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LBCultúr Scoile Ionchuimsitheach a Chothú i mBunscoileanna Aibrean 25

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Creat Rannhpháirtíochta

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Treoirlínte do Bhunscoileanna :Ag Tacú le Leanaí i Ranganna Príomhshrutha a bhfuil Riachtanais Speisialta Oideachais Acu 

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Treoirlínte do Bhunscoileanna :Ag Tacú le Leanaí i Ranganna Príomhshrutha a bhfuil Riachtanais Speisialta Oideachais Acu 

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Rannpháirtíocht Leanaí agus Daoine Óga igCinnteoireacht Plean Gníomhaíochta 2024–2028

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Rannpháirtíocht Leanaí agus Daoine Óga igCinnteoireacht Plean Gníomhaíochta 2024–2028

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NCCA Páipéar Taighde ar Cultúr agus Stair na Lucht Siúil (as Bearla)

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NCCA Páipéar Taighde ar Cultúr agus Stair na Lucht Siúil (as Bearla)

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National Council for Curriculum and Assessment (NCCA)

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Traveller Culture and History Research Paper | NCCA

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A research report to advance our understanding of Traveller culture and history, in support of learning and teaching across the curriculum, is now available. In…

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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Stair agus Cultúr an Lucht Siúil sa churaclam (as Béarla)

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Stair agus Cultúr an Lucht Siúil sa churaclam (as Béarla)

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An Leanbh Uchtaithe sa seomra ranga - Ceardlann le seirbhís iaruchtaithe Barnardos (as Béarla)

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An Leanbh Uchtaithe sa seomra ranga - Ceardlann le seirbhís iaruchtaithe Barnardos (as Béarla)

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An Leanbh  Uchtaithe ar Scoil (as Béarla)

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An Leanbh  Uchtaithe ar Scoil (as Béarla)

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Scoileanna Tearmainn ( Schools of Sanctuary)

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Scoileanna Tearmainn ( Schools of Sanctuary)

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We are a national network of over 400 primary and secondary schools, nurseries and sixth forms all committed to creating a culture of welcome and inclusion for refugees and people seeking asylum.

Driven by teachers, school staff, parents, governors and community groups, this network supports the thousands of young people seeking sanctuary in the UK, raises awareness of the issues facing people in the asylum system, challenges misconceptions and builds social cohesion.⁣

Schools are supported every step of the way either by an accredited Local Lead or by the Schools of Sanctuary Team at City of Sanctuary UK.

Interested in joining this movement of welcome?

This website, our Resource Pack and our half-termly newsletter are available to any school that wishes to learn more and get involved.

Ready to begin your journey to becoming an awarded School of Sanctuary?

Sign the pledge and see the next steps.

If based in the Republic of Ireland, please visit the Schools of Sanctuary Ireland website.

Latest Schools Posts from across the City of Sanctuary Network

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We all have a part to play in building a welcoming and inclusive society. We are a national network of over 400 primary and secondary schools, nurseries and sixth forms all committed to creating a culture of welcome and inclusion for refugees and people seeking asylum.

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Tuairisc G.E.M. faoi Chuimsiú (YouTube) as Béarla

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Tuairisc G.E.M. faoi Chuimsiú (YouTube) as Béarla

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Aistriú ó Bhunscoil go Méanscoil (as Béarla)

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Aistriú ó Bhunscoil go Méanscoil (as Béarla)

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Support With Education

Children and young people with an intellectual disability are entitled to support with their education.

During the Summer - The July Education Programme

The July Education Programme, sometimes called The Extended School Year or July Provision is a school or home-based educational programme for children with complex needs, severe/profound intellectual disability, and autism. The programme is run over the 4 weeks of July. Criteria to access the programme can vary from year to year. Follow the links below to find out more.
Access to Education - July Provision DES July Education Programme Webpage

An Individual Education Plan (IEP)

An Individual Education Plan (IEP) is a written document prepared for the individual student. The IEP identifies

The learning goals that are to be achieved by the student over a set period and

The teaching strategies, resources and supports necessary to achieve those goals.

Parents have a role. Parents must:

Be consulted about an education plan.

Be facilitated to be involved in the preparation of an education plan.

Receive a copy of the education plan.

Be advised of any significant changes to the education plan.

Receive a report of any review of the education plan and

Parents have a right of appeal on many issues. (NCSE Guidelines 2006)

For more information and advice we recommend reading the NCSE Guidelines on the Individual Plan Process (May 2006)

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Support With Education - Inclusion Ireland

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Children and young people with an intellectual disability are entitled to support with their education. The July Education Programme, sometimes called The Extended School Year or July Provision is a school or home-based educational programme for children with complex needs, severe/profound intellectual disability, and autism. The programme is run over the 4 weeks of July.

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Coimisiúin na hÉireann um Chearta an Duine agus Ciomhionannas

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Coimisiúin na hÉireann um Chearta an Duine agus Ciomhionannas

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In general, a club discriminates:

if it has a rule, policy or practice which discriminates against a member or applicant; or

if a person involved in its management discriminates against a member or applicant in relation to the affairs of the club. This includes issues of admission, terms and conditions of membership, terminating membership and making reasonable accommodation for members with disabilities (subject to the nominal cost exemption).

Note that registered membership clubs (licensed to sell alcohol to members and certain visitors under the Registration of Clubs Act 1904 to 2008) can have certain membership conditions that are not discriminatory. However, such clubs cannot discriminate in the provision of goods and services that are available to the public, or a section of the public.

Non-registered clubs (with no license to sell alcohol) are covered by the Equal Status Acts if they provide goods and services to the public or, to a section of the public, and not just to members. Here, the general exemptions and specific grounds-based exemptions for services under the Equal Status Acts apply as normal.

Under the Equal Status Acts, it is not discrimination if a club:

1. is for a particular group of people (for example - gender, civil status, family status, sexual orientation, religious belief, age, disability, nationality or ethnic or national origin, persons who are members of the Traveller community or persons who have no religious belief) and it refuses membership to other persons.

2. confines benefit or privileges on the age and gender ground where it is not practicable for those outside the category to enjoy the benefit or privilege at the same time as members within the category. The clubs must make arrangements to offer the same or, a reasonably equivalent benefit or privilege to those members outside the category.

3. has different types of membership, access to which is not based on any protected ground.

4. seeks to eliminate past discrimination by offering particular fee rates or, membership arrangements to persons of a particular gender, by reserving places on the management board etc. or takes other steps for the principal purpose of obtaining a more equal involvement in club matters of persons who are members of a particular category.

5. provides reasonably necessary different treatment to members of a particular gender, age, disability, nationality or national origin as regards sporting facilities or events.

Examples

Clubs for particular category of persons protected under the Equal Status Acts: E.g. It is not discrimination to have a club for LGBT people.

Special events: E.g. A tennis club can have a men's tournament, so long as it also has a women's tournament. It can also have events just for children, or for people with disabilities. Apart from in the case of gender, the club does not have to balance the special event with another one, such as a tournament for older people.

Different kinds of membership: E.g. A club can offer a choice of full membership, off-peak membership, and so on.

People who were excluded in the past: E.g. Golf clubs which used to refuse women to become members can offer special rates to encourage them to join now.

Any person can apply to the District Court for a declaration that a membership club (not a nightclub) is discriminating.

If it is found to be a discriminating club and it is the first such order made against the club, the District Court can suspend a club's certificate to sell alcohol for a period of up to 30 days. The effect of the suspension is that the club cannot sell alcoholic drinks.

While a second or subsequent determination that a club is a discriminating club remains in effect, no certificate of registration shall be granted or renewed.

The Acts provide for an appeal to the Circuit Court and a club can apply to the District Court for a declaration as to whether it remains a discriminating club.

Actions taken to the District Court may involve costs.

The Workplace Relations Commission does not make decisions on claims about discriminatory clubs.

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Discrimination on the 'age ground' occurs where there is less favourable treatment of one person compared with another person because they are different ages.'Age' applies to people over 1

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An tSeirbhís Náisiúnta Síceolaíochta Oideachais (NEPS) (As Bearla)

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An tSeirbhís Náisiúnta Síceolaíochta Oideachais (NEPS) (As Bearla)

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Overview

Central to Cosán is the notion that teachers' learning should have an impact on their practice and on the learning of their students. It recognises teachers as autonomous and responsible professionals who are best placed to determine such impact, and to prioritise the learning that benefits them and their students. The framework supports them in doing so.

Learning processes such as engagement in professional conversations, reading a relevant article, team teaching with a colleague and engaging in collaborative reflection afterwards, attendance at a professional learning event, facilitating school-based learning events, engaging in mentoring/coaching, etc., are all valued under Cosán. Cosán also takes account of learning that is supported by Oide, other State-funded support services, and the network of Education Support Centres.

Cosán does not stipulate hours or credit requirements, and teachers' engagement in learning is not currently linked to renewal of their registration.

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Professional Learning (Cosán) | Professional Learning | The Teaching Council

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Cosán is the national framework that guides and supports teachers' professional learning following their induction process. It is a flexible framework that recognises the importance →

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An Cód Iompair Ghairmiúil (An 2ú hEagrán Nuashonraithe 2016) An Chomhairle Mhúinteoireachtanal Conduct (Updated 2nd edition 2016) | Fitness to Teach | The Teaching Council

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An Cód Iompair Ghairmiúil (An 2ú hEagrán Nuashonraithe 2016) An Chomhairle Mhúinteoireachta

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An Cód Iompair Ghairmiúil (An 2ú hEagrán Nuashonraithe 2016) An Chomhairle Mhúinteoireachta

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Standards of Teaching, Knowledge, Skill, Competence and Conduct

The role of the teacher is to educate. The following ethical values underpin the standards of teaching, knowledge, skill, competence and conduct as set out in this Code.

Respect Integrity Trust Care
On behalf of the teaching profession, the Teaching Council sets out the following standards that apply to all registered teachers regardless of their position.

1. Professional Values and Relationships

Teachers should:

1.1 be caring, fair and committed to the best interests of the pupils/students entrusted to their care, and seek to motivate, inspire and celebrate effort and success

1.2 acknowledge and respect the uniqueness, individuality and specific needs of pupils/ students and promote their holistic development

1.3 be committed to equality and inclusion and to respecting and accommodating diversity including those differences arising from gender, civil status, family status, sexual orientation, religion, age, disability, race, ethnicity, membership of the Traveller community and socio-economic status, and any further grounds as may be referenced in equality legislation in the future

1.4 seek to develop positive relationships with pupils/students, colleagues, parents, school management and others in the school community, that are characterised by professional integrity and judgement

1.5 work to establish and maintain a culture of mutual trust and respect in their schools.

2. Professional Integrity

Teachers should:

2.1 act with honesty and integrity in all aspects of their work

2.2 respect the privacy of others and the confidentiality of information gained in the course of professional practice, unless a legal imperative requires disclosure or there is a legitimate concern for the wellbeing of an individual

2.3 represent themselves, their professional status, qualifications and experience honestly

2.4 use their name/names as set out in the Register of Teachers, in the course of their professional duties

2.5 avoid conflict between their professional work and private interests which could reasonably be deemed to impact negatively on pupils/students.

3. Professional Conduct

Teachers should:

3.1 uphold the reputation and standing of the profession

3.2 take all reasonable steps in relation to the care of pupils/students under their supervision, so as to ensure their safety and welfare

3.3 work within the framework of relevant legislation and regulations

3.4 comply with agreed national and school policies, procedures and guidelines which aim to promote pupil/student education and welfare and child protection

3.5 report, where appropriate, incidents or matters which impact on pupil/student welfare

3.6 communicate effectively with pupils/students, colleagues, parents, school management and others in the school community in a manner that is professional, collaborative and supportive, and based on trust and respect

3.7 ensure that any communication with pupils/ students, colleagues, parents, school management and others is appropriate, including communication via electronic media, such as e-mail, texting and social networking sites

3.8 ensure that they do not knowingly access, download or otherwise have in their possession while engaged in school activities, inappropriate materials/images in electronic or other format

3.9 ensure that they do not knowingly access, download or otherwise have in their possession, illicit materials/images in electronic or other format

3.10 ensure that they do not practise while under the influence of any substance which impairs their fitness to teach.

4. Professional Practice

Teachers should:

4.1 maintain high standards of practice in relation to pupil/student learning, planning, monitoring, assessing, reporting and providing feedback

4.2 apply their knowledge and experience in facilitating pupils'/students' holistic development

4.3 plan and communicate clear, challenging and achievable expectations for pupils/students

4.4 create an environment where pupils/students can become active agents in the learning process and develop lifelong learning skills

4.5 develop teaching, learning and assessment strategies that support differentiated learning in a way that respects the dignity of all pupils/ students

4.6 inform their professional judgement and practice by engaging with, and reflecting on, pupil/ student development, learning theory, pedagogy, curriculum development, ethical practice, educational policy and legislation

4.7 in a context of mutual respect, be open and responsive to constructive feedback regarding their practice and, if necessary, seek appropriate support, advice and guidance

4.8 act in the best interest of pupils/students.

5. Professional Development

Teachers should:

5.1 take personal responsibility for sustaining and improving the quality of their professional practice by:

actively maintaining their professional knowledge and understanding to ensure it is current

reflecting on and critically evaluating their professional practice, in light of their professional knowledge base

availing of opportunities for career-long professional development.

6. Professional Collegiality and Collaboration

Teachers should:

6.1 work with teaching colleagues and student teachers in the interests of sharing, developing and supporting good practice and maintaining the highest quality of educational experiences for pupils/students

6.2 work in a collaborative manner with pupils/ students, parents/guardians, school management, other members of staff, relevant professionals and the wider school community, as appropriate, in seeking to effectively meet the needs of pupils/students

6.3 cooperate with the Inspectorate of the Department of Education and Skills and other statutory and public non-statutory educational and support services, as appropriate

6.4 engage with the planning, implementation and evaluation of curriculum at classroom and school level.

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Code of Professional Conduct (Updated 2nd edition 2016) | Fitness to Teach | The Teaching Council

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The Teaching Council published the second edition of the Code of Professional Conduct for Teachers on 20 June 2012. The Code sets out the standards →

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Cineáltas Plean Gníomhaíochta ar an mBulaíocht

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Cineáltas Plean Gníomhaíochta ar an mBulaíocht

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Túsla: An Ghníomhaireacht um Leanaí agus an Teaghlach

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Túsla: An Ghníomhaireacht um Leanaí agus an Teaghlach

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Túsla: An Ghníomhaireacht um Leanaí agus an Teaghlach

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The Child and Family Agency was established on 1st January 2014 and is now the dedicated State agency responsible for improving wellbeing and outcomes for children.

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Oide Bearla mar Teaga Breise Padlet (as Béarla)

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Oide Bearla mar Teaga Breise Padlet (as Béarla)

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Link to Primary EAL Padlet

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Níl leagan Gaeilge den mhír seo ar fáil

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Deacrachtaí Iompraíochta, Mothúchánacha agus Sóisialta Leanúntas Tacaíochta

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Ráiteas Polasaí Folláine & Creat Cleachtais

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Treochlár um an Ionchuimsiú Sóisialta 2020-2025: Pleananna, Spriocanna, Gealltanais

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An Plean Gníomhaíochta Náisiúnta i gcoinne an Chiníochais

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Athbhreithniú ar an tSraith Sinsearach Tuarascáil Chomhairleach

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Ag Breathnú ar an Scoil Againne 2022 Creat Cáilíochta do Bhunscoileanna agus do Scoileanna Speisialta

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Intercultural Guidelines (Níl LG ar fáil)

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Intercultural Guidelines (Níl LG ar fáil)

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Toolkit for Diversity in The Primary School (Níl LG ar fáil)

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Toolkit for Diversity in The Primary School (Níl LG ar fáil)

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Comhairle Náisiúnta dTuismitheoirí  (as Bearla) NPC - Parental Involvement, Engagement and Partnership in their Children's Education during Primary School Years.

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Comhairle Náisiúnta dTuismitheoirí  (as Bearla) NPC - Parental Involvement, Engagement and Partnership in their Children's Education during Primary School Years.