to take a tour of the school
grounds to take the photos. Set a time for
the expedition as sometimes they can get
a little distracted! If you do not have a digital camera for each group to go at the
same time, break the activity up over a
few days. It might be wiser if they do not
all go out to take photos together as it
may limit their imagination and creativity.
Children can also annotate the picture
with words, sounds or music. ey could
use something like Photostory to present
the images and save it so that it plays like
a very short film. If the school has a
blog or website the
slideshow/
movie/film could be uploaded to it and shared
with their families.
ere are some very
easy to use USB microphones, relatively low cost,
which are very effective for
sound recording. It may
also be interesting to
explore the use of Audacity (free sound editing software that
can be downloaded from the internet
http://audacity.sourceforge.
net/) to record soundtracks and do some
editing on the sound recording. A recording of the children singing or playing instruments could also be created as a
soundtrack to the images.
Another idea might be to use the digital
video camera to ask each child in 6th class
to record one memory they have of their
time in primary school. (e Flip camera
would be ideal for this but best to use a
tripod if you can). Again, this can be saved
in PowerPoint as a slideshow or using
Moviemaker, iMovie, Photostory or any
other video editing tool and played back
as a short film. e children will be well
able to compile each of the clips into one
film and could also add a soundtrack. It
could form part of
their school
year
book
if that is something they are already involved in doing.
Art gallery Archive – 5th and 6th class
Children could help teachers in other
classes to capture all the art work in classrooms and on corridors before it is removed at the end of the school year as
there are many superb pieces of work that
should be archived. ey could then create a digital archive of this artwork which
could be made available on the school
blog or website. Rather than a class art
gallery the school could begin to create a
school art gallery, shared online on the
school website or blog, and added to each
year. It could be very useful for parent
welcoming nights in September 2011 and
for use on information display screens
that now exist in some schools.
I came across 280 Slides recently
http://280slides.com/ which allows you to
create presentations online and save them
online. It is free and you can add graphics
and sound as you would with other presentation applications such as PowerPoint.
You can easily put your presentation on v,
email it to a friend, or embed it directly in
your school blog or website. You can also
download it as a PowerPoint file or a pdf.
I would always highly recommend that
children are given opportunities to use
the camera themselves as they are well
able to take photos and record video.
Sometimes they see things that we don’t
see! Most importantly, children enjoy using the camera, pay attention to detail and
concentrate. Using the camera in everyday classroom learning and teaching
presents immense opportunities for authentic, collaborative and constructive
learning. Bainigí an-taitneamh as na
laethanta saoire.
Anne White, National Coordinator,
National Centre for Technology in Education www.ncte.ie
Remember: Never publish pictures of children
on the internet without parents’ permission.
See http://www.ncte.ie/InternetSafety/ for
guidelines and advice
6
InTouch June 2011
Teaching Matters
Planning for CPD
No 20
These were the most viewed links
and articles on Encyclopaedia
Britannica through Scoilnet in
early May.
Shountrade NS, Adare,
Co limerick
www.shountrade.ie
Lovely interface with very clear navigation
on top. Up-to-date content
1
Compare Countries
http://school.eb.co.uk/eb/
nations/compare
Compare country facts side by side.
2
Geography Explorer
http://school.eb.co.uk/geography
explorer/job.swf
Interactive activity to explore the world.
3
Learning Zone
http://school.eb.co.uk/learningzone/
welcome
Interactive area for early learners
4
Tsunami
http://school.eb.co.uk/elementary/
article?articleid=441929
Diagrams and article to explain tsunamis
5
Multiply It Game
http://school.eb.co.uk/lm/games/
gM_4_13/gM_4_13.htm
Solve multiplication problems.
6
Dinosaur Spotlight
http://school.eb.co.uk/dinosaurs/
dinosaurs/index2.html
Multimedia resource on dinosaurs
7
Barack Obama
http://school.eb.co.uk/all/elementary/
article?articleid=471449
Information about the 44th President of the US.
8
The Time is Right
http://school.eb.co.uk/lm/games/
gE_4_5/gE_4_5.htm
Match verbs with the correct time period.
9
Rivers
http://school.eb.co.uk/all/elementary/
article?articleid=441548
Information and images about rivers.
My favourite sites
Paul O’Beirne, qualified
teacher not currently teaching
As many teachers are about to undertake summer
courses on ICT, don’t forget that NCTE fully
funds continuing professional development in
ICT for teachers and schools throughout the
school year, as well as in summertime. So, why
not think about some ideas for next year:
• Ask your summer course tutor about other
NCTE funded ICT courses.
• For teachers in small schools, make links with
other schools/teachers in your area so that you
can cluster to meet the minimum number of 10
participants required to avail of whole school
training.
• If in the Education Centre, talk to the ICT
administrator about how to organise NCTE
funded whole school training – ask for an
NCTE whole school training leaflet to follow
up with a formal expression of interest.
CPD planning is particularly relevant in light of
the changing environment in schools. e Education Centre’s ICT administrator can help with
ideas and a plan of action.
NCTE will also supply more ideas in the
September edition of In Touch.
you Tube
www.youtube.com
While it contains material that is unsuited,
it does contain a lot of really great video
content.
Seomra Ranga
www.seomraranga.ie
Packed full of teacher downloads.
All very practical.
What is the Weather?
www.bbc.co.uk/schools/whatisweather/
Children are always interested in the
weather. This BBC site answers a lot of their
questions.
10
Timelines
http://school.eb.co.uk/timelines-eb/
index.html
All sorts of timelines. Very visual.
More info: www.ncte.ie/ICTTraining
InTouch June 2011
7
Cúrsaí Teagaisc
Media and materials
Over the course of the past few years I have had many requests to
publish a list of the variety of media/materials that would be
needed in order to deliver a comprehensive visual arts programme
in any school. The following therefore is a complete list of the
basic materials that I would generally keep in storage, organised
by strand/strand unit. The list is not as huge as many people
would imagine – firstly because the focus is on process art rather
than the creation of replicas, secondly because I believe that
similar techniques need to be explored at all class levels so that
children have time to develop the skills that facilitate the creative
exploration of their own ideas and designs and thirdly because it
is possible to use many found or recycled materials.
We need to use appropriate printing
materials and tools to achieve success with printing. We need to explore the simpler printing techniques regularly at every class level
to develop these successfully.
CLAY
DRAWING
l Cartridge paper in a variety of sizes
l Sugar papers – black and coloured
The above needed for all strands
l A variety of drawing pencils – 2B to HB
l Wax crayons in various sizes
l Markers of various thicknesses
l Colouring pencils
l White and coloured chalks
l Charcoal pencils and sticks
l Chalk pastels
l Oil pastels
l Watercolour pencils (aquarelles)
l Drawing inks and Indian ink
l Drawing pens and brushes
l Cardboard viewfinders
It is important that children have
opportunities to explore and to experiment with a wide variety of
drawing tools so that ultimately they
are able to decide which tools are
appropriate for various tasks in
drawing and which tools work best
for what task.
From the beginning children need
to be encouraged to experiment
with mixing and creating colours.
We need to use primary colours,
black and white and flat mixing surfaces to enable this learning.
PRINT
l Water based printing ink – red, yellow,
blue, black, white
l Bayers – printing rollers (not sponge
rollers)
l A wide variety of found printers – spools,
blocks, etc
l Sheets of acetate for rolling out inks
l Polystyrene sheeting – press print
l Rubbing crayons
l Marbling inks
l Wooden blocks, tiles, pieces of lino
l Draught excluder
l Newsprint paper
l
l
l
l
l
l
l
l
l
Natural clay – terracotta or buff
Selection of clay tools
Containers for making slip
Clay wire harp for cutting clay
Wooden boards
Rolling pins or dowels
Poster paint for adding colour
PVA glue for sealing finished pieces
Allied materials – play dough, plasticine,
etc
It is only by using natural clays that
we can develop clay techniques such
as slip making and joining. We
should avoid using nylon reinforced
clays.
PAINT AND COLOUR
l
l
l
l
l
l
l
l
l
0
Red poster paint – crimson
Yellow poster paint – lemon
Blue poster paint – ultramarine
Black poster paint
White poster paint
Brushes of various sizes
Water containers
Sponges or sponge brushes
Sheets of acetate to use as palettes
InTouch June 2011
Teaching Matters
a visual arts stock take
… and finally
WHAT YOU DO NOT NEED
l
l
l
l
l
l
l
l
l
l
l
CONSTRUCTION
Good quality scissors
Staplers and staples
Masking tape
PVA Glue
Glue spreaders
Lollipop and match sticks
Pipe cleaners and construction straws
Various sizes, colours and grades of card
Coloured papers – crepe and tissue
Thin wire
A wide variety of found materials
White emulsion paint – for pre painting
found objects such as boxes for model
making
l Plaster of paris bandaging
l Blank plastic masks
l
l
l
l
l
l
l
l
l
l
l
l
l Various fibres (threads) in various thicknesses
l Cold water dyes
Keeping a set of scissors to use
specifically with fabric is vital in this
strand – scissors used for other tasks
will fail to cut fabric effectively.
LOOK AT AND RESPOND TO ART
paper plates
templates
googly eyes
clip art images
colouring in pages
patterns
photocopied adult images
a lot of expensive glue sticks
fluorescent paint
tons of glitter
difficult to use cheap sellotape … need I
continue?
Finally, thanks to all who have contacted me this year to
say that these articles have been useful to them in teaching the subject of visual arts. Please contact me directly
if you would like to organise seminars or workshops in
visual arts. All past articles can be downloaded at
www.into.ie . Ideas for lesson plans and classroom
projects are always available at
www.acae.ie and at www.
iamanartist.ie and I occasionally load
other ideas to my blog at http://
classcreativity.blogspot.com/
Forward planning is the key to success in construction. e children
need to be given time to assemble
the quantities of found materials often involved. Working in groups is
also very successful in this strand.
FABRIC AND FIBRE
l Set of fabric scissors
l Variety of fabrics – hessian, cotton, blanket, etc
l Knitting wools and needles
l Fabric crayons
l Fabric paints
l Bodkins and needles
l Fabric scraps
l Card or wooden weaving frames
l Silk, silk paints and gutta
l PVA or fabric glue
l Class and school library material
l Posters / Art reproductions
l Display tools –
backing papers,
drawing pins,
staple gun,
old frames
l Search
engines and
websites
l Contacts with
local arts centres
and artists
Michael O’Reilly worked with both the NCCA and
PCSP on the design and implemtation of the arts
curricula. He currently works as a shared learning
support teacher, based in St Fintan’s NS,
Lismacaffrey, Co Westmeath, as head of the Visual
Arts Department with Hibernia College, as an incareer course
designer and as and author with Gill and MacMillan.
InTouch June 2011
1
Cúrsaí Teagaisc
Working In Tandem With The Seasons
Paddy Madden continues with the series on SESE tips for throughout the year.
OUTDOOR
1
Harvest potatoes: When the flowers on the potatoes have
withered its time to harvest them. Some schools have a
‘Potato Day’ where different potato dishes such as concannon
and boxty are cooked and given to the children. Sow hardy annuals in the vacant bed to provide colour over the summer.
2
Harvest salad crops and vegetables: Children love
eating raw peas. ey also love making sandwiches from garden produce. A school could
have a ‘Salad Party’. Place a table in the garden with loaves of white bread and basins
of water for washing the salads. Let the
children choose their own ingredients for the sandwich.
3
Have an Open Day or Evening in the school and garden:
Divide the 6th class into pairs and get them to bring parents/
visitors around the garden and school. Children love acting as
guides to people older than themselves!
4
Propagate primroses from seed: June is a good month to
collect wild primrose seed and sow them. Feel the end of a
flower stem for the little round capsule of seed. Empty the
green seed onto a tray of seed compost which has been watered and cover with glass or plastic. Leave it in a shady place
and they will have germinated by the time the new school year
begins. Prick them out into six pack plant trays filled with
peat-free compost and care for them outside. ey should be
ready for planting in the spring.
Lettuce and gravel
5
Lettuce and bark chips
Do fair tests on how to deter slugs and snails from
lettuce: See ‘Paddy’s School Garden’ for ideas.
6
Collect leaf/common wildflower specimens
from around the school: Provide each child with
a clipboard, A sheet of paper, sticky envelope label and
a pencil. Bring them on a nature walk to collect specimens.
When a specimen is collected they could tear a thin strip off a
sticky label and stick it and label it on the sheet. Later they
could press these inside. Tree twigs with leaves and flower
stems with petals can also be pressed. When they are dry they
can be laminated and displayed. Tip: Flatten the stems with a
hammer before putting them through the laminator.
7
Do fair tests on transpiration from trees: ere are two
types of test that can be investigated: Test 1-Does a leaf
transpire? Test 2-Which side of a leaf transpires the most? See
‘Paddy’s School Garden’ on www.blackrockec.ie for instructions. Test 1 can be extended by
asking a questions such as: Do
leaves transpire more from the
south side of a tree than the
north? Do leaves transpire more
in hot weather conditions than
in cool weather conditions?t
Transpiration
test
Primose seed at base of
spent flower

InTouch June 2011
Teaching Matters
INDOOR
1
Insect pooter
Make an insect pooter: June is a
good month to catch and observe
insects such as ladybirds around the
school grounds. To make a pooter
you will need: a small clear plastic
container c. 1 litre capacity and
c.10cm in diameter with lid; 2x20
cm lengths of clear plastic tubing
8mm in diameter; small piece of J
cloth; nail scissors; blue tac or plasticine; thin elastic band; sellotape.
Follow the instructions on ‘Paddy’s
School Garden’ on www.blackrockec.ie for assembling.
Hygiene Tip: If the children are
using one pooter per group to collect insects it is a good idea for hygienic purposes to have  cm
lengths of 6. mm diameter tubes
for each pupil. When a pupil wants to
have a go he/she sticks the short tube
into the end of the green marked tube
and sucks. When the pupil is finished
he/she pulls the short piece out and
another pupil inserts his/her short
tube into the 8mm tube and sucks.
2
Press leaves and flowers: Press
leaves and flowers that have been
collected outdoors. Place A sheets of
tabloid-sized newspaper on a piece of
board of similar size. Place two A
sheets with wildflowers or leaves on
the newspapers. (Make sure
the children have their names
on the sheets) Place  more
newspapers on top of the two
A sheets. Continue in this
fashion until all the children’s
sheets are covered with newspapers. Place another board
on top of the pile. Leave in a
warm place with a weight on
top. (e combined new curriculum books are ideal!)
After three days remove the
damp newspapers and replace
with fresh ones. Leave for another four days. e
leaves/wildflowers should be
dry by then.
3
Continue keeping records:
www.birdwatchireland.ie
www.ispynature.com;
www.phenology.biodiversityireland.ie
www.greenwave.ie
4
Have a plant sale to raise funds for
the school garden: Plants raised
from seeds or cuttings could be sold.
Parents will always buy what their children produce! Sometimes local Garden
Centres will supply plants at a little
above cost price to help the sale. Parents, too, will often donate plants. t
Pressing leaves
Strand Units covered
this month:
environmental
awareness, caring for
the environment,
plant and animal life,
properties and
characteristics of
materials
Paddy Madden lectures in SESE in Coláiste Mhuire,
Marino Institute of Education. e monthly articles,
‘Working in tandem with the seasons’, are based on the
very successful course of the same name which was pioneered in Marino in 2009. is year the course will take place in the
Blackrock Education Centre on one Monday every month from September to June commencing on 27 September. Enquiries to Catherine@blackrockec.ie. e Centre will also produce 5 short videos every
month based on the monthly sessions. ey can be downloaded from
www.blackrockec.ie. Click on ‘Paddy’s School Garden’.
InTouch June 2011

Cúrsaí Teagaisc
Áiseanna i nGaeilge …
Is mar chabhair do mhúineadh na Gaeilge iad na h-altanna seo. Déanann Máire Nic an Rí agus ag Bríd Ni Dhonnchadha cur síos ar roinnt de na háiseanna
atá ar fáil do mhúineadh na Gaeilge féin agus mar thaca chun roinnt d’ábhair an churaclaim a theagasc trí mheán na Gaeilge
An-spraoi ag gluaiseacht le amhráin dírithe ar pháistí sna bunranganna
Cnuasach  amhráin atá san áis seo le
diosca ar a bhfuil ceol na n-amhrán. Tá
amhráin agus rainn de chuid Treasa Ní
hAilpín, Faoileann Ní Mhealláin, Brian Ó
Baoill, Seán Ó Casaide, Máirín Ní
Chonaill agus Tadhg Mac Dhonnagáin
agus iad dírithe ar pháistí óga sna bunranganna. Tá éagsúlacht amhrán agus rainn
ann idir amhráin thraidisiúnta,
suantraithe agus gníomhamhráin.
Mínítear dúinn sa réamhrá cé hiad na
Bopóga agus tá an cnuasach bunaithe ar na
puipéid seo. I measc na bpuipéad tá Plúra
Lúra, Nóra Bheag, Daideo agus Mamó. Is
puipéad cailín í Plúra Lúra atá cosúil le
bábóg agus canann na páistí ina cuideachta
agus i gcuideachta an mhúinteora.
I measc na n-amhrán tá amhráin a
chum Treasa Ní hAilpín
cosúil le Sín do Lámha,
Nigh na hÉadaí, Buail do
Bhosa, Tá Duine ag an Doras agus Cúigear Fear a’
Tógáil Tí. Cabhraíonn na
hamhráin seo le tuiscint a
fháil ar ghluaiseachtaí
áirithe, ar na baill bheatha,
agus ar scileanna
uimhríochta sa Mhata.
Bainim úsáid as an áis seo go minic le
páistí i ranganna na Naíonán go rang 2. Is
breá le páistí fuaimeanna, tuin, agus
rithim na filíochta. Is breá leo rainn,
rímeanna, agus amhráin shimplí rithimiúla le curfá éasca.
Bíonn an-spraoi acu ag gluaiseacht leis
na hamhráin agus iad ag foghlaim na teanga i ngan fhios
dóibh féin. Baineann siad spraoi
as rithim na cainte trí aithris
agus athrá. Don aoisghrúpa atá i
gceist is deas gníomhaíochtaí
simplí a bhunú ar roinnt de na
rainn cosúil le Mise an Traein,
agus Seáinín ar a Rothar
Tá sé thar a bheith tábhachtach an teanga, a chloiseann na páistí
sna hamhráin agus sna rannta, a úsáid go
neamhfhoirimiúil chomh minic agus is
féidir i rith an lae chun nathanna cainte a
dhaingniú.
Molaim go hard Plúra Lúra agus na
Bopóga agus tá sé ar fáil ó coisceim.ie ar
chostas €12.
Mar a chéile sa chroí istigh
Sraith leabhar álainn ildaite iad an tsraith Milly, Molly le gill Pittar agus
maisithe ag Cris Morrell. Tá an leagan gaeilge aistrithe ag an gcomhlacht
aistriúcháin Sanas agus foilsithe ag Carroll Education..
Is iad Milly agus Molly príomhcharachtair na scéalta. Tagann siad ó
chúlraí eitneacha difriúla agus déantar cur síos sna leabhair ar na heachtraí a tharlaíonn ina saol ó lá go lá. Is í an phríomhtheachtaireacht atá
acu don léitheoir ná gur mar a chéile atáimid sa chroí istigh cé go bhfuil
cuma éagsúil orainn agus gur chóir dúinn glacadh le héagsúlacht.
Tá leagan amach simplí ar gach scéal agus pléitear na ceisteanna agus
na deacrachtaí a bhíonn ag páistí aghaidh a thabhairt orthu gach lá.
Déantar iarracht tuiscint níos fearr a thabhairt do pháistí ar ábhair cosúil
le dílseacht, aclaíocht, litearthacht, comhoibriú, maithiúnas, glacadh le
héagsúlacht, agus éagsúlacht a cheiliúradh, agus ábhair eile atá tábhachtach i saol an pháiste.
Taobh istigh de chlúdach cúil gach leabhar tá treoir do mhúinteoirí
maidir leis an gcur chuige gur féidir a úsáid sa cheacht. Tugtar samplaí de
cheisteanna gur féidir a chur ar na páistí chomh maith le
roinnt gníomhaíochtaí gur féidir a bhunú ar an scéal.
Taitníonn na scéalta seo go mór liom agus ó mo
thaithí féin taitníonn siad go mór le páistí
freisin.
Cé go bhfuil na leabhair seo dírithe ar pháistí
sna meánranganna agus sna hardranganna is
fiú iad a léamh do pháistí níos óige freisin.
Tarlaíonn comhtháthú go nádúrtha le Curaclam na gaeilge agus an Curaclam OSPS.
gach eolas le fáil ó carrolleducation.ie
Curtha le chéile ag Máire Nic an Rí
agus ag Bríd Ní Dhonnchadha, faoi
choimirce COGG.
6
InTouch June 2011
Teaching Matters
Community Blocks
Rebuilding the infant classroom!
T
he structured play session has
begun. Five class groups disperse to their various play
settings: junk art, play dough,
blocks, drama corner and
sand. In the blocks corner a group of five
make a plan. Today two of them will
work together – they are not sure what
they will make. e remaining three settle on constructing a hospital for baby
animals. ey begin by laying out a row
of five double units, placing units and
half units on top. Farm animals are subsequently placed on top of each half unit
in a horizontal position. Larger animals
appear to be queuing up alongside the
row of blocks. e two who earlier were
unsure about what they were going to
do are now building an enclosure for the
same animals. “is is where they come
when they are well,” one explains. Once
the play session is over, the ‘blocks’
group take their turn to explain to the
class their story of the animals that had
babies in the hospital, and that once
well, went out to the field.
used the blocks to create the scene within
which they could develop their story.
e blocks aren’t just any old type of
blocks. ey are what are known as ‘Community blocks’, made from solid birch and
available in a range of planed straight and
curved three-dimensional shapes, provide
children with opportunities to build structures and systems as well as create the scenarios that make sense of these creations.
rough trial, error and in imitating their
peers children build, alter and extend
structures. ey test the robustness of
imaginative and real buildings and problem solve to correct weaknesses that may
occur. ey quickly grasp the notion of
cause and effect as blocks carefully placed
on top of each other come tumbling down
and the constructing must begin again.
As in all aspects of learning, teacher
engagement supports differentiated and
more targeted outcomes with opportunities to focus on particular elements of language and conceptual understanding.
Structuring opportunities using the community blocks can give concrete expression to the meaning of certain prepositions, of mathematical pattern and symmetry, of length and weight to name a few
examples.
On another occasion three children
were building a hotel. One of them commented that “it was going to fall down so
we had an idea to put the blocks closer together”. At this point they began the third
floor of the structure and had hoped to
include a swimming pool. However, it got
“a bit wobbly” and they were unsure as to
what to do. Teacher engagement here enabled the children to resolve the problem
by discussing options such as whether or
not they will take the chance, use a small-
er sized block or reduce the height and
extend out.
e teacher talks with the children as
they play to support their talking out their
thoughts on what they are doing, why
they are doing what they are doing and
what they anticipate will happen. is
approach contributes to the overall
language and cognitive development of
the children.
We acknowledge that community
blocks are not the only resource a classroom needs. However, in our experience
they are invaluable. is is the first year
‘community blocks’ have been used by our
school. We have observed how they have
played a large part in advancing children’s
cognitive development as well as supporting classroom interactions. e fact that
the children are fully engaged when using
these blocks and plan what they will create in advance of the session is testimony
to their worth. t
Written by Junior Infant Teachers, Presentation Primary School, Terenure, Dublin
Note: There are different types and sets of Blocks. The
set mentioned in the article is the quarter School Set
Code G461. JAGGO are offering a 10% discount for
schools across the entire Community Block Range. The
JAGGO product range of Community Blocks can be
found on www.learningblocks.ie, tel : 059-9148605,
mail: info@learningblocks.ie
Surely building a baby animal hospital is
quite a strange play theme amongst junior
infants? In this case it appears to have
been inspired by two curricular topics being explored over the course of the week
– one regarding the birth of animals and
the other referring to human births. e
structured play session in the blocks area
has allowed this particular group of children to further adapt and amalgamate
their own thoughts on the topics and develop their own story out of them. ey
InTouch June 2011
7
Cúrsaí Teagaisc
Forbairt Shóisialta agus
Téama i Leabhair Ghaeilge Nua-fhoilsithe do Pháistí
gach bliain foilsítear go leor leabhar as gaeilge do pháistí. Is minic a dhéantar plé sna leabhair sin ar théamaí tábhachtacha
oideachasúla. Sna léirmheasanna gearra anseo thíos féachtar ar rogha leabhar nua-fhoilsithe do pháistí a thabharfaidh ról-mhúnlaí do
léitheoirí óga agus a chuideoidh leo ina bhforbairt shóisialta agus phearsanta. Léirmheas leis an Dr Marie Whelton, léachtóir le Litríocht
agus Teanga na gaeilge i gColáiste Mhuire, Institiúid Oideachais Marino, Baile Átha Cliath.
An Gleann agus cúram fadtéarmach an imshaoil
I
s scéal dúlra do pháistí é An Gleann a
dhéanann ceiliúradh ar áilleacht an
nádúir agus ar a thábhachtaí ’s atá sé an
timpeallacht agus an tseandálaíocht
dhúchasach a chaomhnú. Go pointe, is
féidir a rá gur critic shóisialta é an leabhar.
Tá Seán ag maireachtáil in áit álainn
iargúlta, áit atá gar do ghleann stairiúil. Is
gleann é atá clúdaithe le crainn dhúchasacha agus tá seanmhainistir fós ann. Is breá
le Seán an gleann agus tá caidreamh ar leith
aige le hainmhithe agus leis an nádúr i
gcoitinne. Bhíodh an spéis chéanna ag a
mháthair, Dúlra, sa ghleann sula bhfuair sí
bás go tobann. ‘Tadhg an Tochaltóra’ is ainm
d’athair Sheáin, áfach, agus i gcodarsnacht
lena bhean chéile agus lena mhac, is cuma
leis faoi bheannaitheacht agus faoi áilleacht
an ghleanna. Maidin amháin, fógraíonn sé
sa siopa áitiúil go bhfuil sé chun mótarbhealach a thógáil tríd an ngleann. Iarrann
ainmhithe an ghleanna ar Sheán iarracht a
dhéanamh stop a chur le pleananna a athar,
ach, nuair a fhilleann Seán abhaile tagann
tinneas mistéireach air. San ospidéal, níl na
dochtúirí in ann cúis an tinnis a aimsiú agus
tuigeann siad go bhfuil Seán ag saothrú an
bháis. Smaoiníonn athair Sheáin ar sheanfhear ón gceantar agus impíonn sé air rud
éigin a dhéanamh. Cabhraíonn an seanfhear leis ar an gcoinníoll go gcuirfidh
Tadhg a chuid pleananna don ghleann ar
ceal. Tar éis don seanfhear a lámh a leagan
ar éadan Sheáin agus tar éis dó paidir a rá,
tagann biseach ar Sheán. Is léir ag an
deireadh go bhfuil ceacht foghlamtha ag
Tadhg agus in ionad motarbhealach a
thógáil sa ghleann, cuireann sé daracha óga
ann. Ar scáth a chéile a mhaireann an
nádúr agus an cine daonna arís.
Tugann an leabhar léargas ar nádúr
idirspleách an domhain agus ar an dualgas
atá orainn go léir an timpeallacht agus ár
n-oidhreacht a chosaint don ghlúin atá le
teacht. Is scéal é seo a bhfuil móitífeanna
traidisiúnta ag sní tríd (an mhallacht, an
chaint le hainmhithe agus údarás daoine
áirithe teacht ar fhoinsí an eolais, mar
shampla), ach is scéal nua-aimseartha é,
freisin, a phléann le téama an tomhaltachais agus le caomhnú an dúlra sa lá atá
inniu ann. Tá an t-údar le moladh as an
traidisiún agus as an gcultúr comhaimseartha a thabhairt le chéile ar bhealach
atá an-oiriúnach don léitheoir óg. t
Údar: Brian Ó Gráinne. Maisiú: Daltaí ó
Ghaelscoil Bharra, Cabrach, Baile Átha
Cliath. Foilsitheoir: Coiscéim, Baile Átha
Cliath.
Cathal sa Naíolann agus an fhorbairt idirphearsanta
B
headh an leabhar Cathal sa Naíolann
oiriúnach do na naíonáin. Is scéal é a
bhaineann le lá tábhachtach i saol an
phríomhcharachtair, Cathal, is é sin a
chéad lá sa Naíolann. Téann an scéal i ngleic
leis na dúshláin a bhíonn le sárú ag an bpáiste
óg nuair a fhágann a thuismitheoirí é sa
naíolann den chéad uair.
Tar éis dá thuismitheoirí imeacht, mothaíonn Cathal brónach agus cúthail. Tá sé
buartha nach bhfillfidh a thuismitheoirí ar
ais chun é a bhailiú. Is é Teidí an t-aon rud a
thugann sólás dó. Tar éis tamail, áfach, bíonn
sé réidh Teidí a roinnt lena chara nua agus
socraíonn sé síos.
Tá an leabhar le moladh as oiriúnacht an
8
ábhair do shaol an pháiste agus níl amhras
ach go spreagfaidh sé páistí chun caidreamh
tacúil a chruthú agus a bhuanú. Léirítear an
príomhcharachtar mar bhuachaill
leochaileach a fhoghlaimíonn go leor in aon
lá amháin faoi rialú a mhothúchán féin agus
faoi láimhseáil a chuid iompraíochta féin i
suíomh sóisialta nua. Foghlaimíonn sé faoin
roinnt agus faoin gcomhoibriú, agus, ar
ndóigh blaiseann sé, freisin, de bhuntáistí an
athraithe. t
Leagan Gaeilge: Tadhg Mac Dhonnagáin, Maisiú:
Pierre Brignaud agus Marcel Depratto. Foilsitheoir:
Futa Fata, Co na Gaillimhe, ISBN: 9781906907235.
InTouch June 2011
Teaching Matters
Phearsanta an Pháiste
Cócó an Colgán Cairdiúil agus tuiscint
an pháiste ar dhifríochtaí cumais
L
eabhar álainn is ea é Cócó an Colgán
Cairdiúil a théann i ngleic le dúshlán
na difríochta i measc na n-óg. Is colgán cairdiúil í Cócó. Is breá léi a
bheith ag súgradh lena cairde ar scoil.
Ansin bogann a clann go teach nua in áit
iasachta agus bíonn uirthi déileáil le
hathrú de shaghsanna éagsúla. Is léir do
Chócó láithreach nach ionann í agus na
héisc eile ina scoil nua. Tá srón an-fhada
ghéar aici a bhíonn sa bhealach i gcónaí,
dar leis na héisc eile. Imíonn na héisc eile
uaithi agus fágann siad Cócó léi féin.
Ansin, lá amháin, beirtear ar na héisc ar
fad in eangach iascaire agus is í Cócó
amháin atá fágtha lasmuigh den eangach.
Feiceann sí na héisc ar fad á n-iompar i
dtreo bhád na n-iascairí. Iarrann siad
uirthi cabhrú leo. Snámhann sí i dtreo na
heangaí agus gearrann sí poll san eangach
lena srón fhada. Sábhálann sí na héisc ar
fad agus, dá bhrí sin, déanann siad muintearas léi agus glacann siad léi.
Is fabhalscéal nua-aimseartha é an scéal
a theagascann ceacht faoin éagsúlacht
fhisiceach agus faoin ilchultúrachas.
Taiscéalann an scéal an téama sin ar
bhealach an-chliste agus léiríonn sé
go mbíonn an tréigean agus an
t-aonaránachas ina ndlúthchodanna
d’eispéireas an duine nach
nglactar leis/léi mar chuid den ghrúpa.
Déanann an scéal iniúchadh ar an
mbealach ina dtarlaíonn claontacht sa
saol, ach léiríonn sé, freisin, go mbíonn
buanna ar leith ag gach duine agus gur
féidir na buanna sin a chur chun sochair
na sochaí ina hiomláine. Spreagfaidh an
scéal seo páistí chun meas a léiriú ar
dhínit an uile dhuine. t
Údar: Ailbhe Nic Giolla Bhrighde. Maisiú:
Brian Fitzgerald. Foilsitheoir: Futa Fata, Co
na Gaillimhe. ISBN: 9781906907204.
Telling Tales
Practical drama activities based on
stories from around the world
Telling Tales series is a great addition to any
multi-cultural friendly school/classroom that
want to explore drama in a cultural context.
They focus on stories, fables, myths and
legends from all over the world. The books
are divided into photocopiable resources for
use with 1st class upward to 6th class. They
integrate drama, SPhE and literacy using the
dramatic styles of readers’ theatre, improvisation and group drama to name a few.
I think children and teachers will enjoy these
lessons and stories, the stories cover places
like greece, China, Iran and even Ireland.
All resources are contained in the book with
the lesson plans being timed carefully for the
time-pressed teacher!
If you need some new ideas for your writing
genres work in English or want to liven up
your drama lessons, then the Telling Tales
books are going to do that!
Author: Susan Battye. Available from Outside
the Box Resources at www.otb.ie. ISBN Book
A: 9781869685348; Book B: 9781869685355.
Price: €25, which represents excellent value
as you will get extensive use from them.
Reviewed by: Rozz Lewis, Principal
in Saplings Special School for Autism,
Carlow.
InTouch June 2011
9
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
September issue of
InTouch should arrive in
Head Office by 15 August
2011. The October issue
deadline is 12 September.
Dublin Pride
e INTO are inviting
ASTI and TUI
members who wish to
march in Pride to join us in
the Teachers' Club on the
day of the parade. e
Dublin Pride parade will
take place this year on
Saturday, 2 June. Participants will assemble at 1.00
for departure to parade
start at 1.0pm. e parade
leaves from Parnell Square.
is year all three union
Presidents will join the
parade in support of their
LGB union members.
INTO LGBT Group
congratulates and sends
best wishes to all of our
members who have
recently celebrated civil
partnerships and to
those planning summer
weddings. (One couple is
tying the knot on 2 June).
On a Southern note,
Cork Pride will take place
on Sunday,  June. Contact
lgbt@into or phone 087
60289 for further details.
See you all in June. Happy
Pride.
InTouch June 2011
Reunions
froebel Class of ‘81
For information please
forward your contact details
to any of the following:
Adrienne: 087 278 33 37
helen: 086 309 15 19
Maura: 087 903 18 63
St Pat’s Post grads ‘75/’76
35 Year Reunion –
Saturday, 18 June at 7
pm. Venue: O’Connells Restaurant Donnybrook, Dublin.
Contact: alicelawless@
hotmail.com 086-3621329
mcostelloneps@gmail.com
patsyfoley@eircom.net
087-6798810
Mary Immaculate College
Sat, 10 September, 2011
golden Jubilee Class of 1961,
and also the classes of 1951 and any
year prior to it; 1956, and 1966.
Saturday, 24 September, 2011
Silver Jubilee Class of 1986, and the
classes of 1971, 1981, 1991, 1996, and
2001.
Tel: 061 774728.
Email: alumni@mic.ul.ie
web: http://friends.mic.ie
Bullying
Teachers Against Bullying helpline
aims to help teachers and principals
who have been, or are being bullied by
any member/s of school staff and/or
inspectors and/or BOM. Contact Teresa
McMahon. Tel 01 2883062, 7-9 pm.
hEALS
The voluntary body HEALS (Horse
Energy Alleviates Living Scars),
founded in 2005 to promote the value of
the horse in assisting human therapy and
learning, has commissioned leading
American experts Prof Allan Hamilton,
Dr Jane Hamilton and Samantha Biffar
to conduct development activities at
the Racing Academy and Centre of
Education in Kildare (RACE) from
5 to 8 July.
Info from: Rosaleen Smith, Secretary,
HEALS, 10 Weston, Newbridge, Co Kildare
045 435791
St Pat’s Class of 1971-’73
Reminder: Class of
1971-'73 First co-ed year,
Club Na Múinteoirí, Friday,
16 September 2011 at 21.00hrs.
‘Comhar Linn’ Drinks
and Canapés.
Contacts: John J O’Carroll
(johnjoc@gmail.com)
0866018612.
Ainle O’Neill
(ainnle25@yahoo.co.uk)
0863590811
Brendan Ryan
(ryan.bn@gmail.com)
0879656379
INTO STSg June Meeting
Venue: Club na Muinteoiri, Parnell Square,
Dublin
Date: Saturday, 18 June 2011. Time: 8 pm
Separated, divorced, widowed, lone parents
from INTO, ASTI, TUI and IFUT welcome.
Annual membership subscription €20
For further information please contact:
Chairperson: Teresa Feeney at 091 8908 /
087 779
Secretary: Renee Flynn at 09 91772 /
087 6802.
Books
Wanted
Copies of
Siuil liom.
Postage will be
gladly paid, as
well as cost of
books. Contact
Kevin at 087 2214.
Summer closure
Summer closure of
INto head office is
from monday, 25 July for
two weeks.
the office will reopen at
9 am on monday, 8 august
61
Nótaí Deiridh
Two pages of resources for the classroom, from training courses to helpful hints and useful links
Irish
Learning
Support
Association
GIVE Gambia Ireland Volunteers in Education
e Republic of e Gambia is
Africa’s smallest, poorest country.
e political environment is very
stable. 90% of the 1.m population is
Muslim and while English is the
official language, and the language
of school instruction, tribal
languages are used in homes and in
general conversation between
Gambians. e rapidly expanding
population is stretching educational
resources and schools struggle to
cater with classes of 0 to 60 pupils.
School buildings lack basic
amenities, many teachers remain
unqualified and there is grave
concern about the generally poor
educational outcomes for Gambia’s
young people.
For six weeks retired Irish
teachers worked with Gambian
colleagues in nursery schools, lower
and upper basic primary schools, in
skills centres for early school leavers
and delivered workshops on reading
skills and early childhood education.
If you are interested in this
teacher education project why not
share your expertise and enthusiasm
and participate for six weeks in this
opportunity of a lifetime. You won’t
regret it.
Contact Joe Griffin 087 2200
or email josephmgriffin@yahoo.ie
ILSA’s Annual Conference
will take place in St Patrick’s
College, Drumcondra, 9/10
September 2011. This year’s
theme is: Enhancing
Learning: Practical and
Positive Strategies. The final
date for booking is 20 June.
Please note that attendance
at conference is now open to
non-members also. Please
check the website
(www.ilsa.ie) for the relevant
booking form and
attendance fee.
, Comhar Linn Crossword NO 131
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 Friiday 29th July 2011
1
2
3
4
8
5
6
9
10
11
13
12
14
15
16
17
18
19
21
24
26
7
20
22
23
25
Across
62
1.
2.
3.
4.
5.
6.
7.
12.
13.
14.
17.
18.
19.
22.
23.
24.
The decisive voice in choosing actors? (7,4)
Anonymous way to baptise fewer. (8)
An obvious way to confuse the voter. (5)
Colleges upset Col. Hoss. (7)
Tacks found on fingers? (5)
An early casualty of air travel! (6)
Georgia's great fun! (3)
Does this person repair bodywork by
outscoring the group of experts? (5-6)
Not left? Correct. (5)
Playboy writer. (5)
At a temperature that keeps Matthew, Mark
and John cool? (8)
Wander when the Greek writer misses the
point. (7)
Shameless way to give support to a Buddhist
sect. (6)
Birds of prey put potassium in hedgerow
fruit. (5)
Shabby diocese at the outskirts of Derry. (5)
Insect taken right from the ale. (3)
27
gordius – In Touch No. 129
NAME:
ADDRESS:
down
1. Study the firm with a Pole. (3)
3. How remarkable that it's not inside, sitting!
(11)
8 and 9. Annual vacation – for those who do
addition problems? (6,8)
10. I lent in confusion. (5)
11. Perplex with a piece of cricket
equipment. (5)
13. Trundles school registers. (5)
15. This somehow gives ET a fragment. (7)
16. Eluding the potential to treat oneself. (7)
20. Three got lost yonder. (5)
21. Ground of the heart? (5)
23. With such material, one took an action
against The Point. (5)
24. It's on everyone's lips – even those of a 24
down, it seems! (4,4)
25. Write occupier X before a soldier. (6)
26. Where in Wexford one might find a shiny
cornet. (11)
27. Spoil the return of a sheepish male. (3)
Across
1. Confiscate 6. Shia 10. Surge
11. Consensus 12. Codicil 15. Reams
17. Echo 18. Oise 19. Ogham 21. Mastiff 23.
Payee 24. Wren 25. Near 26. Abbot 28.
Dragoon 33. Eiderdown 34. Raise
35. Tier 36. Amalgamate
Down
1. Cyst 2. Nervously 3. Iceni 4. Cacti
5. Tone 7. Hosta 8. Assessment
9. Reproof 13. Coma 14. Leotard
16. Complacent 20. Harmonica
21. Mentors 22. Flea 27. Badge 29. Renal
30. Garda 31. Roam 32. Fete
Gordius Crossword no. 129 winners are:
Ruth Dunne, Blackcastle, Navan, Co. Meath
and
Jacinta O’Riordan, Glounthaune, Co. Cork
(winners of XWord 130 and 131 will be
announced in the September Intouch issue)
InTouch June 2011
Finishing Touches
… and your Comhar Linn Crossword!
Your Child in the
Primary School
Tips for Parents z-card
anks to sponsorship from Cornmarket, Allianz
and Vhi Healthcare the popular INTO zcard Your
Child in the Primary School Tips for Parents is available again this year. e Tips z-card unfolds to 
panels containing useful information for parents of
children starting school.
To help keep distribution costs we are distributing
the Tips zcard to as many schools as possible
through branch and district meetings and INTO
training events. Copies were also distributed at Congress. Copies will also be available at the Principals’
Conference in Limerick in September.
e Tips z-cards are available in English and Irish.
If you are attending
an INTO event and
wish to collect
zcards please contact
Selina at scampbell@into.ie or ring
the INTO Publications Section at 01
80777.
INTO Member’s
Diary 2011/12
The INTO diary
for 2011/12 will
shortly be posted
to schools. New
members will
receive their
diaries directly
from Head Office.
The diary contains information
for members
regarding INTO
Committees,
services for
members and
useful addresses
and contact
details.
InTouch June 2011
School Year Planner 2011-2012
The School Year Planner for 2011-2012, sponsored by
Cornmarket Financial Services, is enclosed with this issue
of InTouch. One copy is enclosed for each member plus
an extra copy for the staffroom.
New members will receive their Planners directly from
Head Office.
A copy of the Planner is also available in pdf format on
the INTO website at www.into.ie/ROI. Click on the
Wallplanner button to download.
6