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Recreation in Nature- How We Spent Summer 2024 Report (CSO, 2025)

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Recreation in Nature- How We Spent Summer 2024 Report (CSO, 2025)

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Recreation in Nature- How We Spent Summer 2024 Report (CSO, 2025)

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Recreation in Nature - How We Spent Summer 2024 - Central Statistics Office

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Media Coverage of an issue related to climate justice 

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Media Coverage of an Issue Related to Climate Justice

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Media Coverage of an Issue Related to Climate Justice

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Please click on links

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Climate Action and Sustainable Development Specification 

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Climate Action and Sustainable Development Specification 

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Education for Sustainable Development (ESD) CPD Schedule

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Course Properties

Course date

01-09-2025

End Date

09-12-2025

Cut off date

09-12-2025

Capacity

500

Fee

Free

Tutor - Speaker

ESCI

Select Hours

1

Location

Online via Zoom

Déan Teagmháil leis an Ionad/ Contact the Centre

R-phost/ Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Oifigí an Rialtais/ Government Buildings,
Bóthar Chill Rois/ Kilrush Road,
Inis/ Ennis,
Co. an Chláir/ Co. Clare

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ESCI Education for Sustainable Development (ESD) CPD Schedule - September - December 2025

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Clare Education Centre CPD Courses. Teachers register and book courses online.

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LEAF - Learning about Ecosystems and Forests

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Join the 2025 Global Action Days Campaign! 🌍✨

This year, we're taking action for ecosystem restoration, highlighting the power of education to protect our planet. With five fun activities focusing on worms, soil health, plants, family connections and more - plus the support of our first-ever ambassador, Moley - there's never been a better time to get involved! Join us and be part of the change! 🌱💚

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LEAF - Learning about Ecosystems and Forests

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Learning about Forests (LEAF) is run by the Foundation for Environmental Education. The programme advocates outdoor learning and hands-on experiences for a deeper understanding of the natural world.

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22-24th May 2020

Biodiversity day 2020

This weekend you can learn about the natural world while maintaining social distancing. Explore your local area and if you find something that you can't identify our experts will be happy to help you identify what you found.

If you need help, all you have to do is take a photograph of your find and tag us on Twitter or Instagram using the hashtag #BackyardBioblitz and we will tell you what you have found.

Download an activity sheet from here.

Use the hashtag #Backyardbioblitz and tag us on:

Instagram: @National.Biodiversity.Week

Twitter: @IrishEnvNet

@NoticeNature

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There are lots more materials to help you learn about the plants and animals that you might find, and how to identify them. Click here to access our list of resources.

Take care when you are exploring. Make sure that you have an adult with you and be very careful near water and plants that have thorns or that sting.

Most of all, make sure that you have fun. And remember that our experts will be happy to help you identify anything that you find.

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National Biodiversity Week 2020 - Ireland's National Biodiversity Week 2020

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This weekend you can learn about the natural world while maintaining social distancing. Explore your local area and if you find something that you can't identify our experts will be happy to help you identify what you found.

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Green-Schools - Working together for a sustainable future

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Resources to help with your Green-Schools programme are sorted into three categories: the theme you are working on, whether your school is primary or secondary and whether you want an activity; lesson plan; presentation; fact sheet; template; survey or craft/DIY.

As with all school activities the Green-Schools programme should always be operated with Health & Safety considerations in mind. Schools should not undertake Green-Schools activities which contravene the school's Health & Safety procedures and policy. If there is any doubt of an activity, doing so it should be firstly checked with the person responsible for the school's Health & Safety policy and procedures.

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Resources to help with your Green-Schools programme are sorted into three categories: the theme you are working on, whether your school is primary or secondary and whether you want an activity; lesson plan; presentation; fact sheet; template; survey or craft/DIY. As with all school activities the Green-Schools programme should always be operated with Health & Safety considerations in mind.

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Promoting long-term, whole-school action for the environment Green-Schools is a student-led programme with involvement from the wider community. The programme is operated and coordinated by the Environmental Education Unit of An Taisce (FEE member for Ireland). Have a question? Check out our FAQs!

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Promoting long-term, whole-school action for the environment Green-Schools is a student-led programme with involvement from the wider community. The programme is operated and coordinated by the...

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Esri Ireland have made GIS free for schools in Ireland and Northern Ireland Esri Ireland are specialist in mapping and GIS. One of our main pillars we work by is Live Green and Give Back, we are a business with a sustainable focus on environmental, economic & social wellbeing. The ArcGIS for Schools Programme is a part of Giving Back. Esri Ireland is a socially conscious and responsible company, supporting organisations working in conservation, ocean science, climate change, education, sustainable development and humanitarian affairs. Qualifying Organisations: The ArcGIS for Schools Bundle includes: All Ireland and Northern Ireland schoolsFurther Education Colleges* Fieldwork apps and dataMapGenie services from OSi and Spatial NI services from OSNI in 2D and 3DHigh quality maps at both a local and global scale in 2D and 3DData analysis tools and presentation tools including StoryMapsLiving Atlas – curated maps and data for the worldCurriculum focussed Resource Centre with text book case studiesOnline training resourcesMOOC’s, online tutorials and webinars If you would like more detailed information about the ArcGIS Online for Schools programme please email us at schools@esri-ireland.ie

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Resources Find everything you need to guide your Young Environmentalist Awards project! Our resources offer free courses, practical tips, educational tools, and project development advice to help you tackle environmental challenges. Whether developing new skills or honing your talents, these resources are here to inspire and empower you on your YEA journey. YEA Clár Lámhleabhar […]

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Ballina Ripple Creative Ireland Programme

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Ballina Ripple Creative Ireland Programme

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Ballina Ripple - Creative Ireland Programme

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During 2022, the Ripple project team worked with a community in Ballina, to record their experience in relation to water and climate change.

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Contemporary Dilemmas Related to Use of Land or Nature

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Contemporary Dilemmas Related to Use of Land or Nature

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Contemporary Dilemmas Related to Use of Land or Nature

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Frayer Model

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Frayer model (session 1) and See, Think, Wonder thinking strategy (session 2)

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Strategies for Supporting Students to Learn about Sources

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Strategies for Supporting Students to Learn about Sources

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Strategies to support students learning about sources

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Climate Justice Movement- Research prompts 

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Climate Justice Movement Activity Template (PDF)

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Climate Justice Movement Activity Template (PDF)

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Climate Justice Movement Activity Template (ppt slide)

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Climate Justice Movement Activity Template (ppt slide)

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Graphic organiser

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Guidelines to support LC CASD Action Project

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Guidelines to support LC CASD Action Project

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Guidelines to support LC CASD Action Project as Gaeilge 

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Guidelines to support LC CASD Action Project as Gaeilge 

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Webinar – Media and Information literacy and the problems of False Information

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Webinar - Media and Information literacy and the problems of False Information -

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Designed for post-primary teachers who wish to explore the topic of media and information literacy in more depth.

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Skip to content

1. Connected

2. Teachers

3. Trending

4. Module 2: News, Information, and Problems of False Information

This module examines the responsible and ethical use of media and explores different types of misinformation. It aims to develop the critical thinking skills necessary to enable students to distinguish between false information and accurate and reliable information. Students will explore how to evaluate information online and recognise bias and prejudice online.

Key Learning for Students

Students will be able to determine reliable sources of information online and recognise bias and prejudice online. Students will analyse the problems and potential consequences associated with the spread of false information. Students will identify and evaluate ways to avoid false information in social and academic settings.

Learning Outcomes

DML Short Course: Strand 2: Following my interests online.

2.1 analyse the characteristics of digital media texts which make them different from analogue media texts

2.2 demonstrate how digital media texts are published on the internet

2.4 compare information from various sources in order to evaluate its reliability, validity, accuracy, authority, and timeliness

Cross curricular links

SPHE Year 2 Influences and Decisions:
SPHE Year 2 Influences and Decisions:

have further developed their decision-making skills and be aware of the need for reflection during the decision making process.
SPHE Year 3 Communication Skills:

have further developed their communication skills

appreciate that criticism can be helpful

Resources Needed

Methodologies

Inquiry-based learning, establishing key words and key messages, discussion, group work, brainstorming, video analysis, reading comprehension

Differentiating this module

Depending on the nature of the student's needs, there may be a need to have dedicated lessons prior to this lesson to decode and demystify the complex language surrounding the topic. Some students may find it difficult to access language such as 'false information, deep fakes and filter bubbles'. A vocabulary list of recommended words is provided for this activity to complete for students with SEN. The purpose of this is to unpack the key concepts of the lesson thus making the language more accessible. It is advised that vocabulary is evaluated post-teaching to reinforce students' learning.

Differentiated worksheets ('a' versions) are provided to assist students who may have slow processing or memory difficulties in figuring out the main points. Students with SEN may have difficulty reading aloud, avoid putting pressure on individual students to read aloud. Text to speech tools may be used for activities and worksheets.

Some students with general learning disabilities may struggle to access the explainer animation due to the language and/or abstract nature. To enable these students to access the animation, provide an introduction to the animation, explaining the context and topic addressed. Subtitles are also available on the video.

Embedding Digital Technologies

Schools with access to digital devices (e.g. tablets, laptops, phone) can capture students' responses on relevant discussion activities using a variety of web-based tools (e.g. school's VLE, Mentimeter, Flipgrid, etc). It would also be worthwhile asking students to take a screenshot of relevant tasks completed and save this in their own digital portfolio (folder) in the schools VLE as a record of their work throughout the course. Mind mapping tools can be used to capture and organize responses. Creative and graphic design tools can be incorporated to create infographics and visual responses to activities or create news stories using web publishing tools.

Teachers Note

When introducing the topic; students may be more familiar with the term 'fake news'. If possible, it is advised to avoid the term 'fake news', or at least limit its use as the term 'fake news' is closely associated with politics, and this association can unhelpfully narrow the focus of the issue. The term 'false information' or mis/disinformation is preferable as it can refer to a diverse range of disinformation covering topics such as health, environmental and economics across all platforms and genres, while 'fake news' is more narrowly understood as political news stories.

Download Worksheets and Resources

Talk to someone

Worried about something you have seen online or concerned about your child? Childline and the National Parents Council Primary offer free advice and support service.

Childline is a support service for young people up to the age of 18.There is a 24hr telephone, online and mobile phone texting service.

1800666666
50101
Get started

The National Parents Council Primary enables and empowers parents to be effective partners in their children's education.

01 887 4477
helpline@npc.ie

Report Illegal Content

Sometimes you might unwittingly stumble across illegal online content like child abuse imagery. Always remember: you can report it and get it removed using Hotline.ie.
More on illegal content Make a report
Hotline.ie exists to combat the distribution and proliferation of illegal content, like child sexual
abuse content, in conjunction with police and Internet Industry

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Module 2: News, Information, and Problems of False Information -

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Skip to content Connected Teachers Trending Module 2: News, Information, and Problems of False Information This module examines the responsible and ethical use of media and explores different types of misinformation. It aims to develop the critical thinking skills necessary to enable students to distinguish between false information and accurate and reliable information.

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In 2022, the Minister set out an ambitious programme for the redevelopment of Senior Cycle, guided by the vision of a Senior Cycle that delivers "equity and excellence for all."

The programme is informed by, and builds upon, the National Council for Curriculum and Assessment's (NCCA) Advisory Report on the review of Senior Cycle, as well as the experience of Leaving Certificate students, a growing demand for change and international experience and perspectives.

To view the Minister's initial announcement of March 2022, please see here.

The Minister for Education made a further announcement on 20 September 2023, detailing a number of updates to the programme. Full details of the Minister's announcement are available here.

Students - Find out what the changes mean for you

Parents - Find out what the changes mean for your young person

Schools - Find out more about your involvement in the redevelopment of Senior Cycle

Leaving Certificate Established

In the 2025/26 school year, students will benefit from the earlier rollout of nine new and revised subjects two years earlier than had been previously announced.

The revised subjects for Fifth Years in 2025/26 are: Biology, Physics, Chemistry, Business, Arabic, Ancient Greek and Latin.

The two new subjects that will be available in a selection of schools from 2025/26 are: Drama, Film, and Theatre Studies, and Climate Action and Sustainable Development.

Each of the new and revised subjects will incorporate new assessment components that are not a traditional written examination.

These components will worth at least 40% of the available marks and will be externally assessed by the State Examinations Commission (SEC).

There will be a second set of new specifications (Accounting, Construction Studies, Engineering, English, Geography, Physical Education) introduced in the 2026/27 school year with more revised specifications introduced annually after that.

The schedule of subjects to be redeveloped can be found on the NCCA website.

Leaving Certificate Applied and Leaving Certificate Vocational Programmes

Since the start of the 2022/23 school year, students who take the Leaving Certificate Applied (LCA) programme have the opportunity to take Leaving Certificate Mathematics and, where possible, a Leaving Certificate Modern Language.

The changes mean that should a student need access to Leaving Certificate Mathematics for further education options, then they will be facilitated while also continuing their LCA programme.

The Department will work with employers and other interests to explore improved progression routes for those taking the LCA programme.

Since the start of the 2022/23 school year, in schools providing the Leaving Cert Vocational Programme (LCVP), students starting 5th year are able to take the LCVP Link Modules without having to meet the subject-specific criteria.

LCVP Link modules are being redeveloped for introduction in schools in the 2026/27 school year.

Further work on Pathways for LCA students is being undertaken.

Transition Year

Transition Year will remain as a standalone programme in Senior Cycle.

The revised Transition Year Programme Statement has been submitted to the Minister for consideration and approval, pending its introduction to schools in 2024.

Level 1 and Level 2 Learning Programmes

The Minister requested the National Council for Curriculum and Assessment (NCCA) to develop Senior Cycle Level 1 and Level 2 Learning Programmes (L1/L2LPs)

In September 2024, the Level 1 and Level 2 Learning Programme Statement, and initial modules in Numeracy and Communication and Literacy were published and are available here.

An extensive programme of work has been put in place to implement the changes that are being announced.

A Senior Cycle Redevelopment Programme Delivery Boardhas been established to monitor delivery and report to the Minister on progress..

A Senior Cycle Partners' Forum has been established to underpin the collaboration necessary to support implementation. It includes representatives of students, parents, teachers, school leadership and management bodies, and the inclusion sector.

The Department has established a dedicated Senior Cycle Redevelopment Programme Management Office to implement the actions set out in the programme of work.

The changes will be supported by resources, including professional learning for teachers, the development of the curriculum and assessment modes and supports schools in implementing the changes.

The National Council for Curriculum and Assessment, the State Examinations Commission, and Oideare working together to ensure their programmes of work are aligned with changes as they arise.

Progress to date

* The call for applications by schools to become a Phase One school for new Leaving Certificate subjects is now open until 19 April 2024, 11am. The two new Leaving Certificate subjects are Drama, Film and Theatre Studies, and Climate Action and Sustainable Development. Teaching and learning in these new subjects will commence in the 2025/26 school year.

* Information on the timings of the rollout of the new and redeveloped subjects, to be delivered in 5 tranches, are available on the NCCA website here: Schedule of senior cycle subjects for redevelopment

* Draft specifications for the first set of nine subjects to be revised have been published for consultation.

* The public consultation process and the consultations on the draft specifications for Biology, Chemistry, Physics, Arabic, Ancient Greek, and Latin has been completed. A review of this consultation is underway.

* Leaving Certificate Applied (LCA) students have had improved access to Leaving Certificate Established (LCE) Mathematics and Modern Foreign Languages since September 2022, broadening the options for LCA.

* Students in schools that offer LCVP are now able to access LCVP link modules without meeting subject specific criteria, or the modern European language requirements.

* A Post-Primary Special Education Development Group has been established within the NCCA's structures to develop Senior Cycle Level 1 and Level 2 Learning Programmes.

* A draft Programme Statement and new modules for Level 1 and Level Learning Programme are now open for public consultation until 10 April 2024 available here; L1/ L2 Consultation

* Consultation on a revised Transition Year Programme Statement concluded in October 2023. The finalised Programme Statement has been submitted to the Minister for consideration and approval, pending its introduction to schools in 2024.

* There has been significant engagement with education stakeholder groups, including representatives of students, teachers, parents, school leadership, management bodies, and subject experts;

* Oral examinations in language subjects have been held during the school Easter break and will continue to be held at this time in 2024.

* The Minister established the Senior Cycle Redevelopment Programme Delivery Board, and the Senior Cycle Redevelopment Partners' Forum.

* Detailed consideration of the approach to the phased introduction of the two new subjects into schools has taken place. The process for schools to apply to become the first phase of schools to introduce these two new subjects will open shortly.

* The research informing the design of the template being used to develop new subject specifications has been published. It can be viewed here: Technical Form for Curriculum Specifications NCCA

* The schedule for the second set of revised Leaving Certificate subject specifications to be revised has been published here Senior Cycle Redevelopment Schedule

* New specifications for Accounting; Construction Studies; Engineering; English; Geography; Physical Education; and the LCVP Link Modules will be introduced in 2026/27 school year.

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Senior Cycle Redevelopment – Supports for Selected Phase One Schools Introducing Climate Action and Sustainable Development in the 2025/26 School Year

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Circular Number: 0063/2025 Senior Cycle Redevelopment – Supports for Selected Phase One Schools Introducing Climate Action and Sustainable Development in the 2025/26 School Year

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Indicators of Effective Practice for Post-Primary Schools

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Indicators of Effective Practice for Post-Primary Schools

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Visual Supports within an Inclusive Learning Environment

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Visual Supports within an Inclusive Learning Environment

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Supports for the Mainstream Classroom

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Oide - Supporting the Professional Learning of School Leaders and Teachers in Ireland

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This section contains the professional learning materials and supporting resources which can be used to support individual and school-led professional developm

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Irish version

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Leagan Gaeilge

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Education for Sustainable Development Newsletter

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Rialacha agus  Nósanna Imeachta Obair Chúrsa

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Rialacha agus  Nósanna Imeachta Obair Chúrsa