• to strengthen teachers’ capacities as co-operative and self-critical authors of their own work;
• to enable students to take an active and responsible part in their own learning.

The programme is currently running as a partnership between the Maynooth University Department of Education and Wexford Education Support Centre.
Participants in the programme attend a series of over a two-year period and progressively develop their capabilities as innovative practitioners over this period.
Accreditation for participants is available in two forms:

• an M.Ed in Innovative Learning, based on action research carried out in the participants’ schools;
• accreditation provided by the Education Centres.

The TL21 Professional Development Programme: Main Features

• The TL21 Programme is a workshop-based CPD programme that promotes innovative practice and professional learning communities in post-primary schools. It arose from the success of the initiatives pioneered by the TL21 Research & Development project 2003-07 and the TL21 Transfer Initiative 2008-12 (both funded by Atlantic Philanthropies). 
• Participants in the programme attend a series of CPD workshops over a two-year period and progressively develop their capabilities as innovative practitioners over this period.  From the start, the two major aims of the TL21 research have been: (a) to strengthen teachers’ capacities as cooperative and self-critical authors of their own work; (b) to enable students to take an active and responsible part in their own learning.  
• The active involvement of the school leadership (Principal/DP) is a requirement of a school’s participation. Our research over the last decade has shown that this is crucial in cultivating the school’s strengths in educational leadership and self-evaluation. Schools are not charged for participation.
• The research dimension of the TL21 model ensures that CPD for teachers is research-informed, as recommended by EU Commission and OECD; but research-informed in a highly practical sense. The programme brings together key insights from international educational research with the action research initiatives of Irish teachers and school leaders to enrich the quality of learning and teaching in participating schools.
• This model of CPD has shown its strengths in the specific circumstances of Irish post-primary education.  In recognition of this the DES has agreed to provide the necessary measure of funding to secure the programme’s place within the national provision of CPD.
• The rationale for the TL21 Programme is closely related to the Teaching Council's policy on the Continuum of teacher education, particularly the CPD dimension of that policy. Participants in the university accreditation track of the programme pursue an M.Ed. in Innovative Learning. Those not following the university accreditation track have their participation documented electronically by the Education Centre or ETB. This makes that participation amenable to inclusion in the CPD portfolios recommended for each teacher in the Teaching Council's policy on the continuum.
• This kind of model of CPD can be extended to other regions of the country, whether or not it’s called “TL21.”  What is important is: (a) that the kind of expertise involved can be shared readily, and learned fairly quickly, by the providing institutions or bodies; (b) that emergent strategies for the crediting of more advanced forms of CPD can be identified and developed.
• Finally,  The TL21 Programme seeks to embody and extend one of the central aims of the kind of research carried out at the Education Department at the National University of Ireland Maynooth: the enhancement of learning environments in schools through strengthening the capacities of teacher practitioners and school leaderships.
• To access the TL21 Website, please click here https://www.maynoothuniversity.ie/TL21 

Coordinator for TL21 - 2021/2023

Tony Collison

List of Schools Taking Part in 2021/2023

Colaiste Bride, Enniscorthy

Presentation Wexford

Presentation Carlow

St. Peter's College, Wexford

Tullow Community School

St. Mary's College, Arklow

FCJ Bunclody, Enniscorthy, Co. Wexford

Enniscorthy Community College

 Course Schedule 2021/23

A new two-year cycle of Teaching and Learning in the 21st Century (TL21) began in Wexford Education Support Centre in September 2021 and will continue to April 2023.

TL 21 Gallery  

Our mission is to simply get as many primary schools delivering computing and coding modules. Introducing and teaching students essential modern life skills. If you or your entity need any aid with Computer Science (CS) or Information Communication Technology (ICT) training, resources, development or implementation.

Please contact This email address is being protected from spambots. You need JavaScript enabled to view it. or Office 053- 9156757 – Mobile 087-6873933. We travel to you! Phases can be approached individually.

“Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is most important”.

Computing At Schools (CAS) is here to aid the Primary Sector, Post-Primary Schools and Educational Centres in Ireland. We provide training and resources across a wide spectrum including such areas as Computer Science (CS), Information Communication Technology (ICT) and Cyber Safety. We live in an ever-increasing digital world, together let’s ensure our students not only survive but excel!

Please contact This email address is being protected from spambots. You need JavaScript enabled to view it. or Office 053- 9156757 – Mobile 087-6873933. We travel to you! Phases can be approached individually.

Post-Primary Sector In-house

Junior Cycle Short Coding Teacher CPD (3 Strands)

Transition Year Course – Bespoke TY course tailored to each schools requirements

Cyber Safety Programmes – Student, Parents & Teachers

ICT for Post-Primary (ECDL Schools Kit)

In-house Classroom Programmes

In-house Coding Clubs

Primary Sector In-house

Primary Teacher Coding CPD (3 Strands)

In-Class Computer Science Delivery

Cyber Safety Programmes – Student, Parents & Teachers

In-house Classroom Programmes

In-house Coding Clubs

 

Creative Clusters 2025-2027

The Department of Education is pleased to announce the opening of a new round of Creative Clusters. The deadline for receipt of applications is 10^th April.

Applications are to be completed online using the following link: Creative Clusters 2025 Application.

Dual Language Application Form

Each Creative Cluster will receive grant funding of €3,000 per school over a two-year period to implement their project 2025–2027. 

Creative Clusters is an initiative of the Department of Education and Youth led by and in partnership with the 21 full-time education support centres (Education Support Centres Ireland - ESCI). Creative Clusters is a key initiative of the Creative Youth Plan 2023-2027 which focuses ‘on providing young people with opportunities to learn and develop the key skills and competencies of collaboration, critical thinking, problem-solving, and innovation. These skills are encouraged through engagement with creativity and through access to a creative education in a range of formal and informal settings. Creative Clusters is led by the Department of Education and Youth under Creative Youth 2023-2027 and the Creative Ireland programme in partnership with the Department of Arts, Media, Communications, Culture and Sport, Department of Children, Disability, and Equality and the Department of Further and Higher Education, Research, Innovation and Science.  

A Creative Cluster will typically consist of between 3 and 5 schools collaborating on the design, implementation, evaluation and dissemination of an innovative creative learning project which supports them to address a common issue or challenge in collaboration with students. Creative Clusters will include schools at different stages of their journey in using creativity in the classroom.

Clusters can consist of primary schools only, post-primary schools only or a combination of primary, post-primary schools, special education schools and Youthreach organisations.

Clusters can be drawn from existing networks or result from the creation of new ones. Each cluster must nominate a lead school. The lead school must identify a Creative Cluster Coordinator who would normally be a member of the school’s teaching or senior leadership team. Substitution will be provided for one representative from each school to attend the Cluster Workshop and Cluster Meetings. It is recommended that the same representative attend these events throughout the life of the Cluster. The Lead School Coordinators will receive an additional 2 days’ substitution cover to work on the Cluster project in Year 1 and in Year 2 of the initiative. If the application is successful, the co-ordinator will be responsible for managing the day-to- day operation of the project and will act as a single point of contact during the duration of the project. The other schools in each cluster must nominate a representative to participate in the project.

The following schools may not apply to participate in Creative Clusters:

• Fee Paying Schools i.e. Schools not in receipt of capitation grants from the Department of Education and Youth / education and training boards and are not in the free- education scheme.
• Schools that are already participating in Creative Clusters 2024/26 (Year 1 commenced in September 2024).
• Schools that are already participating in Creative Schools1 2024/26 (Year 1 commenced in September 2024).
• Schools cannot simultaneously participate in Creative Clusters and Creative Schools.
• Schools who have participated as a cluster previously, cannot reapply for Creative Clusters unless they lead a combination of schools new to the initiative.

The following schools may apply to lead or participate in a Creative Cluster:

• Schools that have not yet participated in Creative Clusters.
• Schools that have not yet participated in Creative Schools and those who will complete Creative Schools Year 2 in the 2024/25 school year.
• Schools that will complete Creative Clusters Year 2 in the 2024/25 school year. However, they must apply as part of a cluster who have not yet participated in the initiative. In this instance, it is required that this school applies to lead a cluster of schools that are new to the initiative.

Creative Clusters Timeline

Opening/Closing date for applications 27th January 2025 to 10th April 2025

Announcement of successful Creative Clusters Late April 2025

Regional training for Creative Clusters September to October 2025

Detailed project planning and implementation work begins Early October 2025

Initiative completion and review May 2027

 

creative clusters 2024/2026

We are delighted to have two Creative Clusters up and running this year.  We welcome our new, year one, cluster group and wish them every success and enjoyment as they commence their journey in the 2024/2025 academic year. 

Cluster One - Year One - 2024/2025

The schools involved in this cluster are:

St Leonards NS (Lead School)

Gusserane NS

Ballycullane NS

Project Theme: Local culture, in particular focusing on the history of our local area of the Parish of Tintern.

 Cluster 2 - Year One - 2024/2025

 Selskar College

Wexford CBS

Presentation Secondary School

Project Theme: Sustainable Wellbeing: Making creative spaces in our schools.

Creative clusters 2022/2024 report

Adamstown Raheen Music Cluster 2022-24

Coláiste Abbain (Lead School)

Raheen NS

Adamstown NS

This cluster featured very close collaboration between TY students from Coláiste Abbain who mentored pupils in two neighbouring primary schools as they learned to play the ukulele. The three schools involved in this cluster also purchased a variety of musical instruments and participated in a number of creative musical events.

Gorey Wildflower Cluster 2022-24

Tara Hill NS (Lead School)

Ballygarrett NS

Coolgreaney NS

The three primary schools in this cluster visited many local habitats to see wildflowers at first hand. The schools also arranged visits and talks from several knowledgeable experts such as Aedín Ní Thiarnaigh and Paddy Madden. Wildflower areas were cultivated in the school grounds and beautiful displays were created on school corridors.

 

 

 

Gorey Sanctuary Cluster 2023-25

Bunscoil Loreto (Lead School)

Creagh College

Gorey educate Together Secondary School

This Cluster was motivated by their shared aim of making each school a safe place of welcome for all students. The voice of the students was very prominent in all their projects and the collaboration between primary and post-primary students was wonderful to see.  Walls and spaces in all three schools bear witness to the creative work of this cluster.

Artificial Intelligence Cluster 2023-25

Ballyhogue NS (Lead school)

Tombrack NS

Davidstown NS

Galbally NS

Pupils from Senior Classes all four schools learned how to use AI in a positive and educational way to build on their own creativity and curiosity. This project features a welcome counterpoint to the negative portrayal of AI which we frequently encounter. The pupil-driven work which has been produced is most interesting and commendable.

__________________________________

Creative Clusters 2022/2023 - Conclusion.

Creative Clusters Evaluation & Report Form

The Department of Education would like to know about your experience of the 2022 Creative Clusters initiative. Your information will help us to document and to improve the quality of our support to Creative Clusters and to evaluate their impact. You are also asked to reflect upon your Creative Cluster experience and provide details on what you achieved during your first year of the Creative Clusters project.

This form also provides:

• Information on the number of people who took part in your work as a Creative Cluster and who they were, and
• Information to assist in classifying and describing the types of activities Creative Clusters have implemented.

Please note the Declaration of Assurance section at the end of this form. This section must be type-signed by the Coordinator in the Lead School.

* Lead School Coordinator, School Representative, Creative Cluster Facilitator & Externals if desired.

Please ensure that you have the required permissions for all images shared.

PART 1

 

Contact details

Lead School Name	Presentation College
Address	Askea, Carlow, Co. Carlow. R93 F298
Name of Creative Cluster Coordinator in Lead school	Una Byrne
Contact Details for Coordinator (email and telephone number)
Names of the other participating schools	Coláiste Eoin, Hacketstown, Co. Carlow, R93 CY86. Coláiste Bríde, Templeshannon, Enniscorthy, Co. Wexford, Y21 EF82.

 PART 2

Your Project

Please tell us the title of your Creative Cluster project. A Musical Odyssey through German-speaking countries.

In no more than 300 words please provide a description of your Creative Cluster Project. Teachers from the three participating schools all acknowledged that music and language are intimately connected: At the sensory and intellectual levels music and language share many of the same resources. Through the various activities linked to the theme of the project, “A Musical Odyssey through German-Speaking Countries”, and facilitated by the Creative Clusters funding, students were supported in their acquisition of the German language through the medium of music by exposure to, as well as participation in, the performing arts, singing, cultural events, creative tasks using digital media such as videos, film, and Apps, as well as hand-on artistic projects. The goal of the project was to help students retain words and expressions more effectively through exposure to and engagement with music in the target language. A piece of music tells a story and teachers and students alike found that the repetitive patterns within the song, as well as the rhythm of the music helped the students to memorize words, perfect pronunciation, become more fluent, improve listening comprehension skills, heighten cultural awareness (within specific contexts) and train intonation patterns. The participating teachers assigned classwork which involved creativity and imaginative thinking because when students are focused on a creative goal, they become more absorbed in their learning and more driven to acquire the skills they need to accomplish it. The teachers observed students solving problems, thinking critically, and making connections between subjects.

Please tell us the focus/challenge or area of development of your Creative Cluster project work. The focus for us was to further develop the students’ spoken production and comprehension skills in the target language by providing a space where the students felt secure enough to express themselves creatively and to foster an energy that inspired, encouraged, and supported out-of-the-box thinking. Students were encouraged to be curious, to process, and discuss the content of materials presented by their peers and teachers, and to respect each other’s ideas when exploring the topic of music in German-speaking countries.

What was your approach to involving children and young people in decision-making throughout the project from the planning stage through to its evaluation? Our approach was to ensure that the project would be student-led and calculated risk-taking was encouraged. At the initial stage of the project, we surveyed students to see where their preferences lay regarding musical styles and ideas for tackling the topic creatively. Additionally, students were permitted time to examine what it means to express their “own voice”. They were encouraged to explore the importance of listening to others, as well as the value of respecting others’ perspectives. Prompted by teachers, students considered structures for teamwork, for presenting, how to capture the attention of an audience and also to consider their role as a performer as well as appreciating their role as an audience member. Reflection played a central role in lessons as students considered their strengths, as well as potential areas for improvement.

Creative or critical thinking skills development throughout the project? See OECD Rubric Both creative and critical skills were used throughout the project. Students observed, explored, produced and performed their own dance routines after having informed themselves about the musical genres used in Germany, Austria and Switzerland. They reflected on their performances and have now chosen their dance routine for their school, the Cluster schools, Grandparents’ Day and TY show

Which of the creative or critical thinking skills were developed in children and young people? Please tell us how you know these skills have been developed and what evidence you have. The creative skills of observing, making connections, generating ideas, producing, performing, and then reflecting and assessing the performance and choosing to perform in other relevant settings are examples of using creative skills. The critical thinking skills that were developed throughout the project by students were framing the brief, identifying ways to combine their knowledge of music and the German language, and making evaluations regarding using what they’ve created for the benefit of others in the relevant communities.

Tell us about improvements in teaching and learning as a result of engagement in the Creative Cluster project and how schools in your cluster are embedding them. Teaching and Learning have been enhanced due to the teachers’ approach to novel ways of teaching and learning in the classroom.   The teachers and students are together in the process. The task or brief is introduced and the students brainstorm, frame and find a solution. The process begins and they become informed, explore and generate ideas/solutions. They produce the end result or indeed several end results. They debrief and reflect on the results and apply that to their learning going forward.

How did Creative Clusters promote new ways of working and collaboration between schools and the arts, creative and cultural sectors? Creative Clusters gave schools the space and time to work and collaborate in creative and novel ways.   It allowed teachers to bring their own skills into the classroom and therefore allow space and time for students to tap into their own skills which through the Creative Clusters process were honed, perfected, practised, and performed. New skills were taught, and other skills were enhanced.   Skills, attitudes, and approaches were used, and students became more engaged and invested in the process and the results thereof, so they were self-actualised.

Describe any added value for participating schools from Cluster working. There are huge benefits from participating with a cluster group from many points of view. Firstly, teachers have a space to meet and time to discuss methodologies, information and ideas that have worked for them and have been tried and tested. Action begins with an idea. (Glasser)

Please identify any specific highlights from your participation in the Creative Clusters initiative. One of the many highlights of the CCI was when all three schools converged on The Visual (theatre) in Carlow to spend a day celebrating our musical odyssey through German-speaking countries, tasting German, Austrian, and Swiss cuisine, chatting to each other, listening to a variety of German-language songs, a playlist for which was compiled by students involved in the initiative, musical videos (Deutsche Welle), and watching a IFI recommended German-language film, followed by a “Kultur-Quiz”, hosted by three German interns, visiting from University of Münster.

Quotes from Children & Young People. ,,Musik ist mein Lieblingshobby.“ ,,Woher kommt Beethoven?” “The first years are being ruined, Miss. We never got anything like this when we were in first years.” “I never knew Austria had pop groups.” “God, Germans just love rap, don’t they?” “Ich finde traditionelle deutsche Musik interessant aber die Schlager sind lustig“! “The words in this song sound so angry!” „I never realised there were so many different types of music and so many ways to describe how you feel about music.” “Singing the songs out loud definitely helps you to pronounce the words properly.” “I never would have thought to check out Spotify for German language songs or YouTube for videos, but I would now.” “At Christmas I loved that we got to eat gingerbread men that our teacher made and then sang,, Stille Nacht, Heilige Nacht” and,, Oh Tannenbaum”. I never knew that Silent Night is originally an Austrian song, and it was fun learning the German lyrics to “O Christmas Tree” because that’s a song we always sang in primary school, but I didn’t know it was a German song.” “My favourite bit was making the Karneval Spotify list with Philipp (one of the German interns) after the first-year PowerPoint presentation. He kept trying to convince us to include his favourites, but we liked some he really hates, so that was fun arguing with him.” “Decorating the classroom with all of the colourful paper garlands for Karneval took a lot of work but it was fun, and our teacher let us do it the way we wanted.”

Stakeholder Quotes. “I really enjoyed learning from the other teachers in our group, it was so motivating and inspiring.” “We all spurred each other on to do things we would never have done on our own, for example, the German breakfast, an event around Karneval and the German Cultural morning at the Visual, Carlow.” “I now feel much more confident in organizing these richly cultural events in the future.” “We promoted cross-curricular cooperation by working with the Home Economics and Music departments in our schools.” “We shared our experiences and ideas with other German teachers at the annual GDI conference.” (GDI=German teachers association) “I now have some vital equipment to enhance my teaching and learning, I really appreciate the financial support given as I usually have a very small budget for German. My students of the future will also benefit.” “It was great for me and my students to meet students from other schools, especially after Covid, to socialize and share experiences about the German language and music.”

Schools selected to participate in the Creative Clusters initiative received a range of support including an award of €1,500 per Cluster, one day’s induction/training and support from a Creative Clusters Facilitator. Do you have any suggestions for improving the support provided? ·         Recognition (School Excellence Award) of our involvement in the initiative for display in the school and for each of the students. ·         The success of our project lay in the fact that we (including the facilitator) all knew each beforehand, both professionally and personally. No time was wasted on getting to know each other, anyway, there was no time to do that. We were very comfortable with each other and knew each's strengths, abilities and skills and were able to immediately put them to good use. Thus, it would be a good idea to create an opportunity right at the start for teachers within their cluster to meet up in person and do some icebreakers and “getting to know each other” activities to see whose talents and skills lie where and how best to work together. ·         To perhaps distribute all required documentation for the full two-year project right at the beginning of year one.

List what the funding was spent on giving the total amounts in each case. Please use the following headings: artist/creative practitioner fees, tickets to arts/cultural events/transport / technical and production costs / professional development for staff/equipment/materials and resources / other (please specify) Please find attached a Word document with all details.

 PART 3

 Participants

Please tell us the total number of individual participants involved the Creative Clusters activities during the 2022-2023 school year.   CHILDREN AND YOUNG PEOPLE OTHER PARTICIPANTS Primary Post Primary Other children and young people If the nature of the children and young people involved is different from the categories provided, please insert your own categories below   Numbers Numbers Numbers Numbers Junior Infants   Junior Cycle [insert details in each case]   Teachers   Senior Infants 1st Year       Parents, carers and family   1st Class   2nd Year       Community members   2nd Class   3rd Year       Artists / creative practitioners   3rd Class   Senior Cycle / Leaving Certificate     Arts and cultural organisations   4th Class   Transition Year       Other not specific above   5th Class   5th Year           6th Class   6th Year           ASD Unit   ASD Unit               Leaving Cert Applied           TOTAL PRIMARY   TOTAL POST-PRIMARY   TOTAL OTHER CHILDREN/YOUNG PEOPLE

 

 

 

Curriculum areas

Please tell us which main curriculum areas were involved in your Creative Clusters activity/activities during the 2022-2023 school year? Please tick all that apply.  Primary School Curriculum Areas   Arts Education   Language - English   Language - Gaeilge   Mathematics   Social, Environmental and Scientific Education       Physical Education   Religious or Ethical Education   Social, Personal and Health Education   The Play Hour Other(s), please specify       Post Primary Junior Cycle Curriculum Areas   Ancient Greek   Business Studies     Civic Social and Political Education   Classical Studies   English     Environmental Social Studies   Gaeilge   Geography   History   Home Economics   Jewish Studies   Latin   Materials Technology (wood)   Mathematics     Metalwork   Modern Foreign Languages   Music         Physical Education   Religious or Ethical Education   Science     Social, Personal and Health Education   Technical Graphics   Technology   Visual Arts Other(s) including Junior Cycle short courses, please specify       Post Primary Senior Cycle Curriculum Areas   Accounting   Agricultural Science   Ancient Greek   Applied Mathematics   Arabic     Art   Biology   Business   Chemistry   Classical Studies   Computer Science*   Construction Studies   Design and Communications Graphics   Economics   Engineering     English   French     Gaeilge   Geography   German   Hebrew Studies   History   Home Economics   Italian   Japanese   Latin   Mathematics   Music       Physical Education   Physical Education Framework*   Physical Education Specification*   Physics   Physics and Chemistry   Politics and Society   Religious Education     Russian   Spanish   Technology     Other(s), please specify      Drama, dance, cultural awareness *For participating Phase 1 schools.

 Artforms/creative activities

Please tell us which of the following art forms/creative activities were included in your Creative School activity/activities during the 2022-2023 school year. Please tick all that apply.   Visual Arts   Traditional Arts   Street Art   Spectacle     Play   Opera   Music       Media Arts       Literature   Creative Writing   Heritage   Film, Television and Radio   Drama/Theatre   Dance       Craft   Comedy/Improvisation   Coding     Circus Arts   Science   Technology   Digital   Engineering   Maths       Architecture Other(s), please specify

  Types of activities

 

Please tell us which of the following best describes the type of activity/activities that you did as a Creative Cluster during the 2022-2023 school year. Please tick all that apply.   Collaborative project with an artist or creative practitioner   Performance or exhibition of work created by children and young people from the school   Artist residency   Visit an art or cultural organisation or venue   Arts and cultural workshop in school   Arts and cultural workshops outside of school   Developing an arts and creativity policy for the school   A Per Cent for Art project   Commissioning artwork for the school   Training / professional development for staff   STEM     Other(s), please specify

 Declaration of Assurance

A declaration of assurance signed by the applicant is required. In this case, a typed name is acceptable. This is to certify that the Department of Education funding was used for the purpose for which it was granted and that any conditions attached to the funding were met. I certify that the Department of Education funding was used for the purposes for which it was granted and that any conditions attached to the funding were met. Additionally, where I am in receipt of other sources of public funding I certify that there has been no duplication in the use of public funding for the same activity. Name: Una Byrne           Date: 23/06/2023 Title: Secondary School German Teacher  This section of the form was completed by the Coordinator in the lead school.

                               

             

 

Creative Clusters 2021/2023 

We are delighted to have two Creative Clusters up and running this year.  We welcome our new, year one, cluster group and wish them every success and enjoyment as they commence their journey in the 2022/2023 academic year. 

Schools Creative Clusters Southeast Region - Coláiste Bríde, Enniscorthy, Co. Wexford, Presentation Secondary School, Askea, Carlow and Coláiste Eoin, Hacketstown, Co. Carlow 

Schools Creative Clusters Southeast Region

Meeting 11.05.22

Attendees: Una Byrne, Presentation College, Carlow, Maria Whitty, Coláiste Bríd, Enniscorthy, Mairead Kavanagh, Coláiste Eoin, Hacketstown

Facilitator: Tina Killackey

Report on 1^st year of the project: A Music Odyssey through Germany, Austria and Switzerland.

1. Have the aims of the project been achieved so far?

• We have connected with other schools
• We surveyed our students regarding the project
• We have shared best practice
• Our students have developed their language skills & grown in confidence to speak German and overcome the “fear” factor.
• Our students have developed some cultural appreciation, especially in the area of music but also other cultural aspects such as food and social conventions (Kaffee und Kuchen)
• As teachers, we have developed collaborative & leadership skills and an appreciation of how we can learn from each other. We have facilitated learning & creativity among our students while allowing them the freedom & space to be autonomous & creative.
• our students have also developed their organisational, collaborative, technological & presentation skills.
• Wellbeing of our students was and is central to our project and we feel that our students have really benefitted from their participation in the project and grown in confidence. They had fun in the process of creating their products, they enjoyed working in groups, looking for lyrics in a foreign language, researching, creating, collaborating & sharing.
• Due to Covid, students had become more introverted & anxious. They are now less anxious. The project was an effective tool to get kids to come out of themselves thanks to a project which is flexible and wide-ranging thus everyone found an area which appealed to them.

2. Do you have any examples of what the students achieved?

Students chose German-speaking music artists, researched everything about them and created PPT presentations. They also produced a video to share their knowledge. They have presented their final products within TY classes and intend to share them with the First Years before the end of May.

They organised a Kaffeehaus event where the students replicated the very well-known tradition of Kaffee und Kuchen. At this event, they were treated to an array of typical German baked goods including Pflaumenstreuzelkuchen, Schwarwälderkirschtorte, Käsekuchen, Karottenkuchen, Apfelstreudel .

Their music project was integrated into this event where Linnea, the language assistant, in collaboration with the TY students, created a music playlist based on the artists and musicians about which the students had researched & presented. This was played in the background in order to recreate the atmosphere and experience of a typical Kaffeehaus in Germany, Austria or Switzerland.

Another group of students choreographed and danced to two songs, one Swiss artist, and a Swiss group which mimics different accents. They will perform for the students in First and Second Year. This performance will be filmed, and photos taken to be shared with the other two schools.

Was the project well supported by the schools?

• Yes, there is good support and interest in project from management & colleagues.
• The two FLAs, Linnea & Luise, were a great support. Their authenticity, enthusiasm and youth appealed to the students.

What were the challenges?

• Access to students – the nature of TY allows flexibility, so students were often otherwise engaged and not available to work on the project, thus leading to delays.
• Perhaps it was too ambitious to aim to showcase to other schools in the first year. We have found it more realistic to showcase within own school in the first year and then to the other two schools in the second year.
• One school had accommodation problems due to Covid-19, with all TY classes sharing a hall divided only by simple partitions.
• Wifi was an issue at times.
• Timetable constraints

What have the team members learned from the first year?

• Team members have acquired new skills, such as filming and video-editing, use of such creative platforms as Canva and developed their creativity.
• They also felt that working in a small team with other teachers was very beneficial and informative. The sharing of ideas and best practice was very rewarding.
• Another learning was rather than jumping straight into the decision -making process on a project, one should spend more time exploring & discovering the creative, social, artistic and technological skills which the students already have. Then find the gaps in skills and find a way to fill those gaps.

Has this project been worthwhile so far?

• Yes, it is worthwhile even though it is a big challenge to take the time to meet & plan as we have to organise our classes in school with work & cover. However, the planning days are not only essential but an opportunity for collaboration, learning and sharing as teachers. That experience is very positive and brings renewed enthusiasm & positivity back to our students.
• Yes, great to get the financial support to allow us to carry out our project.
• During Covid it was challenging but reassuring to be able to share and collaborate.
• We are glad that it is a two-year project because the learning & experiences from the first year will be hugely beneficial going into the second year.

Plans for next year

• The 3 schools plan to meet in September in the Goethe Institute, where the students from each school will present their music project to each other and invited guests. The guests will include representatives from the German, Austrian & Swiss embassies and of course the language department of The Goethe Institute. It is also envisaged that there will be Kaffee und Kuchen for all! Before the performances, students will be afforded the opportunity to get to know each using a well-known language learning strategy “Speed Dating” in German!
• There will be a school radio set up and run by the new Transition Year Classes
• It is planned to purchase a school Karaoke machine to encourage students to create lyrics in German.
• Students will create a soundtrack of Austrian music to play at Kaffee und Kuchen event.
• It is planned to run German themed cookery classes where the students will bake

Cluster One - Year One - 2022/2024

The schools involved in this cluster are:

• Coláiste Abbain, Adamstown, Enniscorthy - Lead School
• Scoil Naomh Abbain, Adamstown, Enniscorthy
• Raheen N.S., Clonroche, Enniscorthy

Project Name:  "Building the Capacity for Performance Opportunities in the Areas of Music, Song, Dance, and Drama in the Locality".

Teachers involved in this project are: 

Rosaleen Power, Coláiste Abbain  - Lead School

Fiona Quirke, Coláiste Abbain - Lead School

Claire Kickham, Scoil Naomh Abbain

Ciara Lng, Scoil Naomh Abbain

Sarah Browne, Raheen N.S.

Risín Quigley, Raheen N.S.

We would like to wish this new cluster every success and we look forward to seeing their project progress in due course.

Thank you to Eamonn Barrett, Facilitator, for all his enthusiastic work with this cluster on behalf of Wexford Education Support Centre.

We are very happy to welcome back our second cluster group in their year two and final year in their project.  

       

Cluster Two - Year Two - 2021 - 2023 - Project Name: "A Musical Odyssey Through German-speaking Countries."

The schools involved in this cluster are:

• Coláiste Bríde, Templshannon, Enniscorthy - Lead School
• Presentation College, Askea, Co. Carlow
• Coláiste Eoin, Hacketstown, Co. Carlow

Teachers involved in this project are: 

Una Byrne, Presentation College, Askea, Co. Carlow - Lead School

Maria Whitty, Coláiste Bríde, Templeshannon, Enniscorthy

Mairead Kavanagh, Coláiste Eoin, Hacketstown, Co. Carlow

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Previous Creative Clusters through Wexford Education Support Centre:

Davidstown Cluster 2020-22:  This cluster was led by Davidstown NS and included Tombrack NS, Galbally NS and Ballyhogue NS. The use of "Stop Motion" app to produce animated videos was at the heart of this project. Pupils worked initially in their own school settings and then came together to produce a collaborative video on the theme of Environmental Awareness.

 

                                                            

 

CREATIVE CLUSTER  DIGITAL STORYTELLING - 2020-22

The schools involved in this cluster were:

• Davidstown NS (Lead School) 
• Scoil Eoin Baiste, Galbally 
• Tombrack NS 
• Ballyhogue NS 
• Eamonn Barrett (Facilitator)

Focus/challenge or area of development for the Creative Cluster project work: "Digital Storytelling"

Digital Storytelling: using a variety of multimedia tools to enable engagement in the creative process. Use Digital Technologies to engage in the development of expressive arts.

Added Value anticipated from Cluster Working:

• Self-esteem: developing self-esteem and resilience is inherent in creating art.
• Self-expression: art is about expression and interpretation.
• Human rights, responsibilities, the environment: art gives people the ability to express their opinions and convey messages through creativity.
• Connections: recent world events have highlighted the need for the arts, creativity and technology in our lives to aid meaningful connections with others.
• Opportunities for integration across a wide range of subject areas and skills.

This project is now completed. We would like to thank the Principals, Teachers and Pupils involved and wish them every success on their academic journeys.  We would also like to thank Eamonn Barrett for facilitating this group.

 

 

 

 

 

 

 

 

Mayglass Creative Cluster 2019-21.  The original focus of this group was on the promotion of singing in informal settings on a daily basis in class and two very useful whole-staff workshops were organised to support staff CPD in the area. Unfortunately, Covid 19 stopped singing so the cluster then pivoted to "the provision of outdoor or indoor sensory learning spaces some of which include musical instruments".

Creative Cluster 2019-21 - Drop Everything and Make Music (DREAMM) Creating a Music Sensory Garden for each school

 The schools involved in this cluster were:

• Mayglass NS (Lead School)
• Broadway NS
• St Margaret's N.S., Curracloe
• St. Mary's N.S., Tagoat NS
• Piercestown NS.

Focus/challenge or area of development for the Creative Cluster project work - DREAMM –

Added Value anticipated from Cluster Working:

• Improved teacher and pupil well-being
• Teacher wellbeing was enhanced through increased confidence as a result of CPD and professional development
• Pupil wellbeing (physical, social, emotional, intellectual) was enhanced through the sensory space leading to improved self-confidence
• Inclusion of all children including different cultures and SEN pupils

2019 - Year 1 

This year our project was called ‘DREAMM – Drop Everything and Make Music

The project involved:

• Four hours of professional development led by Mary Amond for all teachers and SNAs from the five participating schools
• Daily, informal, incidental in-class singing by all pupils in each school
• Teachers developed a repertoire of suitable material throughout the project
• It is planned that the pupils of all five schools will come together in June 2020 for a celebration of singing when they will all sing together
• Pupils' attitudes towards singing were surveyed in October 2019 and a similar survey in June 2020 will track any changes
• The overall aim was the promotion of singing as an enjoyable and beneficial activity for ALL

 

Please see examples of the wonderful work been done in our local schools on the Arts in Education Portal . Click here to access website   http://artsineducation.ie/en/organisations/wexford-education-centre/