April 1st, 2011

Celebrating Talent – Ireland Leads The Way With EU Talent Day, 9 April 2011


With talent support as the central theme of its Presidency of the EU, Hungary is inviting Europe to unite on Saturday 9th April, 2011, to mark EU Talent Day. As the Irish Programme for Government has recognised gifted children, we now have a great opportunity to celebrate and promote Irish talent and innovation in all its forms – cultural, artistic, sporting, musical and academic – and explore ways of identifying, developing and supporting talent across a range of disciplines.

EU Talent Day Ireland is being co-ordinated jointly by Peter Lydon of Gifted and Talented Ireland, and Catherine Riordan and Karen McCarthy – gifted education advocates and authors of the Irish Gifted Education blog. They are inviting individuals and groups to organise events on April 9th to celebrate talent in all its forms.

Activities planned so far include: ‘EU Talent Day 2011: From Toy Boats to Game Boards: Viking Ireland from a Child’s Perspective’ at the National Museum in Kildare Street; a children’s picnic and guided tour at Dublin Zoo; and dance, music, art and drama gatherings at several locations.

“EU Talent Day gives us a chance to push aside the gloom and remember what a talented country Ireland is. We need to give our young people the message that they have lots to offer and that great possibilities exist,” says Catherine Riordan.

Karen McCarthy adds, “It is also a great opportunity to celebrate our academic talent – Ireland has a rich history of cultural and scientific innovation”.

In tandem with EU Talent Day, Ireland is leading the way with the first ever National Gifted Education Awareness Day, Friday 8th April, 2011. National Gifted Education Awareness Day aims to promote awareness among teachers of the specific needs of Exceptionally Able (EA) children in classrooms, recognise those schools that have developed policies to help meet these educational needs, and to encourage co-operation between teachers and parents in support of EA children.

Lydon, a specialist teacher of Exceptionally Able children who helps schools to draft policies to support these pupils, says, “Our education system provides very well for children of average ability. We also have special provision for children with learning difficulties, but up until now we had no recognition that EA children have specific learning needs.

“The system assumes gifted children will do well, almost as if they could teach themselves. Instead, they often flounder and underachieve without support.”

An experienced secondary school teacher himself, Lydon says he knows how dedicated teachers are – yet they receive little or no training in recognising and helping gifted learners.

He says, “There is nothing more frustrating and demoralising than to watch unfulfilled potential slip through the system. For the child, the consequences can be serious damage to self-esteem, lifelong underachievement, and emotional difficulties. Awareness of the specific needs of Exceptionally Able children can begin the process of ensuring these children achieve their potential.”

Training for Parents’ Associations

March 25th, 2011

A Chara,

The National Parents Council post primary are currently organising our programme focused on delivering  training for Parents/Guardians on Parents’ Associations in all post-primary schools (Community Schools, Community Colleges, Comprehensive Schools, Secondary Schools and Vocational Schools), nationwide. The delivery of such a programme will ensure that the members of each Parents’ Association will know their responsibilities, their rights and where to obtain all the knowledge required to ensure they can advise fellow Parents/Guardians as the need arises.

Topics that will be addressed on the night.

·        Purpose of Training

·        NPCpp assistance/support

·        Sectors

·        Constitution/Legislation

·        Why Parents Associations?

·        Meetings and objectives

·        Role of Officers

·        Areas of involvement

·        Rights, responsibilities and conflict

·        Curriculum

·        Partnership and relationships

·        Appeals and Grievances

·        Challenges

If you would like to participate or if you think that your school would like to host one of the sessions (any evening 7.30 – 9.30pm), we would be delighted to provide the training (including light refreshments)  free of charge.  If you are interested in participating in a training session please register your interest by replying to sandra_boylan@npcpp.ie

Yours sincerely,

Sandra

PACCS Conference 2011

February 11th, 2011

PARENTS’ ASSOCIATIONS OF COMMUNITY & COMPRENSIVE SCHOOLS
27th Annual Conference

4th/5th March 2011

Clayton Hotel, Galway

Reflect & Move Forward


PACCS are delighted to invite parents from all community and comprehensive schools around the country to attend their 27th annual conference on 4th/5th March at the Clayton Hotel, Galway. We have put together a programme of speakers and workshops which we believe you will find both interesting and informative. Conference is always a great way to meet other parents and to exchange ideas. You are guaranteed to have fun and come away inspired!

Each affiliated school may send two voting delegates for whom a conference fee must be paid. It is usual for their school Parents’ Association to cover this and any associated travel/accommodation expenses. Motions which will be voted on:

Constitutional motions

General Motions

All other parents are welcome to attend the conference free of charge, but will need to pay for food and accommodation if required. A special accommodation rate has been negotiated for PACCS.

We ask that you would book by 18th February. Booking forms, including prices, have been sent to your school already, or are available here:

Conference booking form

Accommodation booking form

The full conference schedule is available below

Read the rest of this entry »

ESRI Study on Parental Involvement in Post-Primary Education

January 13th, 2011



13/01/2011

Behind the Scenes? A Study of Parental Involvement in Post-Primary Education

The most comprehensive study to date of Irish parents’ involvement in their children’s education is published today (13 January 2011). The Irish Constitution sees parents as the ‘primary educators’ of their children and parents are increasingly seen as ‘partners’ in the educational process. But we know very little about parents’ own perspectives or their level of involvement. Behind the Scenes?draws on surveys of, and in-depth interviews with, parents of senior cycle students as well as insights from school personnel. The study highlights many new findings relating to parental involvement in schooling, including:

Irish parents play a very important role in their children’s education.

  • Choosing a particular school affects a young person’s educational experience and later life-chances through their access to particular subjects, subject levels and programmes.
  • Active school choice is common among all social groups in Ireland, with higher professional parents being more likely to send their child to a school outside the local area.
  • In choosing a second-level school, parents take into account a multiplicity of factors, and the majority of young people play a role in the process. There is evidence of some middle-class parents displaying long-term active choice, by taking into account feeder primary schools when choosing a post-primary school.
  • Parents are the main source of advice as young people make choices about what subjects to take, which programmes to select, what to do after leaving school, and whether to remain in school or not. This highlights the importance of providing parents with the information necessary to assist their children in these choices.
  • Informal parental involvement, through discussing educational decisions, is associated with improved exam performance among young people.

Irish parents are broadly satisfied with their children’s schooling.

  • All parents interviewed believe in and value the benefits yielded by post-primary schooling.
  • Parents are broadly satisfied with their children’s schooling and with the range of subjects on offer at both junior and senior cycle. However, levels of dissatisfaction are greater with the junior cycle curriculum than with the senior cycle curriculum, particularly in relation to the number of subjects required at junior cycle. Parents also expressed concern when limited subject choice was on offer or streaming practices were in place, particularly at junior cycle.
  • In assessing the contribution of schooling, parents are particularly positive about the benefits to children’s social and personal development, such as getting on well with others and increasing self-confidence.
  • Parents are less positive about the extent to which their teenagers leave school prepared for the world of work and having the necessary life skills and computer skills. This viewpoint is also shared by the young people themselves. Furthermore, a quarter of parents are not satisfied with career guidance, mainly because they would like to see more provision in place.

Home-school contact varies significantly across Irish schools.

  • The extent of contact between parents and the school varies across schools. Some schools have more developed structures for involving parents than others. Apart from general parent-teacher meetings, contact usually occurs at the crucial transition points of first and third year.
  • Parents are broadly satisfied with the information they receive from the school but many would like more detailed information, especially on the subject requirements needed to pursue particular post-school pathways.
  • Not all parents find different sources of information equally useful. Parents with lower levels of education are more reliant on informal contact through their child or by talking to a teacher in the school. This suggests that formal information sessions for parents would be usefully supplemented by the opportunity for more informal contact between parents and teachers to discuss the options open to students.

Irish parents are involved in different ways.

  • Parents generally feel involved in their child’s education and school life.
  • Parents are involved in their child’s education through formal channels (contact with school, participation on parent councils, boards of management) and informal channels (decision making, helping with homework, discussion with child about choices and progress).
  • Parents in Ireland have a high level of informal involvement in their child’s education. However, formal contact is less well developed and typically involves parents in a more passive or reactive role, namely, that of receiving information. In contrast, more active forms of engagement, such as involvement in the parents’ council, are much less common and generally limited to more highly educated, middle-class parents.
  • Unequal levels of parental involvement in schooling are attributed to time constraints, but can also be traced back to the educational institutions themselves. The perceived lack of openness of the school was a potential barrier for some parents as were their own negative educational experiences.

This book provides unique insights into parents’ involvement in their children’s education and the information flow between school and home. It highlights important issues for policy, suggesting ways to support the parental role through a whole-school commitment to communication, providing frequent and flexible opportunities for contact with parents, and offering accessible information on what parents want to know.

For further information please contact:

Dr. Delma Byrne (NUI Maynooth); 01 708 3659, delma.byrne@nuim.ie;

Prof. Emer Smyth (ESRI), 01 863 2058, emer.smyth@esri.ie;

John Hammond (NCCA), 01 661 7177.

Notes for Editors:

1. Behind the Scenes? A Study of Parental Involvement in Post-Primary Education, by Delma Byrne and Emer Smyth, is a joint publication of the ESRI, the National Council for Curriculum and Assessment (NCCA), and the Department of Education and Skills (DES). The study was funded by the NCCA and the DES.
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PACCS Dublin Region Meeting

January 11th, 2011

A reminder for all PACCS representatives in the Dublin region: your next meeting is on Wednesday 12th January at 8pm in St Colmcille’s Community School, Knocklyon. For directions, here is a map.

Influenza (flu) Advice

January 8th, 2011

With the new school term about to begin, the Department of Education and Skills issued the following advice regarding influenza (flu) on 6th January 2011:

Frequently asked questions: Influenza (flu) information for parents: http://www.education.ie/servlet/blobservlet/pha_flu_faq_2011.pdf

How can students prevent the spread of influenza (flu) at school: http://www.education.ie/servlet/blobservlet/pha_flu_students_2011.pdf

How teachers and other school staff can prevent the spread of influenza (flu) at school: http://www.education.ie/servlet/blobservlet/pha_flu_teachers_2011.pdf

For those of you wondering whether the swine flu vaccine administered last year will offer protection, here is some advice from the HSE: Those people who received the swine flu vaccine last year will probably still have some protection from that flu virus. It is likely that the Swine flu strain will be the most common strain circulating this season. However we cannot be 100% certain of this. Those at risk still need to be protected from the other two flu viruses in the vaccine so it is still important that they get this year’s flu vaccine.

Happy New Year!

January 2nd, 2011

What should you do if online bullies are tormenting your child?

December 28th, 2010

If you knew your teenager was being attacked on Facebook, would you log on and pretend to be them?

By Lucy Cavendish, Irish Independent

Tuesday Dec 28 2010

Over dinner, a friend of a friend told me that he knew a mother who was policing her 13-year-old child’s life through his Facebook account.

“She’s always logging on as him,” he told us.

He then went on to say that not only was she using Facebook to spy on what he was up to, she was also using his account to email his “friends” who were bullying him to tell them off.

“Talk about an embarrassing parent!” said the friend.

Everyone round the dinner table laughed it off but, after they had gone, I found myself thinking about the subject.

Facebook etiquette when you have teenagers is a minefield. For me, reading my 14-year-old son’s Facebook page would be akin to peeking at his diary. Every parent knows this is not on. I kept a diary when I was his age, and if I had known my mother had looked at it — which she probably did, secretly — I would have been furiously and toe-curlingly embarrassed.

The point of our diaries was that they were private — they expressed thoughts we wanted to express but didn’t want other people to read.

Facebook is the opposite. It is like one huge, teenage socialising club. But sometimes it’s not just about communicating with friends. Sometimes it tips over into bullying — and every parent knows the pain of being picked on.

“Facebook is a problem because kids are bombarded with more information than they know how to cope with,” says Linda Blair, a clinical psychologist and author of The Happy Child.

“But, for me, it’s a trust issue. The parent must not go in to their child’s Facebook site unless they are asked to. Nothing wobbles a kid as much as having their trust in their parent undermined. It’s what is important in the first few months of their lives — trust and safety, being looked after, being held. This is how bonds are made between the parent and the child. It’s the key thing, so it is absolutely wrong to spy on them.”

When I recounted Blair’s view to a friend of mine two days later, however, she was incensed. I asked her how far we should go in policing our children online. “As far as we can!” she said. “I think the mother had every right to log on and try to sort out her son’s bullies.” She then told me that her own son had been horribly bullied on Facebook.

“He has been called names and groups of his so-called friends at school have ganged up against him.” She said they regularly go on her 14-year-old son’s Facebook page and taunt him.

“They encourage other people to do it,” she said. “Teenagers my son has never met. They even sent him to Coventry the other week, so suddenly no one at all contacted him on Facebook, and he was so upset he couldn’t sleep.”

Eventually, it got so bad that my friend went to see the parents of the worst offenders — they were all children at his school.

“I went door-to-door and confronted them about whether or not they knew their children were being so horrible to my son online. Most of them hadn’t a clue.” She said the reaction of the parents differed from family to family.

“Some were really embarrassed and said they’d talk to their child about it.”

These parents, she said, were genuinely shocked that their child would bully someone online. “I was surprised that they had so little knowledge of what their children were up to.”

Should parents police their children’s Facebook accounts? My friend believes they should. “How else are you going to know what’s happening to them?”

Dr Aric Sigman, a psychologist and author of The Spoilt Generation, disagrees: “The problem is that of course parents want to know what’s going on with their children and that’s why they police them. But really the parent needs to control it better. Children can’t cope with bullying if they don’t understand it.”

Blair feels getting involved is only the right thing to do if the child has invited the parent to do so.

“If your child asks you for help then yes, help them. We want to help but we also need to encourage them to police it themselves. They need to understand the difference between private and public and we need to empower them.”

What incensed my friend more, however, were those parents who were angry at her for going round to speak to them about the online behaviour of their children.

“Some saw me as being a busybody. They thought my son had brought it on himself. I came across some people who were really rude to me. They were, in effect, telling me to butt out of my own child’s business.”

So what are we to do about all this? The problem arises when Facebook is used for bullying or as a test of popularity, rather than as a communication tool. Teenagers these days have a huge online presence — my son would almost rather stay in and talk to friends on Facebook than actually go out and meet people — which means that all the usual things that happen in real life, such as bullying, also move online. This doesn’t mean it is less painful for the person being bullied.

“It’s not going to go away,” says Blair. “It’s horrible to be bullied but we have to teach our kids to deal with it. Ultimately, our parental job is to let them go, and that means to stop over-protecting them. I know that’s harsh, but it’s how it is.”

Sigman is of a similar view, saying: “Children need to have real friends, real bonds. They need to be able to learn how to read people: their vocal nuances, the way they stand and so on. That is how they learn to deal with others. Cyber-bullying is unaccountable and, in a way, it’s not real. It’s a spineless, cowardly thing to do, that the person wouldn’t do to someone’s face.”

Many parents, however, may not agree. A look at the online forum Parenting Matters reveals that many parents are concerned about Facebook. Mothers worry about their children’s morals being warped and about their lack of “real” friends versus online ones.

That this is all going on via a computer makes them feel out of control.

Administrator and founder of Parenting Matters, the GP Clare Bailey, says that it is a good idea to set boundaries with your child.

“Put the laptop somewhere you can see, and let your child know what is acceptable and what isn’t,” she advises.

However, it is a moot point whether or not parents should actively police it. “I think it’s fine for parents to keep a watchful on eye on what is going on,” says Bailey, who runs classes on how to cope with teenagers. She admits to having joined Facebook in order to keep an eye on her four children.

“My daughter has let me be her friend, but my three sons haven’t. That’s OK, but I think the main thing for parents is that teenagers are often too ashamed to tell them about what is going on.

“So it does need policing. But there has to be an element of trust that works both ways. They have to remember that what goes on the internet is like a tattoo. It’s easy to put it there but difficult to remove. This is why parents get so concerned about it.”

Sigman believes the buck stops with the parents.

“Of course mothers want to know what’s going on with their children, so they resort to constantly being a detective. Yet they are little suited to it. The solution is never to have a screen in your child’s room, manage the hours they spend online, and encourage real relationships. They need a strong sense of affirmation and supportive friends in the flesh. Then they can survive.”My daughter has let me be her friend on Facebook, but my three sons haven’t and that’s okay

- Lucy Cavendish

Irish Independent

What do Parents think of the Junior Cycle Review?

October 5th, 2010
  1. Could we have fewer subjects?
  2. Could we have qualifications as well as the exam?

What are your ideas?

One-third of schools may drop science subjects

April 1st, 2010

If this was to happen in your school.  Would it limit the colleges your teenager could go to?