Post Primary

 

This workshop introduces the WorldWise Global Schools guide to Doing GCE in Junior Cycle Wood Technology. The guide supports teachers of Wood Technology to teach through a global justice lens, while also meeting the requirements of the Wood Technology specification. This workshop presents Wood Technology topics and learning outcomes which link with global justice issues, including deforestation, the circular economy, waste, and more. In the workshop we will outline the lessons and accompanying PowerPoints from the guide itself, we will go through the global citizenship education teaching methods in the guide and highlight cross-curricular links. 

 

 

Wellbeing is multidimensional. This session introduces the 12 Pillars of Wellbeing framework—supporting participants to explore and strengthen key areas of life that impact both personal fulfilment and professional performance.

This session will cover:

• The 5 primary and 7 secondary pillars of wellbeing
• Recognising imbalance and energy drains
• Building a more energised and meaningful life
• Learning Outcomes:
  The programme will help participants:
• Gain insight into their current wellbeing profile across 12 key areas
• Identify areas of strength and opportunity to thrive inside and outside the classroom
• Apply practical strategies to boost energy, fulfilment, and classroom effectiveness

 

A workshop to frame the Sustainable Development Goals and Paris Agreement. Students will design their own, dynamic sustainable island that incorporates the goals and the Paris Agreement principles.

Central to the development and delivery of this training are experts from ADAPT and DCU, including:

• Eileen Culloty, Deputy Director at the DCU Institute for Media, Democracy and Society (FuJo) and Vice Chair of Media Literacy Ireland
• Micha? Wieczorek,  Assistant Professor in UCD School of Education researching the ethical impact of AI in primary and secondary education
• Eamon Costello, Associate Professor of Digital Learning at DCU Department of Education and President of the Irish Learning Technology Association 

For further details and the workshop schedule, please visit our project website page and register by 10th November using the registration link. 

The initiative is designed to align with current AI education policies and emerging AI training provision from the Department of Education. A workshop attendance certificate will be provided, as well as morning refreshments and lunch. 

 

 

 

 

 

 

Better sleep means better teaching. This practical session shares science-backed sleep and recovery habits to restore your energy, boost your resilience, and improve your mood and focus.

This session will cover:

• The sleep–stress connection
• Healthy evening routines and digital boundaries
• Recovery strategies for busy teachers

Learning Outcomes:

• The programme will help participants:
• Understand how sleep quality affects classroom presence and cognitive function
• Apply simple changes to improve sleep hygiene, quality and daily recovery
• Support student outcomes by showing up more rested, focused, and present

 

 

What will I learn?

• What is assistive technology (AT).
• Advice on students using the computer well to make best use of Assistive Technology.
• About touch-typing resources for different hand functions and alternative keyboard and mouse control.
• About free adjustments that can be made to iPad and Windows to suit different physical abilities
• About Dragon Naturally Speaking – you speak and it types what you say.
• About free reading features/programs on the iPad and for Windows
• How to get access to electronic learning materials and texts to lighten the school bag and to improve access to the texts.
• About a variety of alternative text input options.
• About DARE (Disability Access Route to Education) and HEAR (Higher Education Access Route).

A link to access the course will be emailed to you prior to the course.

 

 

Assertiveness is a life skill that helps children express themselves with clarity and respect without becoming aggressive or staying silent.

When children learn to be assertive, they are more likely to:

Communicate clearly and respectfully.

Stand up to unkind behaviour without escalating conflict.

Make healthy friendships based on mutual respect.

Resist peer pressure and stay true to their values.

Develop stronger self-esteem and emotional resilience