The document is a notification from the State Examinations Commission to post-primary school authorities regarding the Irish oral examination for the 2014 Leaving Certificate. It states that enclosed is the set of 20 picture sequences that will be used for the Irish oral exam at Higher and Ordinary level. It specifies that these pictures will not be used for the Foundation level oral exam.
This document provides an agenda for a professional development service for teachers event focused on modern foreign languages. The all-day event on November 7th at Maynooth University will include sessions on using assessment for learning in the MFL classroom, effective use of technology like iPads, literacy strategies, active learning approaches, and the Common European Framework of Reference for Languages. Target language sessions will also be offered in French, German, Spanish and Italian. The event aims to support teachers and foster sharing of best practices for motivating students' language learning.
This document provides information about the Professional Development Service for Teachers (PDST) in Ireland, including their website and publications available for download or order. It lists the in-school support available by filling out an online application form and providing a school roll number. It also describes what the PDST is, such as teachers, school leaders, and facilitators, and what it is not, like evaluators and curriculum developers.
Preview of “remember proofed pb & ab.ppt”siobhanpdst
This document provides guidance for presenters on teaching the song "Remember" based on the poem by Christina Rosetti. It recommends teaching the song over multiple 20-30 minute units to thoroughly cover the musical content. Each unit should provide starting points rather than teaching the full song. The document describes students' positive reactions to different elements of the composer's setting of the poem to music, such as the melody and contrasting sections. It outlines teaching outcomes such as working with poetry and music, compositional elements, solfege, and rhythmic concepts. Further potential areas for exploration are mentioned like cross-curricular connections, technical skills, musical form, and solo opportunities.
Creative use of singing booklet oct2010siobhanpdst
This document provides information about a resource for classroom singing. It includes:
- A list of 12 songs that are included in the resource, accompanied by scores and recordings on a CD.
- Contact information for the national coordinator and administrator for the Cultural and Environmental Education program that supports music education.
- Acknowledgements of the schools, musicians, engineers, designers, and organizations that contributed to developing the classroom singing resource.
This document provides the lesson plan for a music class that will teach students about different musical elements and compositions through interactive activities. The class will start with singing a question and answer melody using solfege hand signs. Students will then analyze scores and identify the question/answer melody and march melody. They will learn about different animals represented in the music through body percussion compositions and singing passages in mixed meters. The class aims to teach students about musical form, melodies, rhythms, conducting, and performing in groups.
Pdst – warm ups for young singers 2 revisedsiobhanpdst
This document provides guidance for warm up exercises for young singers. It outlines 11 sections of vocal warm ups focusing on posture, breathing, diction, range and agility. Exercises include finding good singing posture, physical movements like swinging a golf club or shooting a basketball to engage the breath, shaping vowels, whispering consonant patterns, and question and answer call and response singing. The warm ups are designed to relax students, develop proper breathing and posture, and prepare the voice through gentle exercises before singing.
This document appears to be a collection of poems submitted for a national poetry competition. It includes 21 poems written by students on various topics. The document provides brief biographies of the students who wrote the poems and acknowledges the work of the teachers and organizers in making the competition a success. It celebrates the talents and efforts of the young writers who participated.
This document appears to be a collection of poems submitted for a national poetry competition. It includes 21 poems written by students on various topics. The document provides brief biographies of the students who wrote the poems and acknowledges the work of the teachers and organizers in making the competition a success. It celebrates the talent and effort shown by the young writers.
Evaluating websites using hoax sites activity 2Martin Brown
Students are divided into groups and each group is assigned a hoax website to evaluate for trustworthiness using a website evaluation worksheet. The hoax websites assigned include sites about explorers, dihydrogen monoxide, tree octopuses, aluminum foil hats, jackalopes, dehydrated water, and a dog island. The goal is to teach students how to evaluate websites for accuracy and reliability.
The campus map shows 6 labeled locations - A, B, C, D, E, F, and G. It includes the gym, chapel, residences, and dining room. The map provides a layout of the buildings and facilities at St Patrick's College.
This document provides instructions for evaluating a website by having students visit a specified website and answering 10 questions about the URL, domain extension, author, contact details, purpose, creation/update dates, internal links, information sources, contradicting information from other sources, advertising, and reasons to trust/not trust the information on the site.
This document provides guidelines for setting up a school library or reading corner, including recommendations for location, shelving, furniture, equipment, signage, managing the library collection, and cataloguing systems. The ideal location is at the heart of the school, is highly visible and accessible, and is well-lit with power and internet. Shelving options include wall-mounted and freestanding units of various types. Furniture should be durable and allow for both formal and informal seating. Collections should be tailored to student interests and abilities. Small libraries can use simple tracking systems while larger ones may implement software-based cataloguing of fiction and non-fiction sections.
Jcsp library project Reading promotion - 10 great opening linesMartin Brown
This document contains 10 opening lines from famous young adult books. The lines provide snippets of intrigue from stories about unexpected visitors in the night, dogs that learn to talk, a boy who disappeared on his birthday, life as a hobbit, violence and death, the afterlife, and soldiers kicking down a door in the night.
Jcsp library project Reading promotion - 10 great halloween reads - posterMartin Brown
The document lists 10 book titles for a Halloween Reads project celebrating its 10th anniversary. The books include titles such as Zom-B, The Restless Dead, The Evil Eye, The Walking Dead, Breathe, Changeling, Trick or Treat, The Night Bus, The Undead, and Thing (the play). The list provides book titles, authors, and publishers for a junior certificate school literacy demonstration library project.
The document discusses the JCSP Library Project, which aims to establish libraries in schools serving students at risk of early school leaving. It established demonstration libraries in 30 schools across Ireland staffed by librarians. The libraries aim to improve literacy, develop a reading culture, and enhance student learning experiences. The document provides guidance on setting up an effective school library, including locating it centrally, curating an appropriate collection, promoting reading, and developing furniture and spaces to support independent and collaborative work.
The document provides information about changes to the Leaving Certificate Irish exam for 2012. It notes that the aural test will now be integrated into the written exam paper. For higher and ordinary level, candidates can sit the aural in the same center since they use the same CD, but foundation level candidates must sit in a separate center due to a different CD. It also states that candidates should remain in the center for the entire aural session. Additionally, it mentions that candidates who attend the oral exam but are absent for parts of the written exam will still receive a grade for Irish based on their oral and any parts of the written they complete.
The document announces changes to the Leaving Certificate Irish exam starting in 2012, including sample exam papers and CDs. Key changes are:
- The oral test is now integrated into Paper 1 and no longer standalone.
- The aural test will now be at the start of Paper 1.
- The duration of the aural and written tests has been reduced.
- More marks are now allocated to the oral component and fewer to the aural and written components compared to before at all levels.
The document summarizes changes to the Irish examination for the Leaving Certificate at higher level, ordinary level, and foundation level beginning in 2012.
At higher and ordinary levels, the oral test will increase from 150 to 240 marks (from 25% to 40% of the total) and include reception, poetry recitation, picture description, and conversation sections. The aural comprehension test will be reduced from 100 to 60 marks at higher level and from 120 to 60 marks at ordinary level, and integrated into the written paper.
The foundation level exam changes include adjustments to the oral test, aural comprehension test, and composition and reading comprehension sections, which are described individually in part II. Sample exam papers reflecting the revisions will
2. Aidhmeanna na Ceardlainne:
Go mbeidh tuiscint níos fearr agat ar:
• chlár na hIdirbhliana agus ar an nGaeilge mar
ábhar sa chlár sin
• conas tabhairt faoin bpleanáil fhadtéarmach
agus ghearrthéarmach do rang Idirbhliana
• roinnt féidearthachtaí maidir le modúil
Idirbhliana don rang Gaeilge
• roinnt féidearthachtaí maidir leis an bhfoghlaim
thras-churaclaim
3. Clár na hIdirbhliana
Tá Clár na hIdirbhliana deartha mar dhroichead idir dhá
Shraith: éascaíonn sé an t-athrú ón bhfoghlaim spleách sa
tSraith Shóisearach go dtí an fhoghlaim neamhspléach
fhéinstiúrtha atá riachtanach sa tSraith Shinsearach.
Ráiteas Misin na hIdirbhliana:
“Forbairt phearsanta, shóisialta, ghairme agus oideachasúil na
scoláirí a chur chun cinn agus iad a ullmhú dá ról mar bhaill
neamhspleácha, rannpháirteacha sa tsochaí”
(ROE, Treoirlínte don Idirbhliain 1994/1995 )
4. Ábhar Machnaimh
don Phleanáil
§ Stiúrtha ag an bhfoghlaim agus ní ag an scrúdú
§ Scoilbhunaithe – níl aon dá scoil mar an gcéanna
§ Scoláire-lárnach
§ Baintear leas as saineolas na múinteoirí
§ Scríobhtar siollabais indibhidiúla
§ Réimse leathan straitéisí teagaisc agus foghlama
§ Modhanna measúnachta ilchineálacha
§ Teastas scoile
§ Tacaíocht / Deimhniú na Roinne
§ Monatóireacht ón gCigireacht
5. Pleanáil Ábhair san Idirbhliain
1. An Phleanáil Fhadtéarmach
2. An Phleanáil Ghearrthéarmach
7. Pleanáil Ábhair san Idirbhliain
An gá atá le gach scoil Clár Idirbhliana Scríofa, Bliantúil a
scríobh. Treoirlínte ROS: “Ba chóir go gcoimeádfaí cóip den
chlár, atá faofa ag an mBord Bainistíochta, sa scoil le gur féidir le
cigirí na Roinne í a iniúchadh.” ‘Ag Scríobh Chlár na hIdirbhliana’
Cuid 1:
Réamhrá ginearálta do chlár na hIdirbhliana sa scoil
Cuid 2:
Cláir d’ábhair agus de mhodúil indibhidiúla
Cuid 3:
Sonraí Eagraíochtúla
8. Cuid 2: Ábhair agus Modúil
§ 2.1 Teideal ábhair nó modúil
§ 2.2 Fad ama an mhodúil
§ 2.3 Aidhmeanna
§ 2.4 Cuspóirí / Torthaí Foghlama
§ 2.5 Ábhar (Cad a mhúinfear?)
§ 2.6 Straitéisí teagaisc agus foghlama (Conas a mhúinfear é?)
§ 2.7 Modhanna Measúnaithe
§ 2.8 Acmhainní
§ 2.9 Naisc le hábhair eile (Foghlaim Thras-Churaclaim)
§ 2.10 Athbhreithniú (ar an gclár)
12. Prionsabail na Foghlama
1. Nasc a chruthú le heolas eile /
réamheolas / a dtaithí féin
2. Deis phléite – na foghlaimeoirí ag
idirghníomhú agus ag plé mar rang, i
mbeirteanna, i ngrúpaí srl.
3. Comhthéacs téagartha agus oiriúnach ag
an bhfoghlaim
4. Feasacht na scoláirí ar an bhfoghlaim a
chur chun cinn
‘Literacy in the Secondary School’, Maureen Lewis & David Wray
13. An Phleanáil
– Cur ChuigeTéamach
Topaic &
Feasacht
Chultúir
Feidhmeanna,
Torthaí
Foghlama
Eiseamláirí
(agus
Feasacht
teanga)
Gramadach Straitéisí
foghlama &
measúnaithe
Litríocht & Feasacht Litríochta
Stór Focal & Feasacht Teanga
Litearthacht agus Uimhearthacht
14. An Difreáil sa Phleanáil
San fhoghlaim beidh ábhar:
a chaithfidh an scoláire a bheith ar eolas aige/aici
ar cheart don scoláire a bheith ar eolas aige/aici
ar féidir leis an scoláire a bheith ar eolas aige/aici
15. Modúil Samplacha
don Idirbhliain
1. Ag cothú na cumarsáide (éisteacht & labhairt na Gaeilge)
2. Ag cothú na scríbhneoireachta cruthaithí
3. Ag cothú na léitheoireachta
4. An fheasacht teanga & cruinneas teanga
5. An fheasacht litríochta & seánraí
6. An fheasacht chultúir
7. An Ghaeilge & na meáin
8. CLIL : nasc le hábhar eile
9. Irisleabhar / Podchraoladh Scoile
10. Drámaíocht & Puipéid
20. Buntáistí don scoláire: Buntáistí don
mhúinteoir:
- Léargas níos aontaithe, níos
leithne agus níos doimhne ar
thopaicí ar leith
- Déantar naisc idir ábhair
- Ábharthacht agus ról na
Gaeilge sa Siollabas
- Cothaíonn sé scileanna
smaointeoireachta criticiúla,
foghlaim chomhoibritheach,
scileanna machnaimh ….
- Níos suimiúla!
- Cothaíonn sé comhoibriú
agus dioscúrsa gairmiúil
- Soiléiríonn sé spriocanna
teagaisc agus foghlama
- Sáraíonn sé teorainneacha
an ábhair
- Níos suimiúla!
An Fhoghlaim Thras-churaclaim
san Idirbhliain
21. • Nasc idir dhá ábhar
• Nasc idir roinnt ábhair
• Modheolaíocht chomónta
• Téama comónta
• Ócáid chomónta
• …
• …
An Fhoghlaim Thras-churaclaim
san Idirbhliain
23. Bia Dúchais
Nua-theangacha eile
(Bia Dúchais na dTíortha sin)
Eacnamaíocht Bhaile
(Comhábhair, oidis, méid an bhia
dúchais ar bhiachláir in Éirinn ... )
Mionchomhlacht
Ceol
(Amhráin /foinn le bia
mar théama )
Stair
(an Gorta Mór, Forbairt Thraidisiún
an Bhia trí na hAoiseanna)
Tír Eolais
(Ithir, Aeráid, Daonra ... )
TFC
(Biachláir: clóstíleanna ..)
Gnó
(Trádáil easpórtála,
tionsclaíocht dhúchasach)
Téama Comónta –
Bia Dúchais
24. Ócáid Chomónta –
Léann Eorpach
Lá na dTeangacha Eorpacha Lá na hEorpa
Meán Fómhair gach bliain 9 Bealtaine gach bliain
26/09/13
Léann
Eorpach
Teangacha
Ealaín
Reiligiún
Eolaíocht
Stair
OSSP
TFC
Tír
Eolas
Na
Meáin
25. Aidhmeanna na Ceardlainne:
An bhfuil tuiscint níos fearr agat ar:
• chlár na hIdirbhliana agus ar an nGaeilge mar
ábhar sa chlár sin
• conas tabhairt faoin bpleanáil fhadtéarmach
agus ghearrthéarmach do rang Idirbhliana
• roinnt féidearthachtaí maidir le modúil
Idirbhliana don rang Gaeilge
• roinnt féidearthachtaí maidir leis an bhfoghlaim
thras-churaclaim