Minister Quinn announces an additional €70m for school improvements
November 7, 2013
The Minister for Education and Skills, Ruairí Quinn T.D., has today announced the allocation of almost €70 million for school improvements.
Over €28 million is being made available as a once-off payment to primary schools as part of the Minor Works Grant scheme. Another €40 million will be allocated under the Summer Works Scheme 2014 which is being re-introduced to fund the improvement and upgrading of existing school buildings.
The Minor Works Grant will be paid to primary schools in the coming weeks and will enable schools to undertake small scale repair works without the need to interact with the Department.
“I know that the immediate payment of this grant in 2013 will be welcomed by school communities and management bodies as a valuable contribution to the costs of maintaining school infrastructure,” said Minister Quinn.
Funding from the Summer Works Scheme will allow schools to carry out small and medium scale building works such as gas, electrical and mechanical works, roof and window upgrades, structural improvements; works that will improve and upgrade existing school buildings.
It is up to schools to identify the most urgently required projects to be funded from the Summer Works Scheme. Each school can apply for one small scale project and will be responsible for the completion of those works.
“Despite the funding constraints on my Department’s capital budget I am pleased to re-introduce the summer works scheme in 2014. This funding package is being made as part of this Government’s continued commitment to improve facilities in schools throughout the country. These works will be carried out in schools over the summer months, when the pupils are on holidays, so the disruption to schooling will be kept to a minimum,” the Minister said.
“This scheme will not only improve the learning environment for thousands of students, but the projects will also stimulate economic activity by supporting 2,400 direct and 480 indirect much needed construction jobs in the local economy.”
Schools can apply for these grants online using the Esinet portal. A Freephone service is also available to assist schools with queries. It can be contacted at 1800 200 955 daily from 10am to 1pm and 2pm to 4.30pm from 7th November to 10th December 2013.
Full details on the Summer Works Scheme are available at http://www.education.ie/en/The-Department/Re-use-of-Public-Sector-Information/Library/PR13_11_05_file.pdf
Fuaim-U Android App
November 6, 2013
Fuaim-U is an Irish phonics game that follows a phonic programme for children learning to read and spell in Irish. Fuaim-U begins with basic CVC words and progresses to longer words, multisyllabic words, words with aspiration and lenition, broad and slender words and then the variations of spelling for the long vowel sounds.
All the words are in standard Irish but focus on Ulster Irish and the correlation between Ulster pronunciation and standard spelling. Obviously most of the games are applicable to all dialects and some to Ulster Irish only. The other two main dialects will follow.
The App is available to buy from Google Play (https://play.google.com/store/apps/details?id=com.cogg.fonicfuaim&hl=en)
New funding model discussed in NI Assembly
November 6, 2013
The Committee of Culture, Arts and Leisure (CCAL) welcomed Foras na Gaeilge to the Northern Ireland Assembly recently to discuss the implication of the new funding model on the Irish language in the six counties.
A new funding model for the Irish language Voluntary Sector was announced in July 2013 when a final decision regarding the model proposed by Foras na Gaeilge was announced by the North/South Ministerial Council (NSMC).
Under the new system, 6 lead organisations operating on an all-island basis will replace the 19 current core-funded organisations and will deliver services according to 6 strategic priorities.
The timeline for the restructure of the sector was announced recently and welcomed all organisations to submit an expression of interest by 30 October 2013.
CCAL raised several questions throughout the discussion with Foras na Gaeilge regarding the concern among organisations in the north about the effect the new structure will have on the particular areas of work that have been progressed over many years relating to the promotion of Irish in the 6 counties. The committee maintained that the state of the language is completely different in both jurisdictions and described the concern that is in the community regarding the damage that the new structure could have on the sector.
There are currently seven core-funded bodies based in the six counties and it is unknown how many will remain under the new model. The committee drew attention to the important cross community work carried out by Iontaobhas Ultach over many years and the significant research done by Pobal regarding the state of the language and language rights in the jurisdiction.
The committee emphasised the importance of this experience and expertise in any progress made in the future and believed that valuable resources will be lost under the new structure. Committee members also raised the matter of the representation of northern organisations on the development forum. Members agreed that the details of the Business Case, which is with the Department of Culture, Leisure and Arts for consideration, regarding advisers and change of management should have been put in place long before now. Foras na Gaeilge informed CCAL that each lead-organisation would operate on an all-island basis which means that staff would be based in both jurisdictions.
It was stated that organisations in the south have vast experience in dealing with the promotion of the Irish language in the six counties and that the new model would have a positive effect on cross-community areas of work as there will be more emphasis placed on the work of local groups active on the ground.
While Foras na Gaeilge will not be responsible for the recruitment of lead-organisations, they will be advising that the expertise within the current sector be prioritised in any recruitment process. Every effort will be made to keep the expertise of the 19 core-funded bodies within the new sector layout and that it is hoped pay scales will remain the same for the most part.
Foras na Gaeilge stated that the new structure would not be able to accommodate all employees within the current set-up but it has been recommended that organisations amalgamate as part of the application process. It is understood that several organisations are in talks regarding amalgamations however, Foras na Gaeilge said that they are in no position to push bodies together during the process. Organisations will be permitted to amalgamate in spite of submitting an expression of interest as a single body.
CCAL emphasised the importance of the various projects carried out constantly by organisations and agreed that all projects must continue under the new model. Foras na Gaeilge have committed to facilitating the transfer of projects to new organisations in order to ensure that the important work carried out over the years will remain in place.
Foilsithe ar Gaelport.com
Significant weaknesses in teaching of Irish
November 6, 2013
Chief Inspector’s Report shows major flaws in the learning and teaching of Irish in the education system.
The Report compiled by Chief Inspector Harold Hislop is based on the details of both announced and unannounced inspections carried out by the Department of Education and Skills between 2010 and 2012 and details the quality of learning and teaching of all subjects in Ireland’s schools.
This is the first time that the report has been published publically and while the quality of most subjects has been praised, the Chief Inspector has been critical of the approach to the teaching of Irish.
According to the report, the quality of Irish lessons is unsatisfactory in 24% of primary schools and 28% of post-primary schools. It found that 22% of students were not pupils were not provided with opportunities to learn through talk and discussion, one of the fundamental requirements of language learning. The inspection and Whole School Evaluations (WSE) found that students must be given greater opportunities to be provided to pupils to work collaboratively during Irish lessons, and for the language learning to be consolidated.
The report found that preparation and planning were of utmost importance in schools were the teaching of Irish was of a high standard. It estimates that 22% of teachers do not sufficiently prepare for lessons and as a result a significant amount of students are not being provided with the appropriate learning programme.
Inspectors noted that the assessment process was unsatisfactory in 35% of Irish lessons. The Chief Inspector’s Report found that this figure demonstrated the need of primary schools to make planned, systematic provision for assessing pupils’ learning of the main language skills in Irish.
A deficiency in resources for teaching Irish was recognised as a significant challenge in 20% of lessons and was also noted as challenge at post-primary level. The Inspectorate, in its 2007 report, Irish in the Primary School, recommended the implementation of a programme similar to Séideán Sí (currently in use in Gaeltacht and all-Irish schools) in all schools however, there has been no implementation of such a programme. It is hoped that the work of the National Council for Curriculum and Assessment (NCCA) and will have a significant impact on this inadequacy.
The report highlights the need for greater attention to phonological awareness at post-primary level, a stronger focus on the acquisition of language structures and grammar rules and the consolidation of newly-acquired aspects of language. It recommends that lessons focus more on the target language and avoid translations. Inspector reports also found that found that in a small but significant number of classrooms, teachers’ own linguistic skills were deficient.
Foilsithe ar Gaelport.com
€1.2m ar fáil do sheirbhís úr nuachta
November 6, 2013
An M. Oid. san Oideachas Lán-Ghaeilge seolta go hoifigiúil ag an gComhairle Mhúinteoireachta i gColáiste Mhuire gan Smál
November 6, 2013
Special Offer from Forever Languages
November 5, 2013
Forever Languages is a brand new Irish company with a passion for languages. Our aim is to instil a love of languages in students of all ages and abilities.
We have a number of books for Irish-medium schools available for purchase. We have a special offer for Gaelscoileanna.ie until November 30th 2013, which gives a 10% discount and free delivery for all orders. Just mention Gaelscoileanna.ie when you place your order to avail of the discount, or use coupon code GAEL when you purchase from our website www.foreverlanguages.com
Some of the books in this special offer include:
On y va! 1 – French textbook with accompanying CD for 1st year students, specifically designed for Irish-medium schools.
On y va! 2 – French textbook with 2 accompanying CDs for the 2nd and 3rd year curriculum, also designed specifically for Irish-medium schools.
…à la française – French resource book and CD for beginners level in primary school or 1st year in secondary school. Detailed lesson plans for each subject area – maths, history, geography, science, art and P.E. This is a fully photocopiable resource.
Developed to make French language learning fun for everyone.
Please contact marie@foreverlanguages.com for further details.
You can find sample pages of all books on our website www.foreverlanguages.com/index.php/samples
The full Teachers Notes for both On y va! books can be downloaded from www.foreverlanguages.com/index.php/downloads
Corn an Earagail
November 5, 2013
Gairmscoil Chú Uladh – Bliots Cispheile idirscoile
November 5, 2013
School inspectors criticise standards of teaching in maths and Irish
November 5, 2013
Teaching quality and standards in all other subjects were found to be satisfactory Report includes assessments after announced and unannounced inspections
School inspectors have highlighted unsatisfactory quality standards in the teaching of maths and Irish in schools. However, teaching in all other subject areas holds up better, with more positive assessments, a report by the chief inspector of schools has found. The report shows that a quarter of Irish lessons at primary level during inspections were unsatisfactory. In post-primary schools, about a third of Irish lessons were ranked as unsatisfactory, as were a quarter of maths lessons. And while maths learning in primary schools was satisfactory or better in 86 per cent of cases, the report showed that only half of students were involved in collaborative working, something considered essential in this subject area.
Teaching quality and standards in all other subjects were found to be satisfactory or better, according to the Chief Inspector’s Report 2010-2012 released yesterday. The highly detailed report includes assessments after announced and unannounced inspections by staff from the department. For the first time the inspector’s report includes surveys involving parents and also students, who give their assessments of teaching standards in our schools. Inspectors judged that 86 per cent of lessons inspected in unannounced inspections were satisfactory or better in primary schools, but 14 per cent were not satisfactory. The overall figures for post-primary schools were 87 per cent satisfactory or better and 13 per cent not satisfactory. This generally good performance was repeated across all lessons, the inspectors judged, except for in the areas of Irish and maths. Baseline of data Minist er f or Education and Skills Ruairí Quinn said he had read the report with interest. It now provided a baseline of data which could be used in ongoing inspection activities.
The difficulties with maths and Irish were a problem, he said. “Does it point to a need for reform? No, it screams for reform,” Mr Quinn said of the inspector’s findings. For too long people had “unwisely” accepted the notion that Ireland had the best education system in the world, something that blocked change. The report showed that generally the school system was performing well, he said, but it also revealed some weaknesses and pointed schools in the direction of improvement. The school system had been working “in a challenging context” given the fiscal restraints, said chief inspector of schools Harold Hislop. Student numbers had grown while the number of teachers has remained fairly static. The report included the details of a l mo s t 800 whole school evaluations and 1,100 incidental inspections at primary level, he said. At post-primary there had been a l mos t 190 whole school evaluations, more than 1,400 subject inspections and 430 incidental inspections, he said.
Inspection procedures had been changed considerably and this was the first such report to be issued publicly by the inspector’s office, Mr Hislop said. Also for the first time questionnaires were completed by thousands of parents and students to assess their views on the provision of education. These surveys showed there was a “communications issue” between schools and parents. While 94 per cent of primary pupils felt safe at school, only 70 per cent of parents f elt their child’s school was dealing well with bullying. Only 70 per cent of parents said their views were regularly sought by the school. Parental surveys The responses from parental surveys were very positive from the point of view of education, the report indicates. The survey of 47,000 parents of primary school pupils showed that 97 per cent of them f elt that teaching was good in their child’s school. At post-primary school level 87 per cent of the 20,000 parents surveyed were happy about the teaching standards at their child’s school. The 29,000 post-primary student surveys showed 70 per cent of students said their classes were interesting and 74 per cent agreed that their teachers explained things clearly.
www.irishtimes.com
