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Fresh Film Festival encourages and supports young filmmakers aged 7 to 18 to tell their stories through the medium of moving pictures. The closing date for receipt of entries in Fri 26th Jan 2018. Information, resources and application forms for Ireland's Young Filmmaker of the Year are available at


PDST has a number of full-time secondment opportunities for teachers in the areas of the Primary Language curriculum and Post-Primary leadership, politics & society and computer science. For more details, see

The Ger Devereux 6km Memorial Walk/Run in aid of the Irish Heart Foundation will take place on Sunday 10th September 2017. Registration takes place at 10 am at Co. Wexford Education Centre, Milehouse Road, Enniscorthy. The walk begins at 11 am. All donations welcome via online, sponsorship cards or on the day. For more information, contact Michael Devereux 087 292 7138. The facebook page is

Please contact our Facebook page or Michael's phone number (0872927138) for sponsorship cards, or use online donation at the following link or donate on the day. 

A panel is due to be created to fill vacancies that arise for full-time secondment opportunities for the following advisor positions in The Arts Council/An Chomhairle Ealaíon (i) Primary and Early Childhood Education Adviser and (ii) Post-Primary Education Adviser.

Scoileanna Ildánacha/Creative Schools will be a key programme under Pillar One of Creative Ireland 2017-2022: Enabling the Creative Potential of Every Child. Creative Schools will give expression to this goal as part of an integrated implementation plan for arts in education and draws on the commitments set out in the Arts in Education Charter.

For further details on these positions including a job description and application form, please go to This information is also available upon request from This email address is being protected from spambots. You need JavaScript enabled to view it..

The closing date for applications is Wednesday, July 5th at 12p.m.

Co. Wexford Education Centre collaborates with Maynooth University and a cluster of post-primary schools on the CPD programme ‘Teaching and Learning for the Twenty-First Century’(TL21). The programme is being extended for a further two-year cycle starting in September 2017.

The programme has a number of key aims, including:

1.      To address the isolation and insulation that teachers can, and do, experience in their day-to-day professional lives.

2.      To strengthen (post-primary) teachers’ capacities as the “authors” of their own work – to encourage and support them in actively engaging with a wider repertoire of active teaching strategies.

3.      To encourage students to become more active and responsible participants in their own learning.

Co. Wexford Education Centre plans to work with up to 5/6 new schools for the next two year cycle. I would like to invite you and/or representatives from your school to an Information Meeting in Co. Wexford Education Centre on:

Wed 29th March from 5 pm to 7 pm

Staff from three schools who participated in the 2015-2017 cycle will make 15 minute presentations outlining their projects during the meeting. These presentations include:

(1) Coláiste an Átha, Kilmuckridge

Theme: Developing a modified vocabulary enrichment programme for First Years

(2) Meán Scoil Gharman, Brownswood, Enniscorthy

Theme: Fostering the reading of novels in Irish among First Years and Second Years.

(3) Gorey Community School

Theme: Promoting independent student learning in Second Year Science, using/testing a variety of teaching methodologies

What is involved for those schools participating?

·         This is a two year programme.

·         There will be 5 workshop sessions in a school year, all taking place from 5.00pm – 7.00pm.

·         Tea/Coffee etc will be available from 4.30pm.

·         No substitution or travel expenses are available from either Co. Wexford Education Centre or the university.

·         The programme is not a series of lectures, but rather it is based on a collaborative and action research approach.

·         Each school may like to suggest the themes or aspects of teaching and learning they would like to address: e.g. assessment, AfL strategies, co-operative learning etc.

·         Each participating school will have the opportunity to progress the theme in their own school and report back on progress to the whole group of schools participating in the programme.

·         No more than five representatives per school, including Principal or Deputy Principal.

·         Accreditation is available for teachers’ interested (Maynooth University Diploma and Masters route).

Please e-mail the name and contact details of any attendee(s) interested in attending the Information Meeting on 29th March. E-mail This email address is being protected from spambots. You need JavaScript enabled to view it.

A number of positions are available for the 2017/2018 school year. For more details, see

Post Primary PE Dance Workshop 


A practical Dance workshop facilitated on an outcomes based education and includes effective

formative assessment as well as opportunities for teacher and student reflection. Resources will

be shared digitally and these will further support the teaching of Dance at Junior Cycle.

Venue: Creagh College, Gorey

Date: 7th March 2017

Time: 6.00pm-8.00pm

Facilitators:  Anna Nolan & Margo Jackson


Register to attend this workshops at



You are cordially invited to the Annual General Meeting (AGM) of Co. Wexford Education Centre on Monday 27th February 2017 at 6 p.m. in Co. Wexford Education Centre, Milehouse Road, Enniscorthy, Co. Wexford.


A review of current skills and a focus on sequencing and vaulting.



This workshop will firstly review and revise the skills associated with rolling, weight transference and balance. 

It will then move on to explore the concept of 'vaulting'.  The teaching points of vaulting and landing will be addressed with a focus on how to easily incorporate these skills into a gymnastics class.

All of this will be done through an overarching theme of sequencing and performance.


Venue: Creagh College, Gorey

Date: 12th Oct 2016

Time: 7 to 9pm

Facilitators:  Anna Nolan & Margo Jackson


Register to attend this workshops at



PDST are offering Introduction to Teacher Wellbeing workshops in your area again this term. This series of workshops will explore the concept of wellbeing and how teachers can be supported in maintaining and developing their wellbeing. It is recommended teachers attend workshop one and two.

Participants will develop a toolkit to comprise a range of strategies towards benefitting their personal and professional life.

Participants will receive an accompanying workbook to compliment the content explored during the workshops.


Tue 18th Oct & Thur 27th Oct

4.30pm to 6.30pm each evening

Co. Wexford Education Centre



Register to attend these twin workshops at


Queries only: Christine 053-92 39105 




The Trinity Access 21 projects ( aim to support cultural and pedagogical change within schools and build teacher capacity to leverage technology in creating active, engaged classrooms. One of the ways we are doing this is through a TCD, Level 9, Postgraduate Certificate in 21st Century Teaching and Learning.


If sufficient numbers are interested, some of the modules may be run locally in Co. Wexford Education Centre. There will be an information session for interested teachers in Co. Wexford Education Centre at 5 pm on Thursday 15th Sept. To register for the information session, please e-mail your name, mobile and school address toThis email address is being protected from spambots. You need JavaScript enabled to view it.


Participating teachers return to the classroom as Trinity students for six weekends throughout the year to learn best practice in the use of technology in the classroom and to consider related issues in respect of leadership and change management, inclusive education and school/classroom based research. In addition to four core modules, students take two additional modules choosing among STEM pedagogy, computer programming, and information literacy offerings.


The course commitment includes attendance on six modules and each module runs on a Friday evening and a full Saturday. Additionally, Certificate participants complete one assignment for each module. Each assignment draws on critical analysis, reflective thinking and classroom-based praxis, so the course material is both academically engaging and practically focused.


Applications are now open for the 2016/17 Certificate and we are pleased to offer the subsidised rate of €498 for the course (inclusive of application charge, graduation fee, and complete course tuition) to applicants who apply before 11th September 2016. 


·       A video describing the course is available here:

·       The PG Cert Course Application link is here:

·       There is a non-refundable charge of €55 to make an application.

·       The 2015/16 PG Cert Course Handbook is available here:


·       Course queries may be directed to the Course Administrator: Megan Kuster - This email address is being protected from spambots. You need JavaScript enabled to view it.; 01 896 4398.

High-quality education is something we take for granted here in Ireland but, sadly, that is not the case the world over. Recent studies show that as many as 123 million children and adolescents are out of school. That’s where VSO Ireland comes in – we’re a development organisation that works through volunteers in 24 countries across Africa, Asia and the Pacific. We understand that education is a massive contributor to poverty, and so are working to end the global teacher shortage and improve teacher quality and school management. There are always opportunities for Primary Teachers, Teacher Trainers, Inspection Advisors and Education Managers, just like you, to implement our education programmes overseas.

So why are we particularly interested in reaching teachers through the Wexford Education Centre? Well, the WEC’s mission statement – “to work with teachers, parents, management and all partners in education in develop and strengthen teaching and learning capacity so as to maximise children’s opportunities to achieve their full potential” – very closely resembles our own. Our education volunteers create sustainable change not by teaching in a classroom, but by sharing their knowledge and mentoring teachers, parents and national bodies to improve schooling for marginalised children. Like all of you, we also believe in inclusive education – that no child is excluded from learning because of their gender, disability or background.

Volunteering is a big commitment, no doubt about it, but the personal and professional benefits are endless. Just as you are helping to create sustainable change and improve the lives of marginalised children and adults, you are also developing new skills and improving your career prospects. Claire Nic Ghabann from Co. Monaghan praised her Tanzania placement – “There are more opportunities to practice and develop your leadership and management skills. You get to design, implement and facilitate programmes.” Lisa McMahon from Co. Down similarly had a life-changing experience on her Rwanda placement – “I’m really aware that I’ve learnt a lot and when I get back home I have some valuable things to share with my students.” Volunteering also offers retired teachers the chance to continue doing what they love and give something back.

VSO volunteers are offered a comprehensive support package – flights, accommodation, medical insurance and vaccinations are all covered so you don’t have to worry about expenses if you decide to take the plunge. We’re here to support our volunteers each step of the way, from welcoming you into our Dublin office and organising in-depth training prior to departure to offering a full debrief and invitations to returned volunteers events when you get back.

Last year, VSO volunteers worked with 140 partners to train a total of 78,000 educators and reach 922,000 children and adults. Want to be part of the story and start your own volunteer journey? Visit or email This email address is being protected from spambots. You need JavaScript enabled to view it. to find out more about current vacancies.

School inclusion has been an important local and national agenda in Ireland for several years. However, the link between inclusive schools and inclusive communities is not as well developed. This is particularly evident in the transition of young people with disabilities from education to employment. For instance, youth with intellectual disabilities have been found to experience poor post-school outcomes compared to youth with other disabilities and youth in the general population.

The UN Convention on the rights of persons with disabilities emphasises “the right … to gain a living by work freely chosen or accepted in a labour market and work environment that is open, inclusive and accessible to persons with disabilities”. Yet, research in Ireland suggests that fewer than 10% of adults with intellectual disability participate in real paid employment. Furthermore, Ireland ranks very poorly on the list of OECD countries in the provision of employment opportunities for those with a disability. In several respects, school staff in Ireland have been at the vanguard of the inclusion movement and have much to offer towards the establishment of inclusive communities. 

In this article, we report on the effect of developing a year-long inclusive work experience programme in Co. Wexford Education Centre for a young adult (Shane O’Neill) with intellectual disability attending a QQI Level 3 course in a local community workshop. The work experience programme utilised customised employment approaches, such as job carving and emphasised proactive problem-solving in conjunction with co-worker support. Customized employment creates job roles that meet an individual’s employment needs and conditions necessary for their success as well as the needs that the employer has for valuable work.

The concept of self-determination has its origins in the field of special education with a focus on individuals’ rights to have control over decisions regarding their personal lives and access to information to make those decisions. Recently there has been increased emphasis on the development of conceptual frameworks to guide practices that promote the self-determination of individuals with disabilities. Students who have self-determination skills have a stronger chance of being successful in making the transition to adulthood, including education, training, employment and independent living outcomes. We wholeheartedly support the key skills approach embedded in the new Junior Cycle, which prioritize self-determination skills, such as managing yourself, staying well and working with others.

During the work experience programme, Shane’s self-determination score increased from 85 to 124 due largely to strong gains in autonomy and self-regulation (as measured using the ARC Self-Determination Scale). Qualitative feedback was gathered from Shane along with his parents and co-workers.

Shane reported: ‘I think self-determination is great as I am given work that I love; work that I am able to do and complete. I am always busy at work and feel I have achieved and completed a good days work at the end of the day. I get on very well with staff and feel very much part of the team.’

Shane’s mother reported: ‘Like most parents of children with disabilities, we have had to lobby and canvas for any entitlements that Shane has secured. At this stage our family is very fortunate that Shane has secured work experience in Co. Wexford Education Centre, with the assistance of Ms. Elma White from Co. Wexford Community Workshop, who has worked tirelessly to find Shane suitable work experience. I have seen significant improvements in Shane’s wellbeing since he began his work experience programme.’        

At the end of the work experience programme, one of Shane’s co-workers reported: ‘Last year, I had little or no experience of working with a colleague with disability so I wasn’t very comfortable around adults with a disability. The past year has opened my eyes so much. There is a much more inclusive feel in the office and I realise the importance of inclusion for everyone. We all deserve a chance to be part of work and society as we can all play a part in making each other’s lives happy and fulfilling.’

Quantitative data was also gathered from an organisational perspective, which showed increased administrative efficiencies and reduced sick leave. Overall, a compelling picture emerged on the value of customised work experience programmes for students, families and work places.


From the early years of the inclusive school movement, teachers have acted as agents of change in the context of inclusion and social justice. Inclusive practice requires the collaboration of teachers and others, such as associated professionals and parents. Agents of change work purposefully with others to challenge the status quo and develop social justice programmes that promote inclusion. It is now time for us to share our knowledge of inclusion with the wider community so that all of our students can have a brighter future.

The Maths Development Team is recruiting Part Time Associates & Participants who wish to get involved in the important initiative: Reflections on Practice with the Maths Development Team for the academic year 2016-2017. If you wish to get involved further, please click on the link below and complete the attached form at your earliest convenience. 

The Inspectorate of the Department of Education and Skills is recruiting Primary District Inspectors this summer. If you are interested in these positions, log on to for further details. Closing date for receipt of applications is May 26.

Recruitment to Inspectorate of the Department of Education and Skills


The Inspectorate of the Department of Education and Skills will be recruiting post-primary inspectors this summer. Competitions for the appointment of inspectors of Business, French, Geography, Guidance and Physical Education will be held by the Public Appointments Service prior to the summer vacation. If you are interested in these positions, log on to for further details. Closing date for receipt of applications is May 12. 

PDST Health and Wellbeing National Seminar


Keynote Address: Shane Martin

Working on Happiness, Enhancing Health:

Evidence Based Strategies Linked to a Better Quality of Life


Workshops will include:  

·         Teacher Wellbeing - The Flow Workshop, Gratitude Stations

·         Teacher Wellbeing and the Post-Primary Curriculum

·         Mental Health: A Whole School Approach

·         Teacher Wellbeing - Mindfulness

·         Primary Curriculum - Emotional Literacy through Visual Arts

·         Teacher Wellbeing - Yoga and Meditation

·         Teacher Wellbeing - Physical Literacy

·         Teacher Wellbeing and Curriculum - Just for Fun Orienteering

·         HSE - Health Promotion School


Date: Saturday 7th May 2016

Time: 9.30 am to 4.30pm

Venue: Killashee House Hotel, Naas


For further workshop details and to register for this course please go to




As teachers, we know that pupils often struggle with the real-life problem solving demands of measurement. These two hands-on workshops will help teachers develop pupils’ conceptual understanding of measurement, through engagement in child-centred activities, enabling pupils to communicate, reason and solve practical measurement problems, in real-life contexts. Opportunities for home-school linkage in measures will also be explored as well as a range of assessment strategies. Workshop 1: Explore how pupils develop their conceptual understanding of Length, Area and Weight, followed by engaging in a range of practical activities, examining the opportunities for genuine linkage and integration of measures across the curriculum. Workshop 2: This follow-on workshop explores how pupils develop their conceptual understanding of Capacity, Time and Money. The practical activities are designed to engage all pupils in seeing the real-life application of measures. Finally, teachers will examine a range of methods to assess pupils’ ability to reason and problem solve in measures.

 This  is a 2 day workshop 

10th May &17th May 4.15pm-6.45pm

Booking on

Post-primary workshop for PE teachers.

Assessing Students Fundamental Movement Skills in PE.

Venue: Creagh College, Gorey

Date: Monday 25th April 2016

Time: 5.30 pm to 7.30 pm 

Presenter: Emma Bunworth

This workshop will provide teachers with the tools to assess their student’s fundamental movement skills, what areas of movement they are excelling in, and what areas may need further attention. Using six norm reference tests which are easily administered through peer assessment, this lesson will not only help the teacher develop a profile on their students, but also help them to gather the necessary information to plan for future learning. The session will involve use of IT in the P.E. class and provide an overview of some useful apps to use in class.


If teachers have an Ipad or tablet it is advised that they bring it along to make the most of the session.

Booking procedure:

Please select Health&Wellbeing from the drop down subject list.

Queries only: Christine 053-92-39105 


Looking for practical classrooms strategies to teach and assess reading fluency? Would you like to improve the standard of reading fluency in your school? PDST is delighted to offer this workshop in your local Education Centre


 Develop an understanding of reading fluency

 Explore a variety of effective fluency strategies to enhance reading

 Engage in activities to support and assess reading fluency strategies

 Introduce participants to the Fluency Development Lesson (FDL) Model


This workshop is suitable for all class teachers and support teachers To book a place on this course please go to