Dianchúrsa Traenála i Scileanna Raidió ó Raidió Fáilte
January 15, 2014
Seachtain na Gaeilge 2014
January 15, 2014
This year’s Seachtain na Gaeilge will take place from 1st -17th March 2014 and promises to be the longest week of the years packed with cultural and Irish language events all over Ireland and around the world. Once again this year Seachtain na Gaeilge welcomes new individuals & groups and previous participants to organise an events/events during the 1st -17th march 2014. Seachtain na Gaeilge promotes the use of Irish language and culture both at home and abroad with a two-week festival held in March every year. The festival gives everyone a chance to experiment and have fun with Irish, whether they are fluent speakers or only dipping their toe in the language for the first time.
Seachtain na Gaeilge 2014 festival will have its most international flavour to date. Learners from abroad will be invited to Ireland to take part in the fun from 4 – 17 March 2013, where there will be a range of exciting new and innovative events organised to get everyone speaking Irish. The 2014 celebrations will not only have one or two ambassadors but three and they hope to motivate thousands of people to speak their native language during Seachtain na Gaeilge 2014. This year’s ambassadors include Máire Treasa Ni Dhubhghaill from Conamara, presenter on Rugbaí Beo and Ponc on TG4, the talented Dublin footballer and is a dual player for Castleknock, Ciarán Kilkenny and the BBC broadcaster and television presenter Lynette Fay from Dungannon, Co. Tyrone. Seachtain na Gaeilge will be celebrated all over Ireland in many other locations all over the world where the community have embraced a love the Irish language. In Ireland many local libraries and the National Museum of Ireland will hold many historical and various events which will give people the opportunity to practice their Irish. Seachtain na Gaeilge celebrates the Irish language each years and also celebrates tour heritage, culture through various events such as concerts, conversation gatherings, traditional music sessions, sean-nós and Irish dancing, children’s events plus much more. Other events include historic walks. Poetry reading, surfing lessons, speed dating as Gaeilge, children’s event, storytelling, concerts, Irish language conversational gathering in many café’s all over Ireland plus much more.
To register an event contact Seachtain na Gaeilge at +353 (0)1 4757401 / E eolas@cnag.ie
To find out what’s happening in your area this Seachtain na Gaeilge visit: www.snag.ie
Foilsithe ar Gaelport.com
Secondary-school management is at breaking point
January 15, 2014
The most challenging issue for voluntary secondary schools is their management structure.
It is often noted that Ireland is very fortunate to have more than 30,000 wonderful volunteers who, in their roles as members of boards of management, govern our 4,000 primary and post-primary schools.
It is the very existence of this voluntary, community-based governance model that should create the impetus for complementing it with a well-resourced and appropriate school-management structure. Sadly, the reality is quite different.
Historically, the voluntary secondary-school management system evolved from a time when professed religious managed schools in their roles as principal and manager. In addition, the local community of religious in the convent or monastery provided much-needed support, free of charge, to the principal or manager and to the school community.
Today’s picture is much different, with a lay principal, supported only by a deputy principal and a group of teachers with “posts of responsibility”, whose numbers are shrinking due to a moratorium on filling such posts that was introduced in March 2009.
However, even if the previous system existed today, I would be making a case for the overhaul of the management system in voluntary secondary schools.
Before 2009, more than 50 per cent of teachers in voluntary secondary schools held posts of responsibility. Unfortunately, the title “posts of responsibility” is a misnomer as these roles represent discrete functions and all responsibility still ultimately rests with the principal.
Principals are therefore carrying a growing and impossible workload as they try to cope with running schools that aresuffering not just the impact of the moratorium, but a multitude of other cutbacks that have resulted in the principal being forced to become a guidance counsellor, year head, building-project manager, classroom teacher, and so on. In addition, the introduction of new legislation, regulations, top-down policies and disconnected educational initiatives such as a literacy and numeracy strategy, school self-evaluation and junior-cycle reform have all been added to the principal’s to-do list.
The ever-increasing workload has forced many principals to retire from the job at the earliest opportunity. Research conducted by the Joint Managerial Body (JMB) last summer indicated that 61 per cent of principals in voluntary secondary schools have been replaced within the past five years.
A consequence of this increase in workload and worry-load has been the emergence of high degrees of stress among principals. This has taken both a personal form, such as chronic fatigue and anxiety, as well as having an impact on working style. For example, many principals speak of the difficulties of prioritising their students and teachers in the face of an overload of administrative demands.
Their main vocation lies in teaching and learning but their main workload is increasingly concerned with compliance and the struggle for resources.
We need to reimagine the role of the principal in our schools in order to provide her or him with greater flexibility and autonomy to lead and manage in the local context. In particular, a structure must be created in which middle management responds to the real needs of each school and includes real responsibility for those undertaking such roles. To this end, the JMB and the Association of Community and Comprehensive Schools have embarked on a project to develop a management structure in post-primary schools that is fit for purpose.
Many principals protest that decisions made at national level often ignore the real-time, real-life impact at school level.
It is essential that principals receive more practical supports, both nationally and locally, as well as experiencing much clearer channels of communication.
Ferdia Kelly is general secretary of the Joint Managerial Body, which provides advice and support and negotiates on behalf of school management in 400 voluntary secondary schools.
www.irishtimes.com
Gael-Choláiste an Phiarsaigh still without premises
January 15, 2014
Department of Education and Skills yet to announce a site for the new post-primary school
Lorcán Mac Gabhann, Chairperson of Gael-Choláiste an Phiarsaigh, has said that the location of the school, which is due to open on 1 September 2014, is still unknown to the Board of Management.
The decision to establish an all-Irish secondary school in Dundrum, South Dublin, was taken by the Department of Education and Skills over two years ago, and although 200 students are already registered, with 46 due to start in September 2014, no information has been made available to the Board or parents regarding the location of the school.
Mac Gabhann said that while the Board has been working hard over the last year there has been little meaningful engagement with the Department of Education regarding a location for the school and up until now, parents or the Board were never consulted as to where to school should be located so as to best suit their needs.
One parent of a child starting in September, Sarah Flynn, said, “It is incredibly difficult for us as parents when our children ask us where they will be starting next September and we have no answer for them. This uncertainty is placing a huge strain on the children”.
Another parent, Donal Duibhginn, said, “There is no other provision for Irish medium education available for our son in the area and Gael-Choláiste an Phiarsaigh is our last hope to provide the type of education we wish for our children”.
The Board of Management of the Gael-Choláiste is urgently demanding a meeting with the Minister of Education and Skills to discuss the lack of consultation and dialogue with parents and Board over the future location of the school.
Foilsithe ar Gaelport.com
Tráth na gCeist Bórd Feachtas i gColáiste Raithín, Bré
January 15, 2014
Tough campaign for the Irish language
January 15, 2014
Over 200 people attended a public meeting held by Conradh na Gaeilge at the weekend regarding the Government’s approach to the Irish language.
The meeting was held in Dublin’s Liberty Hall on Saturday to highlight public anger and frustration with the Government’s attitude to Irish and the Gaeltacht at the level of the State, and to discuss the way forward for the Irish speaking community.
The latest developments come as a result of An Coimisinéir Teanga, Seán Ó Cuirreáin’s announcement that he would be resigning from his role on 23 February 2013 due to the Government’s failure to implement language legislation.
Conradh na Gaeilge and the Union of Students in Ireland (USI) held a protest before Christmas to mark the beginning of the campaign to show the Irish language community’s support for An Coimisinéir Teanga’s stance and their disappointment with the Government’s approach to Irish language matters. The meeting on Saturday gave Irish speakers the opportunity to discuss the objectives and requirements of a tough campaign will be undertaken in the coming weeks.
Guest speakers included Capt Aralt Mac Giolla Chainnigh, founder of the Canada Gaeltacht, Seán Mag Leannáin, Former Chief Officer in the Stateservice, and the public forum was chaired by Caoimhín Ó hEaghra, Director of An Foras Pátrúnachta and former Senior Civil Servant.
In an official statement from the Department of Arts, Heritage and the Gaeltacht, it stated that the issues raised at the meeting on Saturday, 11 January 2014, will be considered by the Department as well as the appropriate stakeholder groups, but noted that many of the recommendations made at the meeting relate to the work of other Government bodies and not the Department of the Gaeltacht.
Based on recommendations made at the public meeting, the following actions have been agreed:
- to organise a tough continuous campaign
- to establish a workgroup to coordinate the campaign (Conradh na Gaeilge will act as secretary to the group)
- to organise a large demonstration that will attract public support to the campaign
In order to implement these recommendations, any person or group with an interest in taking part in the workgroup is being asked to notify Ard-Rúnaí Chonradh na Gaeilge, julian@cnag.ie, before 12.00pm on Friday, 17 January. It is hoped that the workgroup will be made up of representatives from all aspects of the Irish language community including members from the north, the west and the Gaeltacht.
The workgroup will agree a strategy for the campaign which will include recommendations made at the meeting, and will begin to put plans into placer immediately regarding a large demonstration that will take place in Dublin on Saturday, 15 February 2014, at 2.00pm.
It is hoped that the campaign will be active before the language commissioner stands down on 23 February 2014.
Foilsithe ar Gaelport.com
Mórshiúl beartaithe ag lucht na Gaeilge
January 15, 2014
Spriocdháta don Chomórtas Amhrán Pan Cheilteach 2014
January 15, 2014
Learn Irish this New Year in Carlow
January 15, 2014
Following the unprecedented success of Gaelchultúr adult Irish evening classes in Carlow over the last five years, Glór Cheatharlach is delighted to announce that a new series of classes for Spring 2014 will commence in Carlow this February.
The courses were first launched in September 2008 and have been hugely successful with many participants returning again and again to take part in the courses. A special reduced fee of €180 is also on offer for Carlow learners who sign up now. Courses will commence the week of February 3rd, 2014 with all classes being held in Carlow County Council offices on the Athy Road. All levels will be on offer this term- beginners, elementary and intermediate. The emphasis is on getting participants speaking the language and there is a level to suit everybody, whatever their current ability from those who have never spoken a word of Irish to those wishing to improve on their ‘Cúpla Focal’ to those who want to improve their fluency.
Beginners will be held on Monday evenings. Elementary and Intermediate levels will be on Tuesday evenings. All classes run from 7-9pm over 10 weeks. While the beginners level (Bunrang 1) is suitable for those who have never before learned the language, the elementary level is the starting point for those who may not have used Irish for some years but who would have some basic knowledge of the language from their schooldays. Emma Whitmore, Oifigeach Gaeilge with Glór Cheatharlach said: “We are delighted that Gaelchultúr classes are returning to Carlow once again this year. Last year’s participants really enjoyed the learning experience and we hope to see lots of new faces as well as some familiar ones from last year returning. It shows once again what a strong connection people in Carlow with the Irish language with so many people wanting to learn or improve their skills in the language. The Gaelchultúr courses are the ideal opportunity for those interested in learning Irish and the course itself is fantastic.
Participants really enjoy the classes and feel so much more confident in their abilities once they get into the course”.
Those unsure which course to choose can do a quick self assessment on the Gaelchultúr website www.gaelchultur.com which will recommend which level suits them best. The cost of the 10 week course is €180 and registration is now open online on www.gaelchultur.com or by calling 1890 252 900. Further information available from Emma in Glór Cheatharlach on (059) 9158105, (085) 1340047 or by emailing emma@glorcheatharlach.ie
www.carlow-nationalist.ie
How to pick the right subjects for your career path
January 15, 2014
Now is the time when third year and Transition Year students are taking important decisions about what subjects to study at senior cycle.
Students need to consider their aptitudes and abilities and use that as a basis for selecting the subjects to which they are best suited. It is also vital that they take into account future college and career paths and ensure that when it comes to applying for higher education they are not caught out because they did not study a particular subject at Leaving Certificate level. Here, Aoife Walsh, guidance counsellor at Malahide Community School, Co Dublin, offers some key pointers on how to make the best choices.
Q My school offers LCA, LCVP and traditional Leaving Certificate. What are the differences between these three programmes?
A LCA stands for Leaving Certificate Applied. It provides students with a very different way of studying. It contains a large amount of continuous assessment and work experience. Students study traditional subjects such as maths, English and a language but also take a variety of modules which varies depending on the school. LCA classes are generally smaller than traditional Leaving Certificate classes. This option tends to suit students who do not enjoy a very academic environment and enjoy a more practical learning style. LCVP stands for Leaving Cert Vocational Programme. It offers students who are studying certain combinations of subjects in the traditional Leaving Cert the opportunity to take extra ‘Link Modules’ in the area of Business and Enterprise. Students can earn up to 70 CAO points for LCVP and the programme is mostly project work with an exam in May. Nearly all colleges recognise LCVP points for entry but students may count only their best six subjects for points.
Q How many subjects do I need to choose?
A The rules in schools vary, but most require students to take seven subjects for the Leaving Certificate. Some students may take fewer, for example, those who are not taking Irish. Other students may choose to take more. There is no specific rule about how many subjects one should take, however students must pass six subjects in the Leaving Certificate in order to be eligible for Level 8 (honours) degrees and the CAO uses a student’s best six subjects to determine CAO points.
Q Are there any subjects I must choose?
A Every student must take English, maths and Irish, unless they have an exemption from Irish. Students will normally choose another four subjects. The subjects offered by schools and the freedom of choice students have can vary depending on resources and timetabling constraints. Some schools offer students a completely free choice while others might ask students to choose between certain groupings. Most Leaving Certificate subjects can be taken up by students at senior cycle even if they have not studied them before, but there are some that students will find very difficult to take up if they have not studied them previously. If students are considering taking a new subject it is advisable to speak to the subject teacher or a guidance counsellor before making this decision
Q I would like to take more than seven subjects, is this possible?
A In theory, students may take as many subjects as they wish, but most school timetables can only accommodate seven. However, every year a number of students choose to take eight subjects or, in a very small number of cases, nine. These extra subjects are usually taken outside school. Students may choose to take a subject that is similar to subjects they are already studying. For example many students who are studying physics and higher level maths may choose also to take applied maths. Students who speak a language other than English in the home may have the option of taking this language as subject for Leaving Certificate even if it is not taught in their school. Among the languages in which students can sit a Leaving Cert exam are Russian, Romanian and Polish, to name a few.
Q Should I take an extra subject?
A There is certainly no need to take on extra subjects for the Leaving Certificate. There is already a lot of work involved in taking seven subjects and only six are required for the CAO so students are already doing an ‘extra’ one. Before deciding to take on an extra subject it is important to consider how much extra work this will involve and if it is really needed. Taking extra subjects for CAO points can be a false economy; if students spread themselves too thinly they could fall by five points in each of their other subjects and negate any gain being made by taking the extra. Remember, no matter how many subjects a student takes, the CAO will only count the best six.
Q How should I choose my subjects?
A There are number of things students should consider when choosing Leaving Certificate subjects. Firstly, they should think about the subjects they enjoy and why they enjoy them. If students enjoy their subjects they are more likely to study them and get better grades. Also, if a student enjoys a subject in school it is likely that they will enjoy a college course in a similar area and eventually a job in that field. If there are subject requirements for a course they will be in an area related to that field of study. Students should also consider what they enjoy doing outside school. Hobbies and interests might give some clues as to what subjects they enjoy. Secondly, students should consider the subjects where they shine. It may be helpful to discuss this with friends and relatives. Consider Junior Certificate results as well as any aptitude testing done in school. Students currently in Transition Year, should consider what modules you have enjoyed so far. Finally, consider possible entry requirements for third level. For example, science courses will require students to have taken science at Leaving Certificate, but students who are interested in careers in science are likely to enjoy science and will probably opt for at least one science subject anyway.
Q Do I have to take a language if I want to go to college?
A Some schools require all their Leaving Certificate students to take a language. If students have the option to choose whether or not to take a language, they should consider it seriously as it may determine the choices available to them when it comes to applying for college. For example, a third European language is a requirement for of a number of departments in the NUI colleges — University College Cork (UCC), University College Dublin (UCD), NUI Galway and NUI Maynooth. The phrase, third European language, refers to a language other than English and Irish, which, it is presumed, most students already study. Departments in HUI colleges that require students to have a language include arts/humanities, business and health course such as medicine and dentistry. A third language is not required for engineering or agriculture in these colleges. Trinity College Dublin (TCD) and the University of Limerick require students to have one language — either Irish or a modern language, while Dublin City University (DCU) and the institutes of technology require students to pass maths and English or Irish.
Q I do not study Irish. Am I excluded from applying to certain colleges?
A Students who have an exemption from studying Irish in school will be also exempt from this requirement at university. Students may receive an exemption for Irish if they joined the Irish education system after 5th class in primary school or if they have a certain type of learning difficulty. Information regarding exemptions will have to be sent to colleges of choice but this will be done in 6th year.
Q If I don’t know what I have to study at third-level, what subject should I choose?
A If a student is not sure what to study at third level, they should choose subjects that they are good at and that they like. It is likely that if students like something in second-level school they will like it at third level as well. Students are also likely to do better in the Leaving Certificate in subjects they enjoy , leading to higher points, which will mean more CAO options. If a student has any ideas about what they might like to study at college, they should look up the requirements for these courses on Qualifax.ie. If students think they would like to study science then it is a good idea to take a science subject at Leaving cert. Students should also consider keeping on a language to ensure they have the widest possible choice when it comes to filling out the CAO form.
Important Dates: Today Cork IT – CAO Information Session for mature students, Dublin Business School – Open Day DCU – CAO, Mature student and parents eveing IADT Dun Laoghaire – Open Evening Limerick IT Clonmel – CAO Information Evening NUI Maynooth – CAO Information Evening Shannon College of Hotel Management – Open Evening UCAS – Application deadline UCD Engineering – Open Evening January 16 Limerick IT – CAO Information Evening Limerick IT/LSAD – Portfolio Open Day NUI Galway Information Evening (Letterkenny) NUI Maynooth – Information Evening (Athlone) UCC – Information Meeting for Parents January 18 Dundalk IT – Information meeting Irish College of Humanities and Applied Sciences – Open Day Mary Immaculate College – Open Day UCD – Architecture Open Day University of Limerick –Open Day January 19 HPAT Ulster – Late registration closes January 20 CAO – Deadline for reduced fee applications HPAT Ireland – Registration closes.
Points? You do the maths.
A minimum C3 in higher level maths is a basic requirement for many Level 8 (honours) degree programmes. In some cases, the minimum requirement is higher than C3. In general, higher level maths is a requirement for Level 8 courses in engineering, computer science, actuarial science, financial maths, mathematical science and some science courses. Currently, students who achieve at least a grade D in higher level maths will have 25 points added to their CAO score, if maths counts as one of their best subjects. Courses where foundation level maths is acceptable or with no maths requirement include some social studies, humanities, art, film, planning, journalism, media, law and the Garda College .
Measure your aptitude
Many schools use the Differential Aptitude Test (DAT) with students who are choosing subjects for the Leaving Certificate. The DAT tests measure students’ abilities in a number of different areas and the scores can be used to produce a profile showing a pupil’s strengths and weaknesses. In contrast, exams measure students’ performance. DAT scores can be useful in helping a student to decide what subjects to pursue. High scores may indicate that a student would enjoy certain subjects for example:
Verbal reasoning: English, Business, History
Numerical Reasoning: Math, Accountancy, Physics
Abstract Reasoning: Physics, Engineering, Math, Chemistry
Perpetual Speed and Accuracy: all subjects.
Space Relations: Art, Design and Communication Graphics, Biology and Geography.
Mechanical Reasoning: Engineering, Technology, Construction
This list is not exhaustive.
www.independent.ie
