Termtalk the Ofﬁ Cial Newsletter of the General Teaching Council SUMMER 08

General Teaching Council for NI termtalk The Ofﬁ cial Newsletter of the General Teaching Council SUMMER 08

termtalk The Importance of Teaching

Welcome to the latest edition of termtalk, which should reach you as this school year draws to a close. The Council recognises that it has been a diffi cult and challenging year for the teaching profession and I, as Registrar, would like to take this opportunity to acknowledge your ongoing dedication and professionalism in these uncertain times. In this edition, we report on Eddie McArdle (GTCNI Registrar), Dr Martin McAleese, President Mary McAleese and Sally McKee (GTCNI Chair) the Council’s Annual Lecture which was given this year by On the 18 March 2008, the Council inestimable value and importance of President Mary McAleese, in had the honour and privilege education and so of teaching to the past, present and future of all of us on the magnifi cent surroundings of of welcoming President Mary this island.” However, the efforts of the the Presbyterian Assembly Hall, McAleese to deliver its third Belfast. In addition, there are also profession can go unrecognised, and Annual Lecture. In accepting President McAleese made reference to articles on a wide range of policy the Council’s invitation, the and professional issues, which I the French American cultural historian President recognised the unique and teacher Jaques Barzun, who once hope you will fi nd informative and and important role that teachers said, ‘Teaching is not a lost art but the interesting. have played, and will continue to regard for it is a lost tradition.’ Finally, I would like to wish you all play, in establishing not only an The President went on to remind a restful and restorative summer economically prosperous society the audience that, “teaching is a break, and to reassure you that the but also one in which values fundamental, a sine qua non, of Council will continue to promote provide a sense of cohesion and human progress.” However, she noted and celebrate the vitally important community. that for the vast majority of the world’s work undertaken by teachers. The President began by reminding the children, formal education, as a rite of audience of the demands that society passage to fulfi lling their potential, is now places on schools. She noted that still a distant dream. She stated that, “Wherever people are mired in abject teachers are expected to deal with, poverty you can be certain that there among other things, the curriculum, is educational poverty. Wherever sectarianism, racism, sex education, people have transcended poverty and careers advice, suicide prevention, disease you can be sure education reporting of neglect or abuse, bullying, was the engine of transcendence.” Eddie McArdle drug and alcohol awareness… the list Registrar, GTCNI goes on. While not wanting to get into Turning to the remarkable economic the specifi cs of any of these issues, developments that have occurred in the President did emphasise, “the the Irish Republic in recent years, the GTCNI – a new voice for teachers The Importance of Teaching

continued from front cover President emphasised that the ‘story’ bbegan, not in 1973, with membership oof the European Union, or 1987, with tthe construction of social partnership, oor with the introduction of a benign ccorporate tax regime, but with a decision ttaken at the end of the 1960’s to extend ffree second level education to everyone. TThe President then commented that tthe people who share the island of IIreland are now living in a radically aaltered environment, one replete wwith opportunity and hope. Noting tthe, “quite extraordinary strides tthat have been made in the political aarena were made against a tide of hhurt and cynicism and disbelief,” she suggesteds that, “Northern Ireland, with entrepreneurshipe deep in its DNA,” wwill make legendary strides in the social aand economic spheres. However, she President Mary McAleese eemphasised that the goal of creating a knowledge intensive economy that sserves a tolerant, respectful and creative ccosmopolitan community will be aachieved, not by accident, but rather by ddesign and that teachers are important mmembers of the design team. TTurning again to the many challenges ffacing the teaching profession, the PPresident referred to the newcomers tto Ireland, North and South, and eemphasised that, “schools are often ttheir ﬁ rst point of intersection with a nnew culture. The once cosy backdrop oof a relatively homogeneous society hhas suddenly given way to a stunning nnew and young heterogeneity that iimplicates us deeply, as citizens of EEurope and of the World.” TheT President concluded by noting thatt schools have been in the very frontlinef of adapting to these changes ini demography and she stated, “I want tot acknowledge, with deep admiration anda gratitude, the extraordinary efforts madem by school staff in coping with the ranger of human, psychological, cultural anda educational issues these profound changesc have brought.” TheT Council would like to take this opportunityo to thank Ruth McCartney anda the Chapel Choir of Methodist CollegeC Belfast, as well as Nora O’Baoill anda the pupils of Fleming Fulton School, forf their respective musical and artistic contributionsc to the event. Once again, ono behalf of the teaching profession, the The Chapel Choir of Methodist College Belfast in the Assembly Hall CouncilC would like to thank President McAleeseM for her gracious and professionally afﬁ rming lecture. GTC

2 GTCNI Notice Board

Assessmentt forfor LearningLe ‘Assessment for Learning’ is central too the revised Northern The Holocaust Educational Ireland Curriculum. This recent Trust of Ireland publication from the The Holocaust Educational Trust of Ireland is Assessment Reform running three programmes for teachers in 2008. Group, Changing Assessment 1. Teaching the Holocaust Practice, will Three-day intensive course for teachers on the prove to be an 18, 19 and 20 August 2008 invaluable resource for schools as 2. Learning from the Holocaust they review and Five-day programme including a three-day visit to develop their Krakow, 28-31 October 2008 assessment policies 3. Clergy and School Chaplains and practices. Expenses-paid one week seminar in Israel, The resource is availableable 7-17 November 2008 online via the GTCNI Research Repository ARRTS at http://arrts.gtcni.org.uk Information can be obtained from the Holocaust Educational Trust of Ireland, Clifton House, Lower It can be located in the, ‘Reports from Fitzwilliam Street, Dublin 2 the Assessment Reform Group’. Tel: 003531 6690593 email: [email protected]

www.holocausteducationaltrustireland.org

Prestigious Award for Girls’ Model Children at Belfast Model School for Girls are at the forefront of using information and communications technology to enhance their work, and that’s ofﬁ cial! Following an extensive external assessment, Girls’ Model has been awarded the prestigious ICT Mark by Becta, the British Education Communications and Technology Agency, the government funded body responsible for promoting the use of ICT in Britain’s schools and colleges. The award recognises the school’s success in developing the strategic use of ICT in both administration and across the curriculum. Parents will have proof that their children are attending a Neil McLean, Executive Director for Educational Practice school at the forefront of modern technology. at Becta said, ”Girls’ Model thoroughly deserve the accolade of an ICT mark. They clearly demonstrate how The principal, Mr Johnny Graham, commented, important it is to take a holistic approach to using ICT “We are delighted to be awarded the ICT Mark. It in schools. Their investment in new technology has recognises our positive approach to ICT and the contributed to substantial improvements in learning.” beneﬁ ts it is bringing to our children. We believe that ICT can be used in every aspect of learning and GTCNI would also like to take this opportunity to that it is essential our children are equipped for the congratulate Girls’ Model on this important achievement. modern world.”

3 Every School a Good School

In January, of this year, the ensure that its concerns are understood It follows from this that a central Minister of Education launched by those charged with revising the requirement of any school policy document. improvement programme must be the an important and strategic promotion of a culture of refl ection In responding to the document, the and professional responsibility, and consultation – Every School Council noted that the drive for school the development of programmes that a Good School (A Policy improvement resonates readily with the suitably empower teachers to meet the profession’s commitment to excellence. for School Improvement) – challenges ahead. It is imperative that However, the Council expressed and it is fair to say that the the new arrangements for continuing concern that the policy, in its original professional development (CPD) outworking of this policy will form, does not adequately address which emerge, in the wake of the the professionalism of teachers, and have signifi cant implications establishment of ESA, are imaginative, the fact that school improvement is for both teachers and schools innovative and fi t-for-purpose. The ultimately dependent on the work of Council, in its 2005 report on CPD, in the years ahead. In the teachers. Moreover, the document made a cogent case for a ‘mixed- following article, the Council’s makes no reference to the reality economy’ approach to CPD funding, that teaching is now a self-regulating Senior Education Offi cer, in line with that offered to schools and profession, or to the recently published teachers in Wales. If the profession is refl ects on some of the concerns teacher competences. However, to be challenged to deliver and sustain that GTCNI has about the the Council notes with approval the on the improvement agenda then it Minister’s recent endorsement of, consultation document. must, equally, be supported in terms of Teaching: the Refl ective Profession professional development. It is important to emphasise that the and her recognition that school Every School a Good School policy is, improvement begins in the classroom. In conclusion, the Council recognises at present, only in consultation form The Council has long argued that that all children and young people and that the Minister, in her foreword to sustainable school improvement is in Northern Ireland have the right the document, undertook to consider predicated upon a commitment to to receive the highest possible the responses made, so that the policy both challenge and empower teachers, standard of education, and it will work might be amended or improved. In light within professional communities of assiduously with all stakeholders to of this, the Council has had discussions practice. help ensure that ‘every school is indeed with the Department of Education to a good school’. GTC

4 Retired Teachers’ Association

Members of the profession will be throughout Northern Ireland, and each career, we will heartily welcome you to interested to know that the Retired branch has offi cers who are keen to RTANI and thus ensure that the voice of Teachers’ Association is active advise members on branch events and pensioner teachers is united in pursuit of its goals! in Northern Ireland. In the article leisure activities. Members are drawn from every education sector: school, It’s so simple to become a member that follows Brendan Mc Glone college, further education, integrated, provides an insight to its wide- of the Retired Teachers’ Association; maintained, nursery, primary, and post- all you need do is contact the Hon. ranging work. primary and include members from all Secretary RTANI, details below, who The Retired Teachers’ Association unions and associations. will forward you an invitation card Northern Ireland (RTANI) is the only RTANI has an active social calendar asking for your name, address, a Association dealing solely with the with leisure activities in all areas telephone contact number and your concerns and needs of retired teachers. throughout the year. These range from Teacher Reference Number. Founded in 1943, initially as the Retired visits to various places of interest, e.g. At present, and for the last number Teachers’ Union, it has been infl uential Doagh Island, the Organic Centre at of years, the cost of membership throughout its 60-year history in Rossinver, Christmas lunches, dinners has remained at £5 per annum. It is highlighting the inadequacies of throughout the Province and addresses deducted at source from the December pension arrangements for teachers. by local speakers on a variety of pension at Pensions Branch, DENI. GTC RTANI is an active member of Age topics ranging from Salmon Fishing Concern and the Public Service to Tracing your Ancestors, the Islands Pensioners’ Council, one of whose of Ireland and Emigration from Ulster. To fi nd out more about our main functions is to put pressure Entertainment in the past year has association, please visit our on the Government on all matters included theatre visits and visits by newly constructed website: affecting retired public servants. local artists. www.rtani.co.uk or write to: Current priorities are directed at the We are a working organisation Hon. Secretary RTANI cost of long-term care, the reduction however, and continue to try to of National Health provision and the increase our membership and improve Brendan McGlone continued erosion of both State and the conditions for retired teachers 109 Stockman’s Lane Public Service Pensions. in Northern Ireland. So, when you Belfast BT9 7JE We have over 3,000 members succeed in reaching your goal, that is, belonging to eleven branches retirement, after a long and successful or email: [email protected]

L-R: Des Rawlings (Central Executive), Robina Atkinson (Chair) and Brendan McGlone (Hon. Secretary)

5 Teacher e-Portfolio Teacher e-Portfolio Teacher e-Portfolio

In the article that follows, Victor learning and how to cater for a wide on a cross-phase, cross-sector basis. range of learning contexts. Currently, To quote Julie Wysner, Principal of McNair of the University of Ulster we are piloting the e-Portfolio across Gillygooley Primary School, in the and Gillian Stewart, the NIELB Te- a range of contexts including ITE WELB: PNI Induction Strand Coordinator, (involving all the HEIs), Induction (involving CASS support personnel), “There are a wide range of schools describe a new pilot project and teacher leadership (involving represented in the project: that seeks to support teachers’ RTU). We have not attempted to controlled/maintained, integrated/ change any of the current professional professional learning. Irish medium, urban/rural, primary/ development activities. But, by using secondary/ special. This provides As we increasingly harness the power an e-Portfolio to complete them, we the opportunity to exchange ideas of digital technologies to support have learned a lot about strengthening with other teacher tutors from a teaching, it seems appropriate that what works well and what is ready variety of schools.” we should also explore how best to for change. We have also been able capture our own professional learning to share good practice in deepening using a range of media. For almost refl ection and making it work better Both beginning teachers and teacher two years, the Teacher e-Portfolio for for the individual teacher. Below is an tutors have embraced the pilot with true Northern Ireland (Te-PNI) project has illustration of the model of the process pioneering spirit, engaging patiently been developing the principles and we are trialling this year. with the new software as they have sought to assess its potential to support concepts around which all teachers Working with a wide range of can collect, refl ect, select, present and the development of the core Induction professionals has really helped us activities, particularly action planning indeed support professional learning. understand the challenges and needs The project is truly representative of all and refl ective practice, alongside the of each sector, and how we can target GTCNI teacher competences. The key education stakeholders, including support more effectively. Becta, C2K, CASS, DE, GTCNI, the Initial enthusiastic approach of Zara Wortley, Teacher Education (ITE) providers and The ‘Induction’ strand of the pilot, beginning teacher in Tandragee Primary RTU. coordinated regionally by the School (SELB) is representative of many Belfast Education and Library Board of the participants: Initially, we agreed foundation and endorsed in DENI Circular principles that include making the 2007/24 on the Use of Information GTCNI competences central to “I’m very interested in this new and Communications Technology online package and am delighted e-Portfolio activities, insisting that all www.deni.gov.uk/ in Schools ( to have the opportunity to be e-Portfolio content is controlled by the circular_2007.pdf), involves the owner, securing consensus among involved in this pilot and to use the participation of 48 beginning teachers software.” all educationalists about what should and teacher tutors drawn from 21 constitute evidence of professional schools across the fi ve ELB areas This is echoed by Julie Thomas, teacher tutor in Sydenham Infants’ School (BELB) who comments: Storing Refl ecting Selecting Presenting “The Te-PNI is a great idea and will hopefully make it easier in the long term for teachers to build up a career profi le.”

Professional Record is A 3 day training programme, jointly presented for planned and delivered by Victor McNair, viewing Professional Senior Lecturer at the University of Resources Record is Compiled Ulster, and Gillian Stewart, NIELB Te-PNI Dialogue Induction Coordinator, has supported the Competence Records already beginning teachers and teacher tutors at presented key stages in the pilot by providing them Action Records Support already with opportunities to: Planning presented Records • become familiar with the main already Personal Data features of the software; Reﬂ ections presentedRecords already Success Evidence • commence uploading their Criteria presented Induction Action Plans and related evidence;and

Private content area Invited viewing area • participate in discussions for the purposes of evaluative feedback. Secure Access

6 Teacher e-Portfolio Teacher e-Portfolio Teacher e-Portfolio

This has been supplemented by the production of Te-PNI reference guides for use by the participating beginning Chris Murdock, beginning teacher in D H Christie Memorial Primary School, teachers and teacher tutors back Coleraine (NEELB) is similarly excited by the potential of the e-portfolio in schools, by ongoing e-support process: through a dedicated online course and discussion forum on LNI, as well as a programme of school support visits. This has all been particularly important not only in terms of offering practical advice to the beginning I found this e-portfolio project to be very exciting teachers but also in obtaining their and innovative. Even though there have been valuable feedback and suggestions for some teething problems with the software, as improvements to the software. you would expect with all pilots, I think it is really good that you can keep an electronic record of The emerging feedback is your training and development throughout your encouraging. To quote David McCaw, teaching career. Hopefully I will get the opportunity beginning teacher in Victoria College, to continue working on this project through my early Belfast: professional development and beyond.

“My e-portfolio is a central archive where I can collect and present work in a personal way. I think it gives a clearer picture of my progression and can be reproduced Linda Picken, beginning teacher in Taughmonagh Primary School (BELB) or transported quickly and easily.” also comments:

Míchéal Ó Conghaile, beginning teacher at the Bunscoil Bhéann Mhádagan, also in Belfast, shares David’s view: It has been interesting to actually experiment with the the Te-PNI software as a means of presenting “I think the e-portfolio has great my second action plan and then to be able to potential – you can save all your compare it with the more traditional format of my documents and professional ﬁ rst IAP. I feel I have gained a different perspective development evidence on the process and look forward to presenting both electronically in one place. It is versions to my Teacher Tutor. I certainly think it is available at the touch of a button very useful to have a choice of formats and believe and is easy to read.” that the end product will be of a great value to teachers. So what of the future? Given the high level of interest in e-Portfolios as a tool for teachers to collate and Una Brennan, teacher tutor in Parkview Special School, Lisburn (SEELB) reﬂ ect on their continuing professional is very enthused by the Te-P process: development, it will be important to use the valuable feedback from the various pilots to inform future development of this innovative form of digital technology. It is very much in keeping with the concept of A UK-wide e-Portfolio conference will virtual learning which is currently being promoted be hosted in Northern Ireland, in June throughout the entire teaching profession. This 2008, with the purpose of reviewing exciting pilot reinforces the value of an online what we have learned this year and environment as a means of recording and to see what changes need to be supporting continuing professional development, made to software so that teachers’ something which our EPD1 teachers already professional development needs appreciate as a result of participation in a dedicated can be more accurately targeted and six week LNI course for teachers working in special supported. The conference will also schools. We, in the Special School sector, are be an opportunity to showcase what delighted to have the opportunity to be at the has been achieved this year among all forefront of such exciting developmental work. students and teachers who have been supporting us by using the system to support their learning. GTC

7 e-Learning Resources for Schools In keeping with the theme, ICT staff basis. By accessing the resources, based support for continuing teachers and schools are making use of digital online technologies to professional development (CPD), extend their competences (attributes, Chris McIntyre of North Eastern knowledge, understanding and skills) Education and Library Board within the selected area of innovative (NEELB) outlines a range of practice. e-learning Resources that are now Additionally, by undertaking available online. elements of CPD online, teachers are enhancing their competence in The NEELB launched eight using ICT effectively and confi dently Dissemination and Development of for worthwhile educational purposes. Good Practice (DDGP) e-Learning Further benefi ts of using the resources Resources, at a ceremony on the 13th with the context of online CPD include: March 2008 at Antrim Board Centre. • empowers learners so that they can The DDGP e-Learning Resources, take more responsibility for what, consisting of downloadable digital when and how they learn; videos and numerous support materials, publications and web links, • easy access to digital learning and refl ect many of the key features of the teaching resources that can be Northern Ireland Revised Curriculum customised for own use; and have been developed by NEELB to • self-paced fl exible learning on provide a CPD platform for refl ective demand; and activity, thinking and discussion in relation to the selected areas of good • enhanced collaboration between practice. teachers through online discussion forums. The schools featured, in each of the resources, all had a kernel of an idea The DDGP e-Learning Resources can as to how they wished to bring about be accessed through the following improvement in their school. Through pathways: support from the DDGP initiative www.neelb.tv the schools embarked on a process of action planning, implementation, www.neelb.org.uk/teachers/cass/ evaluation and review. Central to ddgp-elearning all improvements were the intended https://learningni.net (NEELB teachers benefi ts for pupils’ learning. The digital only) videos and narratives from each school capture the journey the school made, and indeed may continue to be on. In DDGP e-Learning Resources each case the school is sharing their experience and are honest in their self- Assessment for Learning evaluations. Indeed, the intention is not Camphill Primary School, Ballymena to make claims of greatness, but rather to outline a process for continuous Emotional Intelligence school improvement. St. Joseph’s Primary School, Crumlin Performance Enhancement Using the e-Learning St. Patrick’s College, Ballymena Resources within CPD Using Art and Design to Promote Independent Learning Ballee Primary School, CPD enriches professional practice and Ballymena is relevant to all teachers, regardless of experience or individual need. As Using Digital Video to Promote Oracy educational practices evolve in light of and Literacy Portstewart Primary School extensive research, a culture of CPD Maths for All amongst educators is key in moving towards whole-school improvement Ballysally Primary School, Coleraine and refl ective learning and teaching. Visual Literacy The DDGP e-Learning Resources are Ballymena Primary School designed to support teachers and World Around Us, Story Sacks schools in moving forward with CPD St. John Bosco, Ballynease on an individual, small group or whole-

8 Prof John’s Websights

A regular feature book-marking educational resource and information websites: this issue focuses on digital images for educational use. A picture may well be worth a thousand words, but they don’t have to cost as much, or even anything. Yet, it’s always a challenge to fi nd http://fl ickrcc.bluemountains.net/ digital images – video or still - online http://compfi ght.com/ which are good to illustrate teaching http://wiki.creativecommons.org/ Content_Curators Flickr is an outstanding source of free photos or suitable for pupils, and don’t posted by the great public of amateur and breach copyright. The ‘tasi’ site, previously mentioned, illustrates expert snappers and, while it’s no guarantee a fundamental point about the Internet: what of quality, both bluemountains and compfi ght you need is there, the fun is in the fi nding. search for Creative Commons images (see So, this useful wiki site lists ‘content curators’ - below) on your selected theme – compfi ght a directory of directories of creative commons albeit with tongue in cheek! content. This lists about 40 directories each of audio, video, image and text directories and about 80 each of education and geodata http://creativecommons.org/ directories. Enjoy! international/uk/ Creative Commons is a legal means of releasing digital assets and allowing their use by others while still asserting your intellectual property rights. Watch for the cc symbol to stay legal.

http://gallery.e2bn.org A searchable stock of high quality images, video and sounds, collected and sorted by teachers for teachers, in 27 categories from ‘Animals’ to ‘Work and Everyday Life,’ can be found at the E2BNGallery, another of the Regional Broadband Consortia. http://tinyurl.com/45njc9 Searching far… if you desire something oriental in your images, check out the Singapore Ministry of Education’s digital resources repository offering video and audio clips, animations, graphics and photographs that can be downloaded. http://tinyurl.com/53ehej Those good people in Trafford Learning (NorthWest Learning Grid) have brought together, for primary schools, links to images which are ‘free for use in schools’ on a ‘not for profi t’ basis from eighteen sources including 2Simple, DK, Channel 4 and some of the other Learning Grids. http://www.tasi.ac.uk On a much grander scale, and while written for HFE, teachers should look at ‘Technical Advisory Services for Images’. It sounds www.bbc.co.uk/ni/landscapes yawn-dull but is a phenomenal resource. Searching high… remember that BBC NI series http://www.tasi.ac.uk/advice/using/pdf/finding.pdf ‘Sky High’ of Ulster landscapes fi lmed from a This document is a good start point and gives helicopter? BBC NI Education have digitized an overview of all the international museum, those sequences and added educational cultural, art, scientifi c, current affairs, commentaries – an excellent local studies and http://www.gr8ict.com/ historical, mapping and stock archives and geography resource aimed at KS3 but useful schoolwebsites.htm#images how they can be searched and used. for KS2 and KS4 as well. An educational consultant, Chris Sharples, indexes school websites for usable images Finally, remember to ‘Stay Safe’ – always check out sites in advance to ensure they and photo sites and so much more besides, are acceptable to use – and are not blocked - before setting pupils off on their own collected from students. research. And, if you’d like to share your favourites, then email [email protected]

9 New Anti-Bias Publication Launched An exciting new publication, ABC: Promoting an Anti-Bias Approach to Education in Northern Ireland, was launched at the Long Gallery, Stormont on 4 March 2008. This is a resource for teachers to use in the classroom, which outlines how to deal with diffi cult issues such as sectarianism, racism or sexual orientation. It will help to teach children to respect difference such as religious and cultural diversity. This resource has been developed by the Northern Ireland Council for Integrated Education (NICIE) with the support of funding from the International Fund for Ireland and the Michael Wardlow, NICIE Chief Executive Offi cer, Dominic Bradley, SDLP MLA, Paula McIlwaine, NICIE Professional Esmee Fairbairn Foundation. Development Offi cer and Frances Donnelly, NICIE Senior Development Offi cer, were speakers at the launch of ABC: Promoting an Anti-Bias Approach to Education in Northern Ireland’ publication, in the Long Gallery, Stormont The launch was attended by over 100 education stakeholders who gained an insight into how schools can be developed as inclusive environments. Copies of ABC: Emphasis was placed on how adoption Promoting an Anti- of an anti-bias approach, which Bias approach fosters understanding, respect and value for diversity, impacts positively to Education in on a school’s ethos and practice in Northern Ireland the delivery of the Northern Ireland Curriculum and also the more informal can be obtained and hidden curricula. by contacting Olwin Frost, Principal of Oakwood NICIE on 028 9023 Integrated Primary School said: 6200, emailing “Embracing an anti-bias approach has been a very rewarding process for pmcilwaine@nicie. all involved in our school. It initially org.uk or from required staff to evaluate their own the NICIE website attitudes and realise their potential so they could transmit messages about publications section equality and bias to pupils. In the light at www.nicie.org/ of this we were then enabled to review our policies and practices to ensure publications they are inclusive of all and respectful of diversity in terms of culture, religion, ethnicity, gender, sexual orientation, Peter McCreadie, Acting-Principal of Priory socio-economic background and Integrated College, Holywood, Jill Markham, differences in ability.” Principal of Oakgrove Integrated College, L’Derry and Gerry Jones, Principal of New Bridge Michael Wardlow, Chief Executive Integrated College, Loughbrickland at the launch of NICIE said: “I must stress the of ABC: Promoting an Anti-Bias Approach to importance of this valuable resource Education in Northern Ireland and its value for all individuals engaged in the teaching/learning process, from early years through primary school to second level education. It provides an excellent starting point for all schools that are conscious of the increasing diversity.” GTC

10 Teaching and Learning RESEARCH BRIEFING Consulting Pupils on the Assessment of their Learning Consulting Pupils on the Assessment of their Learning (CPAL) is a project undertaken by a group of researchers from the School of Education at Queen’s University, led by Dr Ruth Leitch. The project was designed to take account of the policy context in Northern Ireland, with its focus on pupil proﬁ les and assessment for learning (AfL). It examined pupils’ participation in their own assessment at KS2 and KS3 from a children’s rights perspective, based on the United Nations Convention on the Rights of the Child

(UNCRC). In the article that The CPAL Research Team: L-R: John Gardner, Debi follows, Ruth reviews some of Galanoului, Peter Clough, Ruth Leitch and Laura Lundyndy the research fi ndings. The CPAL project is now completed and the result shows that when CPAL also indicated that when policyicy genuine opportunities for participating makers use child-centred methodss in and understanding assessment to consult children directly about processes are presented, pupils matters of signifi cance such as engage more readily in the progress pupil profi les, children show the and outcomes of their learning. For motivation and capacity to be example, when KS3 pupils were asked involved in decision making. For about their experiences of AfL, these example, KS2 pupils indicated pupils felt most positive about their to policy makers that a pupil assessment in classes where: profi le should, amongst other things: • they knew what they were supposed to do in any task, test or homework; • be seen as a personal documentt as well as an academic one; • the teacher discussed with them how their work would be assessed; • provide detailed teacher feedback to improve their learning; the UNCRC. They identifi ed lack of • they understood the language of time, class size, accountability and assessment; • help them and their parents and curriculum constraints as barriers to full guardians to make good decisions implementation of pupil consultation • they knew how to assess their own about their progress and future and engagement. Most were keen to work and practised doing so; and schooling; expand their knowledge in this area • they could evaluate a classmate’s • be child-friendly, attractive and and how to apply children’s rights to work and tell them how to improve. colourful; and educational practice. GTC Pupils in classrooms where teachers • be written in readable, The main fi ndings are summarised showed evidence of coherence understandable language. in the TLRP Research Briefi ng No. between the their beliefs and their AfL 36 (March 2008), now available for practices, demonstrated more in-depth Most teachers and school leaders were teachers to download at: understanding of assessment principles found to be supportive in principle http://www.tlrp.org/pub/research.html and practices than those in classrooms of children’s rights in learning and It is also available on the GTCNI where coherence was less evident, or assessment, but had, as yet, an Research Repository ARRTS at: where discussion of assessment was imperfect understanding of children’s http://arrts.gtcni.org.uk restricted to tests and examinations. rights as expressed in Article 12 of

11 Special Educational Needs: Asperger’s Syndrome

Following on from the last developing a knowledge-base within a edition’s section on special particular area should be capitalised on, educational needs Gillian particularly through engaging the pupil in helping you or his/her classmates. Gamble, a senior educational psychologist with the NEELB, Possible sensory processing diffi culties with heat, light, sounds, pressure looks at Asperger’s Syndrome. and movements, may need to be Asperger’s Syndrome (AS) is an Autism investigated and addressed through those with AS and tends to jeopardise Spectrum Disorder, alongside its sister educational planning. performance. Supporting pupils in condition, Autism. It is distinguished the development of low-key stress It is worth reminding ourselves that diagnostically from Autism, by the management and relaxation techniques Tony Attwood pointed out that a shift absence of learning diffi culty and of redresses the balance. in perception could enable us to view signifi cant language impairment , by particular AS characteristics such as three years of age. Although AS is often Some pupils with AS present as complete candour, unwavering loyalty described as, ‘a mild form of Autism’, being indifferent to their peers while and total commitment to ideas and this description can be misleading, as others seem desperate to be accepted. principles, as character strengths, rather both diagnoses are based on a pervasive Conversational openers, closers and than fl aws. GTC and life-long triad of impairments within information seeking phrases can be social interaction, social communication taught, with repetition, rehearsal and and fl exibility of imagination. feedback used to hone their delivery, in order that they may present as As a multi-faceted condition, AS automatic. Pupils’ special interests requires diagnostic investigation across should be nurtured within areas which contexts by a multi-disciplinary team are socially acceptable (within the peer (involving professionals from Speech group), or clubs and societies could be and Language Therapy, Paediatrics, established, based on niche interests, so Psychology and where possible, that communication occurs naturally. Occupational Therapy). Any attempts to promote social As pupils with AS do not experience interaction should respect the pupil’s learning diffi culty they are usually social tolerance level and allow for time educated within mainstream schools. alone as well. Pupils with AS typically tend to present within social situations as pedantic, Academic achievement tends to provide gauche, authoritarian, relentless or pupils with AS with a sense of worth. eccentric. These styles are not so much Their strengths should therefore be a matter of personality as a natural identifi ed, with ongoing manageable social consequence of a fundamental challenges presented to them, in order communication disorder. Moreover, to develop these further. Minimising pupils with AS do not possess distractions while utilising cueing, intuitive social insight so that all structure and time limits should social information must be laboriously promote attention and concentration processed through cognitive channels. on task, so activating impressive This can be mentally exhausting. short-term memory skills. Profi ciency Anxiety is also commonplace in in researching, cataloguing and

12 Bursary Feedback Over the past three years, the Council has operated a very successful ‘pilot’ professional development bursary programme. The feedback from teachers and schools has been very positive and the Council is now convinced that, if the Department of Education was to support this initiative with additional resources, major benefi ts would accrue to teachers and schools throughout Northern Ireland. The following articles, from Valerie Haugh of the BELB Peripatetic Support Service and Alison Ditty of Sydenham Infants’ School, give a fl avour of the many interesting and worthwhile professional Alison Silke, from the ‘project’, have donated an inspection pack of development activities that have provided two days of intensive materials to the PSS. These materials been supported. training in the use of Read Write Inc., are available for inspection in the PSS an engaging synthetic phonic literacy Literacy Resource Centre based in The programme which ‘gets children Ulidia Centre, Ormeau Road, Belfast. The Ruth Miskin talking, reading, writing and spelling – Tel: 028 90690359 FAST!’ This programme complements The PSS aim to keep abreast of current Literacy Phonics the ongoing work of the PSS in research, teaching strategies and schools. This was the fi rst time the Following a successful bursary resources and appreciate the funding Ruth Miskin Literacy training had been grant application from the Belfast received from the GTCNI. This training delivered in Northern Ireland and the Education & Library Board (BELB) has given them the opportunity to PSS were delighted to have been given Peripatetic Support Service (PSS), enhance their teaching skills and the opportunity to avail of this training. twenty teachers from the PSS recently knowledge in order to deliver high received professional development Two representatives, Edna Cochrane quality support to the pupils and training from the Ruth Miskin Literacy (NI Rep. Read Write Inc.) and Ann teachers in BELB schools. All the Project. Tweddle from the Oxford University teachers agreed that the training was Press who publish the materials for dynamic, inspiring and relevant to their Read Write Inc., were also present and daily work. GTC

L-R: Mrs Valerie Haugh (Head of the Peripatetic Support Service), Ms Edna Cochrane (Read Write Inc. NI Rep.), Ms Alison Silke (Ruth Miskin Project), Mrs Sue Boyd (Peripatetic Support Service SpLD) and Mrs Sue McCrum (Peripatetic Support Service HI)

13 Bursary Feedback local community artists Sally Field and Anne Quail. We all were working towards our celebration which took place in the school hall on the Friday afternoon. This provided the children with an opportunity to share their achievements with their peers and the wider community. Children, staff and invited guests enjoyed plays, poems and songs written and performed by the children. The wonderful array of art work produced over the week was on display around the hall. The staff had worked hard to create an art gallery atmosphere and life size mermaids were displayed alongside felt collages, 3D islands, interactive board games and much more! The open framework of this project provided opportunities for the children to develop their thinking skills and personal capabilities as outlined in the Take One Picture We attended three lectures at which revised curriculum. Our children had the visual, historical and educational numerous opportunities to work with Sydenham Infants’ is a school in East aspects of the picture were discussed. others: the P3 children wrote and Belfast close to Harland and Wolf A copy of the picture was then given to performed a pirate play; to problem shipyard; our children range from 4 each teacher. solve: the P2 children needed to work years to 7 years old. The introduction out how to turn white rice blue!; and of the revised curriculum provided the Having led several staff meetings to to make decisions: P1 children had staff with the opportunity to review discuss how everyone at Sydenham to decide which resources to choose our art policy, as we felt that the could beneﬁ t from all that I had learnt to make their life-sized soldier. Pupils requirement in the revised curriculum on the course, it was decided to throughout the school had a common that, ‘pupils should be enabled to look organise a whole-school project which theme which provided a sense of at and respond to a piece of work by involved adapting the school timetable community and shared purpose. artists’, does not receive as much for one week, so teachers and pupils attention as other areas in art and could concentrate on all areas of the The range of organisational design. curriculum inspired by The Fighting approaches, such as setting, grouping Temeraire. and individual work ensured that In order to address this, as art co- individual needs were properly ordinator, I attended a most inspiring The week began with a special addressed. The activities were course at the National Gallery in assembly on the theme of famous appropriate to different learning styles London, alongside primary school paintings. Children then returned which enabled pupils of all abilities teachers from across the UK. The to their rooms where a print of The to take part in the activities fully and aim of the course entitled – Take One Fighting Temeraire was on display. The effectively, giving the opportunity Picture – was to promote the use morning was then taken up discussing for the pupils to experience success of one single image as a resource initial reactions and involving the in their learning and a real sense of for cross-curricular learning in the children in planning the entire weeks achievement. classroom. work! As a result of our creative week, it was This was a superb course, during which Every class produced their own mind noticed that during a subsequent visit we were introduced to the ‘Gallery’ and maps outlining their ideas and what to our local art gallery, ‘The Engine its collection and shown how we might they hoped to produce over the course Room’, the children were able to talk to children about a piece of art of the week. We were amazed at communicate their ideas, opinions, work. We were then introduced to this the variety of ideas that the children feelings and imaginings, using an year’s chosen painting – The Fighting generated from the painting. All six expanding vocabulary. Temeraire – by Turner. It depicts the ‘Areas of Learning’, as outlined in the last moments of the glorious gunship, revised curriculum, were represented Pupils reported that the creative week which fought under Nelson at the in every class’s planning. The children was, “fun because we had no work to Battle of Trafalgar, being towed to a had opportunities to work with their do,” yet clearly there was an immense GTC London breaker’s yard by a tug boat. teachers, with parents and with our amount of learning going on!

14 eTwinning Modern information and communications technology provides opportunities for schools to get involved in ‘eTwinning’ projects in a safe interactive environment. In the article that follows, Jonathan Stewart outlines the support that the • pupils are motivated by the audience Making new friends, learning new British Council can provide to of their peers in other European languages, experiencing new cultures and countries; it has all been made schools in Northern Ireland. countries and by creative, innovative uses of ICT; and possible through eTwinning.” Mr Leigh Davis, McClintock Primary • we run free eTwinning Professional School, Seskinore. Development workshops throughout the school term for teachers. “Nearly 40,000 European schools have registered on the eTwinning portal eTwinning workshops are a fantastic eTwinning is a framework for since its launch in 2005. There is also way to get started with the programme schools to collaborate safely on the a clear synergy between eTwinning and to learn more about eTwinning. Internet with partner schools in 29 and the Comenius programme which If you are interested in attending a European countries. It is part of the offers a more structured funded workshop then please contact the team. European Union’s Life-Long Learning approach to collaborative European programme. It promotes school “Having attended my ﬁ rst eTwinning projects. eTwinning is the perfect tool collaboration in Europe through the course in October 2007, it is amazing for communication within a Comenius use of information and communication to see the impact on school life project and may also lead to other technologies (ICT) by providing already. Contacts were made international opportunities, such as support, tools and services to make it immediately and projects started the International School Award.” easy for schools to form short or long- with schools across Europe using the Simon Graham, British Council. GTC term partnerships in any subject area. eTwinning website. From Year One Contact the eTwining team in the British As a school, preschool or FE college to Year Seven, pupils and teachers Council in Northern Ireland on: (working with students between the alike speak enthusiastically of the ages of 3 and 20) you can register your opportunities brought by eTwinning, E: [email protected] details, search for European partners whereby we have been able to bring T: 028 90248220 and engage in a safe and secure online the outside world into our classrooms. www.britishcouncil.org/etwinning partnership through ICT. Each country involved in eTwinning is supported by its own National Support Service (NSS). The British Council is the NSS in the UK, and we administer and manage eTwinning within the UK: • eTwinning is a ﬂ exible, free, easy to use resource for enhancing the use of ICT across all areas of the curriculum; • eTwinning is ideal for those starting out in international education, as well as for those who want to sustain long-term partnerships with European schools; • eTwinning projects and partnerships can enhance curricular goals and national education initiatives by providing a real context for learning, where key skills are developed;

15 If you wish to apply for a Bursary applications must be received by Friday 26 September, 2008

© General Teaching Council for Northern Ireland, 2008. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by way of any information storage or retrieval system without prior permission from the publisher. The views of contributors do not necessarily represent the views of the GTCNI. termtalk is the ofﬁ cial termly magazine of the GTCNI, editor, Barney Ball.