Episode 4

Education News: Mid-March 2024

In this episode, I wonder about the quantum of SET agendas and why the IPPN has decided to go against its members. I discuss why the media have reduced a completely changed curriculum down to sex. Finally I deny that I've been looking through your bins. Links to articles discussed can be found on anseo.net

Transcript
Speaker:

MacBook Pro Microphone & FaceTime HD Camera-3:

Hello?

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Hello.

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You're very welcome to if I were

the minister for education, a

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regular podcast, where I look into

the world of primary education

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and let you know what I would do.

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If I were the minister for education.

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MacBook Pro Microphone & FaceTime HD Camera-5:

This is Simon Lewis on this week's show.

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I'll be continuing to explore

the fiasco that isn't going away,

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which has set allocations as the

IPPN turn on its own members.

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MacBook Pro Microphone & FaceTime HD Camera-7:

And speaking of things that won't go

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away, I'll be exploring the new primary

curriculum where it has reentered the

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new stories for, I don't know how many

times and I'll be talking about how

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teachers will now be expected to teach

languages they don't speak themselves.

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If you're interested in subscribing

to this podcast, or if you're

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watching it on YouTube, you can

subscribe by going to your favorite

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podcasting platform to subscribe.

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Or you can go into YouTube and you can

clip and lightened, subscribe, whatever.

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People do, is it smash that like button?

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I don't know what young people say.

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I say that every week, anyway,

let's get on with things.

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And as you'll see on the screen, if you're

watching on on YouTube it you'll see the

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title and screenshot is an attempt to

explain special education in Ireland.

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And if I can achieve that.

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It will be doing very well because if

you've been following the set allocation

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model story over the last number of

weeks, You'll probably understand how

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difficult it is to understand and it

was only when I spoke to a journalist

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at that, I realized that there's a lot

that we take for granted in schools.

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I said, I, in my first sentence, in

this article, I wrote on my medium

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blog that Simon M lewis.medium.com.

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You can.

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I started off by saying if you're a

primary school teacher, These acronyms

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probably make complete sense to you.

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S C N O S C T S P S E S C S P H G.

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And so on all of these

acronyms, beginning with S.

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And they probably make a lot of

sense, but they probably don't make

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a lot of sense to anyone outside

of the primary education system.

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And when I was speaking to a

journalist about the initial as S.

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Initially talking to them

about special education.

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It was amazing how.

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I confusing things.

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God, because he didn't really understand

what the difference between a special

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class teacher is a special education

teacher is and what a special needs

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assistant is and why there are no

teaching assistants in our, and even

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though he's heard about teaching

assistants, which funnily enough,

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there's a college course in Ireland.

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If you wanted to look it up hoping to

train you as a teaching assistant, despite

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there not being a teaching assistant job

in Ireland in primary schools, at least.

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And it got me thinking about this whole

debacle about the sat allocations model.

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And there's been so many news stories

over the last couple of weeks around

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set allegations, basically, just in

case you are living under a rock, if

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you're a primary school teacher, or if

you just haven't heard about the story.

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About a month ago.

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At the department of education

released their allocations to schools

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for special education teachers.

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And There was opera

because they essentially.

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I suppose in a nutshell, they have

basically decided that all teachers are

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going to be decided special education

teacher is going to be decided on

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three criteria, three criteria.

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Only one of them is okay, it's on whether

this goes in a disadvantaged area or

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not, but the other two, and the major

criteria that 94% of the criteria is

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going on your enrollment, which makes a

bit of sense, but also based on literacy

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and numeracy scores that children would

have received over the last three years.

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Now for anyone who's involved in

education, you will know that standard

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standardized tests in literacy and

numeracy are not something that we

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take very seriously as a profession.

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We have to do them, but we

understand their limitations.

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In fact, we understand them so

much that we take very little

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heat of the results that we get

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often don't correlate with how

well the children are doing.

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They are a snapshot

essentially on one day.

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But the big talking point really

was one of the criteria that was

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removed from sat allocations.

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And for 2024 was the complex needs

variable, which counted for about 50%

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of allocations given up until last

year And the removal of that meant

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that children with complex needs.

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Are not necessarily going

to be allocated resources.

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And it's a huge bone of contention

so much so that inclusion

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Ireland down syndrome Ireland.

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And as I am got to gather to.

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Make a joint.

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Statement or a joint campaign.

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After them to be returned.

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And, principals around the countries,

teachers around the country were going

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absolutely not about this as well, because

effectively what happens is that children

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with complex needs may not necessarily

gash low standardized test scores.

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It actually, in some ways it's quite

insulting to children with complex needs.

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They're basically saying we couldn't

get the data on complex needs.

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So we just use your literacy numeracy

scores because you're probably going

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to get low test results anyway,

because you have complex needs.

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It's frankly, baffling, really?

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That this would be the case.

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And obviously the advocacy groups

are saying that it is baffling

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as well, that they would do this.

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And we were waiting for, education

groups to come along and say,

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yeah, this is ridiculous.

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It's bad.

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It's not working.

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And they didn't.

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So the national principal's forum, if you

I'm involved with, as a questionnaire or

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a survey to principals and sure enough.

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Principals were aggrieved by

this and I'm not happy about it.

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So we decided to to do a petition joining

the other campaigners that were out there.

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And.

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700, roughly 700 principals or school.

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Basically signs petition and it

was sent to anyone and everyone.

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And it's been bizarre the outcome of this.

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Because not only not only the

department of education dispute the

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accuracy of the principles, they

actually went through every single

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line, every single school and.

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It's so desperate and patchy.

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And pathetic.

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That they went through every

single line rather than actually

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sorting out the problem.

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They decided to try and

undermine this petition.

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I wonder, I always wonder because

the other three advocacy groups

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had exactly the same thing.

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They had 1300 signatories, and I

wonder if they would go through all

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those 1300 signatories and basically

say, oh it's, up two of those,

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two or three of those signatures

came from the same house and all.

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Yeah.

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And these, I buy five of them, came from

a different school from the same school.

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So clear, like the way the

department of education.

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Are measuring these set allocations is

they have this odd thing where they think

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the only reason a school would be annoyed

about the sat allocations was because

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they themselves would be losing hours.

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Not because the system

is based on junk data.

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And I think this is what the problem is.

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The basically sat allocations when

they were introduced in:

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based on five different criteria and

the five Griffin criteria, where were.

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Basically set what your what they,

what your allocations would be.

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And since then, they've been.

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Manipulator, changed slightly

depending on who you are and

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developing skills were badly treated.

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And we have to data on that.

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But schools that we're losing

in Romans, In order to avoid

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a political kind of fallout.

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They kept ours.

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And essentially what we

ended up with just junk data.

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And by 2024, what we have

is we're using junk data.

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And then adding further junk data

and ultimately the allocations are

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meaningless and they don't actually meet.

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They don't actually provide

schools with what they need.

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And we thought.

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Oh, fair enough.

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The department of education.

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Are going to try and put this, run this

under the carpet or whatever people

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do, but then in a weird, in the most

baffling I've never seen this before.

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The principals.

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I feel APPM, which is

the principals network.

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Have actually turned on their

own members in a statement, they

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made a joint statement to joint

communication with the NAPD.

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And I've no idea why they're involved.

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They're a secondary school

organization and this has nothing

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to do with secondaries and the NPC

they've turned on their parents.

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They're the national parents council.

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They basically.

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I have called the calls from advocacy

groups and a national trend forum.

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That it's misinformation

or miscommunication or

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misconceptions or the kind of blue.

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Bluff words that are

used by organizations.

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It's astonishing.

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And you wouldn't mind.

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If they're joint communication or

they're basically essentially saying

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that you're all wrong was based on any

communication with their own members.

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But they didn't consult with

any of their members DM.

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Advocacy groups.

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I consulted with their members.

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They got.

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It's 1300 signatures to a petition to

asking people, asking for this set of

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locations to be paused under national

principal's forum asked all schools

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about their opinions and got all the data

and then asked for a petition, the IPP.

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And didn't ask anyone.

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And to be honest with you, We don't know.

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Where this is coming from,

this is a very odd situation.

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And it really.

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I think has baffled.

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And many people involved in education and.

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I think.

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Everybody suspects.

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The IBP and our January.

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A good organization there.

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They're lovely people in there.

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I know them.

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Some of them are my friends.

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And then they come out with

this and nobody knows why.

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And it's interesting.

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They came out with it, but

didn't refer to it again.

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They didn't they didn't tweet it.

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They usually will tweet

their joint communications.

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They didn't tweezers.

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They also didn't add it to their weekly

newsletter to the center to newspapers.

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I it's just a very odd and baffling

kind of communication and that

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nobody quite understands why

the suspicion really is dash.

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They were, they are reliant on funding

from the department of education.

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So maybe they were told that they

needed to refuse and the calls look

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who knows it's a really odd situation.

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And one I'm sure we'll be returning to

at some point, because I don't think this

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story is going to go away and I'm really

not quite sure what is going on there.

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But I just wanted to talk to you a

little bit more about an article I

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wrote on us because it's basically,

trying to defend the sat allocations.

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Could we all be wrong?

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That's what it's called.

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And it goes through.

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Essentially what's been going

on with the IPN and the NAPD.

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And why do I think.

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They why do I think

they did what they did?

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And why are they trying to bury the

story about the department of education's

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decision to provide, use junk data?

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Remove complex needs.

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As a variable.

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In order to give sat allocations and why

they would defend and advise schools.

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Th the other thing I

suppose I should mention is.

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Lots and lots of people have

written to the IPN to protest there.

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Or to complain about the way they've

David they've handled the situation

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and they have a template email,

which they're sending out to people

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which advises them to go through.

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The appeals mechanism.

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At despite, and the fact that the

appeals mechanism is horrendous as well.

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And it just surprises me.

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That an organization I've had.

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I have a lot of time for, and I've

had a lot of time for in fact, I

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was on their board for a short time.

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Has reduced themselves.

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To effectively being spokespeople

for the department of education.

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I don't know.

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I did.

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I suppose I did a little graph

of how many people at basically.

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Contacted.

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Gave their feedback to the national

principal's forum versus those

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who gave feedback to the IPN.

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And you will see the graph there.

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Which is, maybe just a bit of a

joke, but I'm quite serious too.

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Yeah, I link in this article that she

should find again on the medium blog.

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I've linked to full statement there,

which you might have a look at.

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But they have said an outrageous

sort of statement to me and they

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said it's important to be clear that

children with complex needs have not

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been excluded from the allocation

of hours that schools are received.

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They have, and I put this

fallacy to bed from:

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The sat allocations were calculated

under five criteria and I list those

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and then three criteria now, which is.

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And the two criteria that have

are missing from those five.

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Our gender and complex needs data.

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The department education even admitted

themselves that they dropped complex

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needs as a criteria because they

couldn't get the data from anywhere.

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And they decided they would increase the

weighting of literacy and numeracy scores.

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Now.

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I'm spending a bit of time here

because I can't understand.

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W.

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Y the IPN have done what they've done.

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Is it that they're really out of

touch that they don't understand

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children with complex needs can and

often do score highly interested in

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numeracy tests because I could get it.

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I can get if they are.

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Out of touch the classroom has

changed so much in the last decade.

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And most of the principals in the

offices or at most of the people in

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the office working for IPP and are

retired Principles or haven't been in

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the, in a school for quite some time.

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I, I get that I haven't been, I

haven't been teaching directly

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for the for about 10 years now.

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And I know that when I go into

classrooms to take lessons, The costume

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is definitely a different, it's a

different place than it used to be.

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Even in the short space

of time that I was there.

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I often say like that when I was

teaching last time I taught, I

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probably made two phone calls a year to

parents about issues in the classroom.

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I know the parent or the teachers are

making two phone calls a day, in terms

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of things that go on in classrooms.

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So maybe there.

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To be there.

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There's so long outside of the classroom.

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That they aren't, they actually don't

understand what's going on in classrooms.

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I don't know.

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But I suppose what really, I.

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Generally, generally the people,

I think young people get in

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there with triggering language.

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But if you want to trigger me.

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There's plenty of ways you can do so

you can tell your, you can call your

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school inclusive or very inclusive,

or you can, when you talk about

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special education needs, you can

say pupils with the greatest levels

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of need should now have access to

the greatest level of support in.

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This really annoys me and it annoys.

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Actually a noise, anyone working in

a school because you'll hear that.

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Statements used by people in the

NCSC, people in naps, people,

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in the department of education.

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And now our own representative body

are using this really awful line.

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The pupils have the greatest level

of need should have access to

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the greatest avenues of support.

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If you want to translate that sentence

into English out, if you want to

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translate it away from spin into

English, into normal English language.

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That sentence means that children

with needs, what you're saying here

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is that schools will choose what

children do not get access to support.

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So all your children with.

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That have support needs will not receive.

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Support only the ones with

the greatest level of needs.

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So in other words, children, with

the least level of needs will get.

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Despite having needs will

not have any support.

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That's all it's saying, essentially when

people say that to me, I always ask them.

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So you're asking me to choose

which children who have needs

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don't get support and they laugh.

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Because they don't care.

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And isn't it awful to see

your representative body

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using that sort of language?

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It's awful.

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It's really awful.

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And.

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They go on to explain.

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To us.

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Why we're wrong?

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And using baffling language.

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And there's a little word in here.

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I love.

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And I have to tell you about it.

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I read it given that the revised

allocation model is now underpinned by

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more accurate data provided by schools.

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It is hoped that a quantum of hours

allocation to schools will better

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enable children with additional

and complex need to achieve and

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thrive in their mainstream settings.

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Quantum of what.

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Quantum, it's such a baffling word.

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Why would they what person.

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What person uses the word

quantum in everyday language.

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Nobody has the answer to that question,

but they've used three times in their.

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A sentence.

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So I decided I'd check out

what's what does quantum mean?

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So I looked up.

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A few dictionaries and I find my favorite

one, which is a it's the smallest amount.

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It's basically, it's a science

word it's used in physics really,

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and chemistry and stuff like that.

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It's these insights not used in allocating

resources to children in schools, but

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it's actually the smallest amount.

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Or units of something, especially in GI.

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I like to condense that to

the smallest amount of energy.

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And that could equally define

the level of representation.

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That the IPN are giving to

their members in this case.

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But I just want to back up a little bit,

because I thought that where quantum is

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very distracting and maybe deliberately.

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What I wanted to look at here was this

thing about the revised allocation is

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being underpinned by more accurate data.

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So what is this accurate data?

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And they both use this, the IPN

and the department of education

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aping, the same language.

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Accurate data, the accurate data.

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And I'll tell you what they are.

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It's enrollment figures

and standardized scores.

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That's it.

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There is no other data being used.

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And those two pieces of data do not

provide accurate needs for a school.

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And.

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They just.

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It's just annoying, really to hear

your representative body behaving.

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Like this, and I don't really

understand, and it's not just me.

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It's not just the national principals

or it's not just the advocacy groups.

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It's not just us.

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There's plenty of people and

I'm just going to go through.

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I just pasted three tweets

or tweet Twitter threads or X

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threads from other principals

or people involved in education.

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And it's.

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It just goes to show, these,

this is just people who are

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online and unable to comment.

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I've spoken to several principals

who who just are shocked.

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People are just baffled.

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And nobody can quite understand this.

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Essentially.

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What can we do?

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I just don't know what we can do about it.

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And I suppose the irony and I conclude,

and I will conclude with this taught,

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is that on the same on the day after.

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Dash DIPP and released

the statement basically.

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Throwing their members under the bus.

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They also shared this a really good

article from their vice CEO their.

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Their deputy CEO.

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Which has been published in the

education yearbook, a fantastic

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journal titled the health and

wellbeing of Irish school leaders.

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And this article essentially shows the

burnout, stress, sleeping, troubles,

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depressive symptoms, somatic stress,

and cognitive stress have all increased

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in principles since 2015, all the way

up to:

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state that it's getting worse and worse.

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And in fact, we know that

principals of primary schools.

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As our suffering.

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Are suffering.

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Certain forms of stress and burnish.

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Twice the normal rate of most other jobs.

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And isn't it ironic that when 700 or

more of their members make a public cry

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for help, the response was to tell them.

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That we were wrong.

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Let's move on.

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It's the new primary, correct?

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Lamont.

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Geno wash when you've got a new

primary curriculum, which teaches

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all the new subjects of all

let's reduce to a headline sax.

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Yeah.

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It's all about sex education to

be taught at an earlier age now.

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Under new primary curriculum that's

from the Irish times and today, a

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fam also headlined with sex, sex

sells on sex education in Ireland.

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And.

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And of the maddening thing I suppose,

is that really that's the headline.

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And it's quite frustrating because sex.

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The actual truth of that story

is the puberty will be taught

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in third and fourth class rather

than in fifth and sixth class.

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And do you know why?

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Because children in third and fourth cost

experience puberty, probably good idea

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for them to know what's going on there.

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That's the only change.

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And that's the headline.

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There is much, much

bigger and bigger stories.

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Really, and they were

actually well-developed.

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And well-spoken about by Carla

Brian the next day when he discussed

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what was actually changing.

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:

And it's a really good article.

409

:

I'd recommend you look at it.

410

:

It'll be in the show notes.

411

:

And we'll be talking about

learning a new foreign languages.

412

:

Stem will be a subject in the curriculum.

413

:

And also a lot more on wellbeing.

414

:

It's a lot to squeeze he

says under absolutely.

415

:

That's true.

416

:

So he decides that it's funny, so

much more to squeeze, so we will

417

:

be reducing religious instruction.

418

:

It's about a half an hour, a week, so

we can fit in all this extra stuff.

419

:

And I'm not going to go on about religion

and the role of religion in schools.

420

:

If there's actually a really

good Latter from David Graham.

421

:

And the Irish times, which I,

which is in our, in my Fiddy link.

422

:

Where he talks about at what

the impact of that will be.

423

:

I eat none.

424

:

And in fact, I would argue that

it's cements the road of faith

425

:

formation and religious segregation.

426

:

In skills for another generation.

427

:

But as I said, I don't really

want to go on too much about us.

428

:

As I said there.

429

:

Carla Brian talks about

the different flashpoints.

430

:

He talks about sex education thing.

431

:

And in fairness to him, he

does clarify that it really.

432

:

Is just puberty.

433

:

The folks in foreign languages.

434

:

It a weird one.

435

:

This one, I think foreign

languages are going to be taught.

436

:

By class teachers, whether or not

they speak a foreign language,

437

:

which is an interesting one.

438

:

I'm going to be brushing up on my stuff.

439

:

And my Lithuanian.

440

:

And probably is going to try and

learn some Portuguese as well.

441

:

I don't know.

442

:

Look I'm really unsure about

how this is going to work.

443

:

I've been asking people

online about this in Scotland.

444

:

Apparently this is.

445

:

Fine apparel.

446

:

I spoke to a teacher in Scotland.

447

:

Who's been teaching Italian for the last

few years, despite not speaking Italian.

448

:

And you said to works out.

449

:

So look, I'm going to.

450

:

Despite being a bit cynical about it.

451

:

I am going to obviously find out a

little bit more because I don't actually

452

:

know how to teach a foreign language if

you don't speak that foreign language.

453

:

I guess if it's happening in

Scotland, it must be possible.

454

:

I, and it may be happening

in other countries as well.

455

:

I don't know.

456

:

So look, that's one change.

457

:

The other changes that are happening

to the curriculum, which aren't being

458

:

widely reported particularly in this

article or others is technology is

459

:

a new subject in the curriculum.

460

:

And I have argued for years that I would

not like to see technology as a subject.

461

:

I like it as a methodology, but it is

going to be part of the stem as a subject.

462

:

Not a lot known about it yet.

463

:

So maybe that's why and there will be

consultations on us where we don't know

464

:

whether we are going to be teaching

children, computational thinking, which

465

:

might be better than teaching them coding.

466

:

They're not the same thing.

467

:

But I do know that the, the little,

a small news story that happened.

468

:

Was it as good as they're all going

to be giving coding kits by something

469

:

called tech tips or is it ICD tips?

470

:

Sorry.

471

:

A project in Trinity college.

472

:

So I don't know.

473

:

If it's anything to give us a heads

up about, if we're going to be

474

:

teaching coding to children, That's

yet another foreign language I'd

475

:

suggest that will be expected to teach,

having no knowledge of the subject.

476

:

Or have the language ourselves.

477

:

Other things coming

into the new curriculum.

478

:

I suppose we, it says we've only seven

subjects, but in reality, we're adding

479

:

lots of new subjects into the curriculum.

480

:

As I said, the wellbeing

thing, which has been.

481

:

Which has been reduced down to sex

education, there's a lot more going on in

482

:

the wellbeing thing and it's actually a

good, I'm, people would probably accuse

483

:

me of being negative all the time.

484

:

But actually I think the I don't

like the word wellbeing and.

485

:

But for the purposes of the of calling.

486

:

Subject something I'll take wellbeing.

487

:

I can't think of a better word.

488

:

So I suppose I'll dive into that,

but there's some really good stuff.

489

:

We're allowing, I suppose what

wellbeing had basically is S P H G,

490

:

and that was given half an hour a

week and we were expected to cover.

491

:

Everything from internet

safety to sex education.

492

:

To substance and abuse prevention.

493

:

To staying safe to, anything and

everything that was to do with to

494

:

do basically stuff that parents

used to do with their children.

495

:

We are now covering in schools.

496

:

That's probably a cynical thing

to say because I'm not fair.

497

:

I'm sorry for saying that.

498

:

I think a lot of the stuff that,

probably could be covered in many

499

:

That has been covered in many houses,

maybe not being covered in houses.

500

:

I think we do have to do in schools.

501

:

So having a lot more time to do that.

502

:

Is a good thing.

503

:

There's talk of PE being increased the

time for physical education and increased.

504

:

I do, I think it's a missed

opportunity, this new curriculum.

505

:

I've called it a tweak

rather than a revolution.

506

:

And I don't know if people agree with

me on that, but I think there could have

507

:

been much there could have been much

braver ways of doing this curriculum.

508

:

I said, I promise I wouldn't

talk about the religion.

509

:

That was one example where that could

have been very brave, but it isn't.

510

:

And it's disappointing.

511

:

To see.

512

:

That they're just merely allowing

another generation carry on with faith

513

:

formation, albeit for half an hour, less

per week or six minutes per day less.

514

:

It's disappointment, but look, I

suppose the primary curriculum will

515

:

be discussed for the next few years.

516

:

As consultations are

ongoing it's curious to me.

517

:

Despite all the consultations over

the last number of years, dosh.

518

:

Very little has changed

since they've announced it.

519

:

It's a shame.

520

:

I think if people really listened to

the consultations that were going on,

521

:

we'd have a very different curriculum

coming on than the one that was

522

:

announced at three or four years ago.

523

:

It seems very similar, but

look, I'll be, I'm sure I'll

524

:

be returning to that very soon.

525

:

You're probably wondering

why I sat at the start.

526

:

I wasn't looking through bins.

527

:

If you are on the podcast, you're

not going to have the benefit

528

:

this but if you're looking on the,

on YouTube, please come along to

529

:

YouTube to have a look at this.

530

:

I'm going to show you a picture.

531

:

Of a principal.

532

:

Should I try and look like them.

533

:

He's like a younger version of me.

534

:

With much cooler glasses actually.

535

:

This is a principle in Doncaster.

536

:

In England.

537

:

He's actually a secondary school as well.

538

:

So it definitely is me.

539

:

I'm a primary school to our principal,

but a secondary school is monitoring

540

:

families, bins, cars on post to crack

down on authorized people's absences.

541

:

This is an amazing story from the UK.

542

:

Austria academy, Woodfield and

Doncaster in south Yorkshire.

543

:

Don Costa is a town outside.

544

:

Sheffield's my beloved Sheffield.

545

:

And it's checking driveways, boiler flus.

546

:

To see if families are actually

home or away on holiday and

547

:

the principal David scales.

548

:

Is saying they're being conducted at a

safe to concerns for apps and children.

549

:

I'm just finding this amazing

what an amazing story.

550

:

And I hope we're not going down

this Rouge over here and aren't in

551

:

fact, Probably doing the opposite.

552

:

We're not taking much care at all.

553

:

I think we're on the other

side of the spectrum.

554

:

The UK are obsessed with

student absenteeism.

555

:

And it's up to the point of finding

parents if they don't send their children

556

:

to school in Ireland, whereas where.

557

:

I think if you might remember from the

last episode I was told I was on a.

558

:

Was it DriveTime?

559

:

I think it was on DriveTime

where Sarah McInerney.

560

:

I and Cormack.

561

:

Oh, I can't remember his surname.

562

:

Sorry, Cormack.

563

:

We're having a gentle

kind of teasing of me.

564

:

Could I parents taking their

children out in the holidays

565

:

and should go on it's all right.

566

:

Isn't it.

567

:

Yeah, we're very much the

opposite end of the spectrum.

568

:

I hope we never end up in a situation.

569

:

We are searching through the bins

and looking at gas at boilers to make

570

:

sure children are coming to school.

571

:

On a serious note though, with.

572

:

While we don't want to go down to stick.

573

:

Of the UK, when it comes to

absenteeism, we do have a chronic

574

:

problem with children's absenteeism.

575

:

And the reason for that, is that we have

such a shortage of educational welfare

576

:

officers, and we really need to get that

back in action so that if children are

577

:

missing school for unnecessary reasons,

we do need to be talking not because

578

:

the impact of not coming to school.

579

:

Obviously is a, is very, is great.

580

:

And we do not want to go through a laissez

Faire approach to knock coming to school.

581

:

We are not a babysitting service.

582

:

I feel a lot of the time I'm asked

to go on the radio is when there's

583

:

education stories about babysitting

rather than about education.

584

:

And I do think we need to take

education a little bit more seriously.

585

:

Now there's my lecture for you.

586

:

Anyway, that is really all I

have to talk about this week.

587

:

We've hit the 30 minute mark and I've

loved the notes of other stories that have

588

:

I hit the news out on my feely channel.

589

:

You can have a look at that, but go over

to onshore dot Nash where you'll see

590

:

this and lots more articles and mainly

around sat allocations at this time round.

591

:

But there's also a few bits on technology.

592

:

I've I have a little Siri,

a little article there on

593

:

how to make a comic strip.

594

:

Using Canva really great tool.

595

:

And I've also a few other app.

596

:

Our skulls.

597

:

That might be of use to you.

598

:

So that's it for me from this week.

599

:

Thanks so much for watching or listening

at depending where I at what you're doing.

600

:

And as I said, please feel free to

subscribe if you enjoy this and please.

601

:

Share at this podcast with with

your friends and colleagues as.

602

:

And encourage them to subscribe

by going to onshore.net/subscribe.

603

:

And I know for me, thanks so

much for listening or watching

604

:

all the very best bye-bye.

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Show artwork for Anseo.net - If I were the Minister for Education
Anseo.net - If I were the Minister for Education
An Irish Primary Education Podcast

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Simon Lewis