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Irish Dancing will continue tomorrow, Wednesday in school. Our rugby coach Wesley has a great treat for us tomorrow bringing the Heineken Cup to school for a visit. Rugby will continue on Thursday also in school. School Lunchtime football league resumes tomorrow also for 4th-6th class. Go raibh míle maith agaibh.
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Green Schools    How we put the Green Schools experience to use.• The Green Schools experience has benefited our school greatly.This year we are focusing on travel but we also are now more water usage, litter conscious and Energy Aware. • We separate the litter that we can re-cycle from the other waste. We have purchased 2 new re-cycle bins and 2 children are responsible for making sure the proper litter goes into the proper bins. • We also have a compost bin where skins, tea-bags, apple cores, banana skins etc. are put into to make compost for our garden. • We have a team that checks lights are only used when necessary and computers are turned off when not in use as this saves energy in our school and making sure all appliances are on stand-by when not in use. • During the winter months we make sure that all the doors and windows are kept closed to spare the heat, and as a result it conserves more energy. • The water is now being collected outside to water the plants. Taps are checked regularly for drips and leaks are repaired immediately. • The children are learning how to conserve energy by not letting taps run unnecessary when they are washing their hands or their teeth, putting water in a jug in the fridge, so as they only use as much as necessary when drinking etc. • As an ongoing exercise we keep the parents and friends and neighbours in our local community informed about how we recycle our litter, save energy and conserve water. • When we have a football match we walk to the football pitch and back. • When we have to prepare for a special Mass we walk to the church and back. • We are encouraging car pooling in the school and when we have to travel to the away matches we use the “car pooling” system which works very well. • We use a bus to bring the pupils to swimming, school tours and a retreat. • By using car pooling and a bus we save on carbon emissions. 
Monitoring and Evaluation1 We formed a Green School Committee2 We kept a check on the taps to see if they were leaking. 3 We got any leaking taps fixed immediately. 4 We made sure all taps were turned off properly. 5 We collected rain water to water the plants. 6 We make sure that there are no radiators leaking. Monitoring and Evaluation travel1 We formed a Green School Committee2 We kept a check on the amount of cars bringing pupils to school. 3 We monitored the traffic passing the school once a week. 4 We counted the children coming by bus to school. 5 We monitored how many children walk to school. Our Travel Code1. We will walk/cycle to school when possible. Download 'How to keep your bicycle roadworthy' here2. We will wear helmets when cycling. 3. We will only cross the road when we see the “ Green Man”. 4. We will walk on footpaths where possible. 5. We will cycle at a safe speed at all times. 6. We will be aware of other traffic on the road when walking/cycling. 7. We learn the Safe Cross Code. 8. I like travelling it is cool, But use your legs not always fuel. Informing and Involving1. We sent out questionnaires to the parents.2. We formed teams to monitor the amount of traffic passing the school. 3. We made posters for the classrooms. 4. The children walk to and from the football pitch for matches. 5. We compared prices on how much money we could save if we pooled cars coming to school. 6. We asked parents if it was suitable to pool cars coming to school. Questions for Green-Schools Renewal award applications(1) Who sits on your Green Schools Committee and how does it operate?We have 3 teachers, 2 parents and 9 children from the senior room on the committee. The committee meets once a month to record the surveys and discuss how the teams are progressing with their reports. As we select pupils from 5th and 6th classes we are able to have continuity as last years 5th class (this years 6th) will help this years 5th class to get involved. (2) Did you undertake an environmental review, and if so , how was this done? Yes, We did out a questionnaire on the environment and while this year is on travel, we brought in recycling, energy and water into the questions. (3) How did you decide on the targets for your most recent action plan? We had a committee meeting and decided to invite the parents and local community into the school and show them the display of posters we have put together and tell them about the dangers of carbon dioxide to the environment and talk about ways of reducing it. (4) How far have you progressed towards your targets? We are at present preparing an action plan where we can organise a day suitable to the local community/parents. (5) How are you monitoring and evaluating progress? We are continually monitoring and evaluating progress by forming teams and making sure all areas of the programme is being monitored. (6) Please give the number and ages of pupils involved in curriculum work, and information on the topics or subject areas addressed. There are 21 pupils involved in the curriculum work and they are from 10 years to 13years of age. (7) Describe your day of Action. Our day of Action will be inviting the parents/local community to show them how we have been evaluating and monitoring the travel programme as well as keeping up with re-cycling, energy and water. (8) How is the whole school community informed of and involved in all aspects of the Green-Schools Programme? The whole school and community are involved and informed in all aspects of the Green-Schools Programme by sending out questionnaires and getting feed back from them. (9) Describe any contacts made with the wider community (for example, using outside help, involving parents, involving the local authority, publicity gained, industry links) We put information in the parish newsletter and also informed them about our Action Day in the newsletter. (10) Have you adopted a new Green-Code? Please produce your school’s Green Code and described how it was agreed and how it has been integrated into school life. Yes, we have a new Green Code and it is based on travel. (11) How has the experience of Green-Schools benefited your school? Green-Schools has benefited our school by making us more aware of the environment. We re-cycle all our waste, make sure that no lights, computers or television are left turned on when not in use. We make sure that taps are not dripping or radiators are not leaking. We use a bus to cut down on cars going to matches that are away and we walk to the football field when we have a match at home. (12) Add any additional information you feel is relevant to your application The ‘Walk on Wednesday’ cannot be undertaken in our school as we are on a main road and parents were not happy with the suggestion. Green Schools Travel Officer's VisitOn the 18th January 2010 Chiara Hanrahan the Green Schools Travel Officer came to our school. She spoke to us on the importance of keeping our environment clean.Here are some suggestions she made: • Where it is possible we should walk to school. • We should car pool as much as possible to save on the Carbon dioxide that the cars give out as it pollutes the air and leads to global warming. • If the earth keeps heating up, the ice melts in the Artic, and as some animals live there and depend on Artic conditions to survive or else they will become extinct. • When the ice melts the sea levels rise and there is a danger of flooding. As we can see this winter we had extreme local flooding and farmers found it very difficult to feed the animals. The cost to the farmers was great. • She also spoke to us about fuel and how it can help as well as destroy the environment. • Fuel +heat = Energy + Co2 • Petrol and diesel are made from oil. • Edwin Drake founded oil in 1859 and drilled the first oil well in the same year. • Oil is a non-renewable source of energy. It is a fossil fuel and it takes millions of years to produce. • Burning of fossil fuels produce around 21.3 million tons of carbon dioxide a year. • Coal, gas and turf are fossil fuels. • Fossil fuels are made from fish and sea plants under the sea. Plancton trap energy from the sea. • She also told us 80% of oil is used for transport. Some of the reasons we use so much oil is because there are more people travelling by air on their holidays, and we import a lot of food from all over the world and use fuel to transport it(food miles). An average mouthful of food travels 1,300 miles a day. • Drilling and exploring for oil causes serious disturbances to the animals. • Oil spills kill fish, destroys bird’s feathers and as a result they could die if they cannot get it off. • A lot of wars are about oil. • Oil is ‘ Lifes Bloodstream’, it is used for heating, travel, in anesthetics, asthma medicine and we plastic is made from oil. • He heard that re-newable energy comes in the form of Solar panels, windmills and hydro energy. Arles National School 4HOME Project 2008 Rationale for the Project The project aim was to re-vamp the existing “Colour Garden”. The “Colour Garden” was initially designed in 2003 by the then principal of Arles N.S. Mrs. Killoran. She, the Vice Principal Mrs. Lacy together with the children researched the project at great length using the internet, Encarta and books. The children reported that through this educational project their “computer and research skills improved greatly, their sense of photography, team spirit and co-operation” were developed. Our school is known far and wide for its beautiful surroundings. The Irish for Arles is Ard Lios and our school is set amid an amazing backdrop of the Slieve Bloom mountains. We are delighted and proud to have recently won the Laois Tidy Schools Competition for the 3rd consecutive year. This is due in no small feat to the interest and dedication of the children themselves who are extremely involved in the upkeep of the school grounds. The children are responsible for the upkeep of the bat boxes, bird tables and feeders. They use composting and recycling bins. The gardens have been carefully planned out and painstakingly supervised. As the gardens matured and Mrs. Killoran retired, the gardens have become increasingly demanding and difficult to maintain. The 4HOME competition provided the perfect excuse for the new staff and new pupils to reclaim the overgrown garden and to re-educate themselves in the theory of “Colour Therapy in the Garden”. It was extremely important for the teachers in the school to feel that the 4HOME Gardening Project was a worthwhile exercise for them and their pupils. We are bombarded with companies/ commercial firms who send literature to our school inviting us to get involved in competitions of some form. Many of us feel that these are merely marketing strategies designed to promote the companies own needs rather than serving any educational purpose for the schools or pupils involved. We became interested that this was a competition which was not a “colouring competition”. The teachers had a conference in which it was decided to enter the competition and it was agreed taking part should be interconnected with the aims of the Revised Primary School Curriculum. Furthermore, the €150 voucher together with the offered support of the 4HOME Store Manager, Neil was highly welcomed. Methodology The first step in the process involved re-introducing the older pupils of the school to the “Colour Garden” and re-awakening their interest in gardening as both a rewarding and challenging pastime. In line with the agreed aim that the competition would be linked to the Curriculum, the infant pupils of the school investigated the garden identifying colours and plants with their teacher Ms. Murphy. They used a digital camera to record signs of neglect such as weeds, broken/missing information signs and overgrown shrubs. They then worked in groups with senior class pupils to investigate and research the theory of colour therapy and colours’ healing benefits. As colour is a central theme of the garden it was important for the children to discover the different elements of colour. They learned about the colour spectrum. The class used paint and colour mixing techniques to identify how colour is created i.e. blue and yellow make green, red and yellow make orange, blue and red combine to make purple etc. Ms. Mahon, the teacher of the middle classes helped her students to record the changes in the garden since they had last worked on it through the use of mapping and photographs (this was linked to their Geography Curriculum). The senior classes were led by their teacher Mr. Carroll to research the new plants which would be bought and planted to rejuvenate the garden. The children located the broken bird tables and assisted Frank Brennan (the caretaker) as he mended them. They replaced the missing bird feeders which had been stolen during the holidays. They continued their efforts to keep the gardens “litter free” using rotas. The pupils endeavoured to have organic gardening at the heart of the project. -The children collected egg shells and ashes to disperse around the edges of the garden to ward off slugs. -They placed mineral bottles with water in them around the garden to keep dogs from destroying the area. -Orange peels kept the cats away! -Weeds rob valuable nutrients from the soil and compete with our shrubs and plants. They also shelter harmful insects so it is important to eliminate weeds. -The children weeded the garden rather than using pesticides. -Plantex was used to stop weeds growing up while allowing the water to go reach the roots of the shrubs. -Mixing 1.5 asprin tablets with 2 gallons of water assisted as an earth-friendly method of warding off plant diseases. -Bark Mulch was used to keep moisture around the base of the plant. The aroma contributed to the sense of smell and can be enjoyed by visitors to the garden. -The bark mulch is also attractive and enhances the overall appearance of the garden. Findings The colour garden is divided into the sections of the six primary colours; red, orange, yellow, green, blue and purple. The class learned that Sir Issac Newton discovered through his early physics that these were the colours of the rainbow. They learned that an easy way to remember these colours was by using the phrase “Richard Of York Gave Battle In Vain ". These colours were used in the development of the colour garden. The children found through their research that each of the shrubs/plants in the garden represented a colour of the rainbow. Below is a list of their findings. RED Red is the colour of love. It is also a symbol of anger, bravery and warmth. It is associated with life, fire, happiness and prosperity. Red is said to remove negativity. ORANGE Orange is a happy colour. It is stimulating, welcoming, strong and joyous. It is believed to have healing powers. Orange is a symbol of change and freedom. YELLOW Yellow is a symbol of happiness. It is a strong, vibrant colour. It is the brightest colour in the spectrum and represents the power of the sun. In the garden it increases the sense of space. Yellow brings a sense of well being to a garden, even on dull days. GREEN Green is the colour of nature. It is associated with youthfulness, growth and relaxation. Pale citrus greens denote the early growth of Spring, deeper blue greens are colder brownish-greens relate to the colours of summer and early autumn. BLUE Blue encourages relaxation and tranquillity. It creates a calming effect. Blue is the symbol of water thus, we introduced a water bath to attract birds. It attracts wildlife and helps enhance health if well positioned. INDIGO/VIOLET Purple is a rich, regal colour. Purple in the garden has a tendency to appear dull unless there is plenty of contrast in texture, form and tone. The following are written reports by senior class pupils of what they did during the project. Covering the soil tightly with clear plastic for 2-4 weeks can kill weed seeds in the top few inches of the soil. The children discovered that it is easier to weeds after it has rained. Ploughing or deep tilling buries weed seeds and then brings them back up. “We all went outside to pick weeds. When we were weeding we learned about lots of different weeds. For example dandelions, nettles, sticky weed and grass. Also some of us had to do litter picking, raking and sweeping. We put a lot of hard work into doing that. Later we got some big pots, small pots and seed trays. Mrs. Lawlor got some clay for the big pots. We mixed up lots of compost and chicken manure pellets with it until it was nice and fine. Then we filled up the small pots and the seed trays with compost. After a while we sowed broad beans, carrots, broccoli, lettuce, spinach and chives in the big pots. We then gave them a good watering and left them to grow. Ms. Murphy bought lots of herbs and plants. She got one fully grown herb to show what it would turn out like and lots of herb seeds. For example: Rosemary, Thyme, Basil and Parsley. We sowed them in the small pots and seed trays. We put tomatoes in some of those pots also. Then we moved on and we started to sow the plants in the colour garden. For example some of the plants we sowed were Lupins, Marigolds and Lilies. We sowed each plant in it’s section and made new posters that labeled each colour section. Then we put a bird bath and a bird feeder in the middle of the colour garden. Soon after we went out the back of the school and mixed up clay with compost. Then we sowed lots of broad beans in it and at the end of the day everything looked really good.” By Aaron Mooney 6th Class. “We weeded the colour garden. A lot of weeds had grown and it was very difficult. Some weeds had pretty flowers so it was hard to tell if they were flowers or weeds! For example, Ferns have purple flowers on them. There were two different types of grass in the garden. One was a grass plant. We had to be very careful when we were weeding them. Most of the plants in the garden are shrubs so they have to be looked after or they will grow too big. If they get too big they will take all the nutrients and water and the other plants cannot grow. Our class was divided into groups, one for weeding and the other mixed compost, soil and chicken manure into tubs. We have planted broad beans and carrots in the tubs. We have planted Basil, Rosemary, Thyme, Chives and Parsley seeds in ceramic pots. Ms Murphy bought some fully grown herbs to show us what the seeds will look like when they are fully grown. The next day we planted some flowers in the colour garden. We put up signs to show where each colour is. At the back of the school we made a patch for broad beans. We also planted lettuce, broccoli, cabbage, spinach, courgettes and mustard. Next year we hope to have a bigger vegetable patch. Then we will be able to grow other vegetables e.g. onions and cauliflower” Kayleigh Elgar, 6th Class. GROWING POTATOES “On the 26\2\08, we started to sow some potatoes. First we dug up some soil from the ground and mixed it with compost. Then we put the mixed clay into a plastic bag and put the bag into a half barrel. Then we put in the potatoes and covered it up with about 30cm of mixed clay. When we finished that we watered the potatoes and put them in the boiler house where it is warm to start them off. When the potatoes appeared above the soil we put them outside to grow further.” Daniel Healy, 6th Class. How to Grow Basil “Basil can be sown in a propagator on a windowsill or thinly in pots or trays in a greenhouse using good quality compost. Germination takes from 14-21 days, It grows best in well drained soil in a sunny position. Gardeners can pinch the shoot tips to encourage bushy plants.” Alannah Elgar, 3rd class. How to Grow Parsley “Parsley can be sown from March to July in finely raked, warm, moist soil in rows of 30cm apart. Germination can take up to 21 days. Parsley grows best in well cultivated soil in a shady spot” Jasmine Fennelly. How to Grow Basil Basil must be planted when the risk of frost has passed. Leave 6 inches between plants. Basil grows best in well drained soil.” Conor Collins, 3rd class. How to grow Thyme “Thyme must be sown thinly direct into finely rakes, moist warm soil. Germination takes from 7-21 days. Both the leaves and the shoots are aromatic. To dry thyme for winter use, tie and hang bundles in an airy shed or garage and when dry rub and store in an airtight container”. Evan Mooney, 3rd class. Conclusion/Recommendations We enjoyed this project immensely. It gave us the opportunity to work on a project as a whole school, everyone was involved. Mr. & Mrs. Lowry (Sarah and Emmet’s mum and dad) shared their gardening skills with us through putting out the new bark mulch and advising us on the new plants to buy. They also pledged to help us to prune/cut back some of the overgrown shrubs when the time is right and to plant bulbs with us during the late summer. Mr. Murray (Amanda’s dad) helped to put up our Green flag which we won for our efforts of re-cycling and care of our school. He also set up the pump for the “Shannon” river which flows in the “Garden of Ireland” at the front of the school. Mrs. Murray re-painted the murals on our walls also. Mr Brennan (the caretaker) helped to plant some of the shrubs and he also kept the lawns neat and tidy. Ms. Murphy helped to gather the plants/seeds/shrubs we needed while Ms. Mahon helped her class do the gardening. Mr. Carroll did a great job helping us to put the slide show together for the presentation to the 4HOME managers who came to see the garden. Special thanks also goes to Mrs. Cox and Ms. Lawlor who devoted their time and energy to organising and preparing signs and articles for the project. Their experience and knowledge in the colour garden’s meaning and history was invaluable. We hope they enjoyed their visit and will favourably consider our school as winners of the competition. |
      BER Certificate |
