Feis & Blood
November 5, 2010
TG4’s brand new show searching for Ireland’s most entertaining family
From The Clancy Brothers to Crystal Swing, the Irish family has entertained us throughout the decades. Talented Irish families have excelled in their particular genres, whether it’s the pop music of The Corrs or the sean-nós dancing of the Cunninghams.
Now it’s time to find a brand new family that will entertain the nation.
Over 13 episodes, TG4’s new show FEIS & BLOOD, will set out to find a new super-star family.
All entries must be made up solely from family members and must consist of at least 2 people.
So if your family is the new Clannad, or if you like to sing and dance with your brother, sister, parents or grandparents, we want to hear from you. Maybe you enjoy singing Country & Western with your niece? Or do you spend Sunday evenings doing your own version of Riverdance with your cousins? Perhaps you enjoy playing music with your uncle? Whatever the talent, get in touch with us and apply for an audition.
How to apply:
Simply log onto www.tg4.ie and click on FEIS & BLOOD or http://www.tg4.ie/feis and fill out the application form. Alternatively, you can call 01-284 3877 and ask for Críona or Siobhan.
Once you have applied, you will be contacted to attend your local audition.
From the auditions, the most entertaining families will be invited to take part in the show. If you are called to take part in the series, the next stage will be to record your first round show in Dublin.
The first round shows will be recorded on 4th, 5th, 6th, 11th, 12th, 13th January 2011. If you are selected for the show, you will only be required to come to Dublin for just ONE of those dates.
How the series works:
Several different families will perform in each of the 10 first round shows. In each of these shows, one family will be chosen to return for the quarter final. So after the first round shows, we are left with 10 quarter finalists.
In shows 11, 12 and 13 the 10 quarter finalists will be whittled down to one overall series winner.
Watching the families in each show is the judging panel, comprising of 3 experts in the field of entertainment. The judging panel are responsible for selecting the winning family in each of the 10 first round shows. They will also make the crucial decisions in shows 11, 12, and 13, and will select the overall series winner.
Has your family got the talent gene? Does entertainment flow in your blood?
Unleash the FEIS in your BLOOD
Cath na gClubanna Scoile!
November 4, 2010
€5,000 do Chomórtas nua Meánscoileanna
November 4, 2010
No more Republic of average
November 4, 2010
Raising Our Game: How Education in Ireland can be improved:
Part two: There can be no economic recovery until our education system is radically reformed to meet the needs of today’s young people. Here, Fine Gael TD Brian Hayes suggests 10 ways to break the grip of smugness I enjoyed my time over the past three years as Fine Gael’s education spokesman. Every day close to one million people in the Republic are in some way involved in education as either providers or students. From the teaching unions to parent representatives, I met great people who are committed to educational excellence. As a politician it’s one of the few areas of public policy where you can make a direct difference. Unlike being at, for example, the Department of the Environment or the Department of Transport, EU directives don’t really stand in the way of what you’d want to do if you were to arrive in Marlborough Street as minister for education.
Our economic recovery and educational reform here in Ireland go hand in hand. The current crisis provides us with a great opportunity to push through the type of reform agenda that is required. The former Intel chief, Dr Craig Barrett, was right when he said that average isn’t good enough any more. But Irish education is exactly that: average. What’s needed is a new higher standard, underpinned by radical reform. When the Finnish economy crashed after the fall of the Soviet Union in the early 1990s, educational reform was seen as crucial to rebuilding Finland. Over 10 years Finland went from being a basket-case to a smart economy where new technology replaced old. What stands in our way in trying to create a world-class educational standard here? Why can’t we have the best? Clearly we don’t spend enough on education, but that’s not going to change any time soon. New funding ideas, particularly at higher level, are needed. The central command system of the Department of Education needs to be broken up. While the voice of teachers must be heard, too often their voice drowns out everyone else, especially those of students and parents. Even the slightest change in work practice takes years. In short, what stands in the way of progress is a variety of vested interests.
Brendan Behan once spoke about the Irish being popular amongst ourselves. There is a terrible smugness about the education system we have. It is largely built around ignoring obvious problems, particularly with literacy, maths, post-primary dropouts and teacher underperformance, to name but a few. Rote learning and the obsession with points does not prepare young people for the challenges they face in today’s world. A transformation is needed to confront those problems.
1 Change the points system and abolish the CAO
One measure which has the potential to transform post-primary education and remove our unhealthy obsession with the points race would be the abolition of the CAO. I’m not in favour of downgrading the Leaving Cert but why should the State remain at arm’s length from the higher education sector in providing a system to determine who goes to college?
Let universities decide their own entrance system, using maybe a combination of interview, Leaving Cert results and some form of college intelligence test. The introduction of the HPAT aptitude test for medicine has opened up an interesting debate on this subject. The problem is that the points race frames the entire context of post-primary education. Secondary school needs to be about a lot more than some gigantic entrance exam to one university rather than another.
2 Publish school reports
The school evaluation system is not working. Do parents truly get anything from reports on a school that are completed every eight years and written in language that nobody understands? Parents are more interested in how their children are doing and what can be done to help them. Send the inspectors back into the schools to work with teachers and help principals. Publish a school report every year, including results of State examinations. Take the mystery out of the school league tables published every year in our newspapers by getting schools to publish an annual report.
3 Introduce a graduate tax
The universities of this country are a bit like the Irish banks: they are broke. The international reputation and standards we aspire to simply cannot be achieved if the funding base for higher-level education is so dependent upon the State. I developed an idea for a funding system whereby graduates would make a contribution towards their education when they could afford to do so. The graduate tax, as some call it, could represent up to one-third of the unit cost of an undergraduate degree. The more expensive the course, the more a student would contribute. Those who benefit should make a contribution at a time they can afford to do so.
The priority for funding must always be primary and post-primary education. Improving standards in higher education is also essential, and that requires new money and a more rigorous approach to quality. If students have to make a contribution towards their education, instead of parents, I believe that standards will rise and the relationship between students and colleges will be transformed. Paying something back when you can afford it, as against paying it upfront when you start college, is the system of funding we should favour.
4 Abolish compulsory Irish
I passionately believe that Irish should not be a compulsory subject for the Leaving Cert. Sixteen-year-olds should make up their own mind if they want to study Irish. In my view the destruction of the language is based upon compelling every Irish student to study Irish whether they like it or not. We need to introduce other European languages at a much earlier stage. Less than 15 per cent of all primary schools provide a modern European language, excluding Irish and English. Our performance in this area is not good enough. Our future success will be based on our students having greater aptitude in all languages. The earlier we offer new languages in the primary curriculum the easier it will be to reach the European average later in a child’s development.
5 Boost teacher quality
Good teachers make all the difference. We want the best graduates in our schools, people who love their subjects, who are open to change and are prepared to be evaluated on an ongoing basis. Leaving a teacher in the classroom for 40 years is no way to run a system. Ideally teachers should be postgraduates. There needs to be flexibility on teacher contracts, and schools should be allowed to introduce specialist teachers for set periods. Teacher evaluation, mentoring and incentives for real professional development is at the core of improving teacher quality.
6 Invest in school leadership
Show me the bad school with the good principal it doesn’t exist. The leadership of good principals is essential and their role needs to be changed. They should be less the office manager with endless administration and focus instead on leading educational outcomes and knowing what’s going on in the classroom. The problem is that we have too many principals who are teaching full time due to the number of small schools.
7 Schools know best give them real power
What Irish schools need more then anything else is a devolution of power from the centre. Schools should decide how they use teaching budgets, what subjects to teach, where additional help should be aimed. The national curriculum should be used by teachers and principals to suit the needs of their students. We have had enough of edicts from the department. A major cull of educational bodies is also needed. If we liberate our schools to follow their own agenda, greater creativity and a better learning environment can be built. Stalin would be proud of the current composition of Irish education.
8 Let the money follow the student
We need to look at the disadvantaged tag that we give schools. Why is it that 50 per cent of children in disadvantaged areas do not attend disadvantaged schools? The introduction of a pupil premium could enable children from poorer backgrounds to go to any school they want and bring with them the financial support that school needs. Money should follow the student. The key to ending disadvantage is a much wider social mix in our schools. Peer-group and parental expectations are very strong factors in why some students go to college and some don’t.
9 Improve the teaching and learning of maths
We need a major improvement in maths at all levels. While the debate on bonus points is important, the teaching of the subject is the real issue. Students who fall behind in maths need help. Why not use summer courses, online technology and weekend TV tutorials to provide options other than parents paying for grinds in private colleges? Teachers also need guidance on teaching methodology.
10 Give parents a greater role on school boards
One good thing about Irish education is its variety, including religious, vocational, non-denominational, community and language schools. Choice is a good thing. But we need to give a clearer role to parents on local boards of management and to clarify questions of ownership by the various schools.
The Irish Times
3 Samhain 2010
Grant for Translation Services
November 3, 2010
- Is the school’s website being updated at present?
- Is the school publishing plans, policies or a newsletter?
- Is it difficult to find the time or the expertise to translate material to/from Irish?
GAELSCOILEANNA TEO. are offering a grant for translation services (with support from Foras na Gaeilge). We will be able to refund any fees for translation and proofing services to the value of €100 if you submit receipts to us.
On average, translation fees are calculated at 10c per word, with an average fee of €30 per hour for proofing work. The only condition for schools wishing to avail of this grant is that they use an accredited translator from the panel put together by Foras na Gaeilge.
Friday the 26th of November is the closing date for applications. Email oifig@gaelscoileanna.ie to apply for a grant.
Register your school for Irish language seminar in Offaly
November 3, 2010
The Buntáiste Breise na Gaeilge Irish language opportunities tour, organised by Comhdháil Náisiúnta na Gaeilge, is well underway with events taking place tomorrow in Dublin, and in Offaly on 18th November 2010. These seminars are aimed at second level students, in the senior cycle in schools across the country.
During the seminars the extra advantages which the Irish language provides to graduates in the workplace are discussed. To date, An Chomhdháil has held these seminars in Killarney, Dublin, Galway, Cork, Castlebar, Belfast and Letterkenny.
The speakers are inspirational, aspirational and motivational, and their words encourage students to consider Irish as a career option. Among those speaking at tomorrow’s event in Dublin are RTÉ sports presenter, Evanne Ní Chuilinn, TG4 music presenter, Eoghan Mac Diarmada, Director of Comhar na Múinteoirí Gaeilge, Anna Davitt, ‘The Frames’ star, Colm Mac an Iomaire, and former Fair City star, Doireann Ní Chorragáin.
Among those who will speak at the event in Tullamore are, RTÉ/TG4 journalist, Irene Ní Nualláin, Development Officer for Ráth Chairn Co-op, Bríd Ní Chofaigh, RTÉ sports presenter, Evanne Ní Chuilinn, and the teacher and Tipperary hurler, Darragh Egan.
As part of the seminar, questions from the students are welcomed, which gives rise to lively debate. Representatives from third level institutions were on hand with exhibition stands, to inform students of the various Irish language courses available to them after they leave school.
While spaces are full for the Dublin seminar, there is still time to register your school for the seminar in Tullamore on 18th November. If your school would like to take part in the interactive seminar, please contact Brígíd, at 01 679 4780 / brighid@comhdhail.ie.
Cath na gclubanna scoile!
October 29, 2010
Ceisteanna na ndaltaí ag seimineár ‘Buntáiste Breise na Gaeilge’
October 26, 2010
Think Tank: We need to educate the whole child
October 18, 2010
The primary school curriculum is falling short and blunt one-size-fits all homework assignments can quash frustrated pupils’ desire to learn.
There is little evidence to suggest that homework as we currently know it has any real benefit. Serious concerns exist among principals and teachers about its impact. It is becoming evident that the role of homework in our education system requires serious analysis. Homework can cause a lot of stress between parents and children and can erode the quality time they have in the evening. It is often based at a challenge level suited for average to high achievers. This results in many children being frustrated by the difficulty it presents. Inexperienced teachers may sometimes over-prescribe homework and the more a teacher gives, the more valuable teaching time is lost correcting it.
Some teachers admit they give homework because they feel parents expect it; while some parents consider a teacher who gives a lot of homework to be good. But effective teaching in the classroom, which differentiates both children’s learning styles and learning abilities, far outweighs the value of repetitive homework that is not pitched at the child’s ability or individual learning style. The teaching of Irish also needs to be viewed afresh. We have decades of experience in failing to deliver even minimal standards of proficiency. As a starting point, a national policy towards the Irish language is required and must, in the first instance, deal with the default negative attitude in society towards the language. Children come to school full of enthusiasm. Within a few years, the negativity they have absorbed puts an end to their desire to learn.
Suggested strategies could include spending less time in formal teaching of the language, teaching physical education exclusively through Irish (benefiting both subjects) and separating Irish culture from the language as an academic subject. Culture, a compulsory subject, should include drama, songs, music, stories, seanfhocail, jokes, games, humour and slang. Social, personal and health education is currently allocated an inadequate 30 minutes a week in primary schools. It is probably the most important subject for children in today’s world of early sexualisation, negative body image, eating disorders, drugs, alcohol, bullying, depression and family dysfunction.
The Stay Safe programme has been well funded, with teachers trained to deliver its content over the past 18 years. Yet a recent survey shows that more than 10% of schools do not teach the programme. This is unacceptable given all we know now in relation to child abuse. Physical education is allocated one hour a week, which is also inadequate. There are still poor facilities in many schools and no facilities in some. Childhood obesity and its related illnesses, such as type 2 diabetes, are on the rise in Ireland. There is a need for a national strategy to deal with obesity and, while schools have a part to play, they cannot be the full solution. There is a lot of evidence to suggest that girls, in particular, drop out of playing sport after leaving primary school. This needs to be addressed by the sporting bodies and by PE experts at second level.
The subject titles Irish, English, maths, history, geography through which the curriculum is organised have not changed much since the 19th century. Curriculum integration is a familiar concept at primary level. However, the Junior and Leaving Certificate examination system continues to exert a downward pressure on the upper end of primary school. The time has come to find new ways of structuring the curriculum. Categorisation into traditional subject headings does little to enhance the education of the whole child. Of course it is the ideal model when success is measured by a child’s ability to reproduce information that has been learnt by rote. This blunt model does not prepare children to play a meaningful role in society, however.
While acknowledging that some aspects of curriculum continuity between primary and post-primary schools are being addressed, there is still an overall lack of continuity, not just in the area of content, but also in timetabling, pupil-teacher interaction, pastoral care and teaching methodologies. This begs the question of whether the school is meant to serve the educational needs of the child or if the child is meant to fit into various schooling systems.
The Sunday Times – Pat Goff
17 Deireadh Fómhair 2010
Walsh urges halving Irish language budget
October 18, 2010
The amount of time spent teaching Irish in schools should be slashed and ‘smart economy’ subjects such as maths, science or even Chinese should be taught instead, according to an influential educator.
Dr Edward Walsh, founding president of the University of Limerick, has proposed that the EUR1.2bn a year spent on teaching the Irish language in schools should be halved. Dr Walsh is advocating that half the resources should be diverted into teaching pupils international languages, particularly Chinese, French and German. Dr Walsh, a well-known critic of the Department of Education’s policy on the national language, has frequently proposed making Irish compulsory for only three years, making room on the curriculum for other languages.
Furthermore, he suggests that within the narrower spending limits reserved for teaching Irish “we should broaden the teaching of the language to include Irish culture. But let those who are not enthusiastic about Irish drop out after primary school. We should bring them to the well.” Big business and multinationals have also been pushing for changes in the way the future workforce is educated. “Our Irish education system is one of the great, enduring achievements of the 20th century. It was designed to prepare students for success in a burgeoning industrial world economy, and it did its job well.
“But a 21st century services-and-knowledge-based economy has altered the landscape, and it requires different skills and ways of learning,” says IBM’s Irish boss Peter O’Neill, who highlighted advances in data sharing in the US, web-based learning in China and Germany as key advances in education. Dr Sean Baker, chairman of the Software Association and one of the founders of Iona Technologies, believes that while Irish shouldn’t be singled out more attention needs to be focused on maths. “It is more important than some of the other individual languages because it is analytical. It is not language-based or learning-based but thinking-based. We need these skills to build the smart economy,” he said.
Exam results figures published by the Department of Education reveal that far more of our top students are taking Irish ahead of the other subjects needed to fuel the smart economy plan supposed to rescue the country. The latest figures show that last summer more students sat Leaving Certificate Irish than the combined number of students sitting maths, applied maths and physics. Some 14,650 students sat honours Irish with just 14,480 doing either maths, applied maths or physics.
In 2009 more students sat the higher level home economics exam than higher level maths.
Sunday Independent – Shane Ross and Nick Webb
17 Deireadh Fómhair 2010
