LCA Teacher Handbook

Leaving Certificate Applied TEACHER HANDBOOK www.pdst.ie Post-Primary Resource

Please cite as: PDST, Leaving Certificate Applied, Teacher Handbook, Dublin, 2016

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LCA - TEACHER HANDBOOK PDST Support for LCA Teachers Face-to-Face • One full day seminar for teachers new to LCA course modules • One full day seminar for teachers new to LCA student tasks • Two full day seminars for new LCA co-ordinators, Sept & Jan • School visits (on request) - www.pdst.ie/schoolsupport • Network groups / clusters • Workshops at the PDST/LCANA National Event • Other elective workshops, e.g. embedding ICT in LCA are in development • PDST will collaborate with SESS to support teaching and learning with special needs in the LCA contextPDST Support for LCA Teachers On-Line• E-mail - [email protected]• Website - www.pdst.ie/lca - resources and methods• Scoilnet Portal - sharing resources / ideas• Video demonstrations and vignettes of good practice• LCA Virtual Learning Environment (VLE) e.g. Edmodo• Courses on TeacherCPD.ie - e.g. ongoing assessment using e-portfolios and active learning methodswww.pdst.ie 4

LCA - TEACHER HANDBOOKKey Documents & Rescourcesavailable @ www.pdst.ie/lca• LCA Programme Statement and Outline of Student Tasks• LCA Chief Examiner’s Report 2014• Module Descriptors• Module Codes and Allocation of Credits• SEC Timetable• Circulars• LCA Curriculum Framework Overview• LCA Information Leaflet• Personal Reflection Task Information Leaflet• PDST Graphic Organiser Book• PDST Active Learning Boards & Role Cards• PDST Active Learning Book• NCCA Assessment ToolkitSEC Calendar of Events& Co-ordinator Folderwill be sent to schools in the Autumn YEAR ONE YEAR TWOSession 1 Session 2 Session 3 Session 4Sept - Jan Feb - June Sept - Jan Feb - Junewww.pdst.ie 5

www.pdst.ie KWHL LCA - TEACHER HANDBOOK Pre-reading comprehension & Assessment for Learning (AfL) Strategy K W H L What do I know What do I want to How do I find out What have I learned about LCA? know about LCA? more about LCA? about LCA? I know it is made up of Are all modules worth the www.pdst.ie/lca Two Credits per course different modules that are same number of credits? www.examinations.ie module that does NOT have a awarded credits. www.pdst.ie/pedagogy final exam. Graphic Organiser Booklet One Credit per course module6 I know that it involves a lot How can I promote active An Integrated Approach to that does have a final exam. of active learning. learning with my LCA Teaching and Learning. students? An Active Learning Toolkit is being made available to all teachers new to LCA. KWL creator is available @ tinyurl.com/kwlcreator

LCA - TEACHER HANDBOOK What is the Leaving Certificate Applied? • It is a distinct, self-contained, two year Leaving Certificate programme aimed at preparing learners for adult and working life. • It emphasises forms of achievement and excellence which the established Leaving Certificate has not recognised in the past. • It offers a specific opportunity to prepare for and progress to further education and training. Who would benefit most from the Leaving Certificate Applied? • Learners who are not adequately catered for by other Leaving Certificate programmes. • Learners who choose not to opt for those programmes. Teacher Activitywww.pdst.ie 7

LCA - TEACHER HANDBOOK Rationale for LCA 1. Prepares learners for the demanding transition to adult and working life. 2. Recognises talents of all learners - programme responsive to aptitudes, abilities, needs and interests. 3. Provides opportunity to develop in terms of responsibility, self-esteem and self-knowledge. 4. Develops communication and decision making skills. 5. Helps learners achieve a more independent and enterprising approach to learning and to life. Key Underlying Principleswww.pdst.ie 8

LCA - TEACHER HANDBOOK School Management Tutor / LCAYear Head Co-ordinator HSCL LCA Teaching TeamCo-ordinator Learningwhere applicable Support Career GuidanceTeaching the Leaving Certificate AppliedProgramme in our school Strengths Challenges Internal / External Opportunitieswww.pdst.ie 9

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LCA - TEACHER HANDBOOK Choose 2 Vocational Specialisms from www.pdst.ie/lca/moduledescriptors 11 1. Engineering Options 2. Technology 3. Childcare / Community Care 4. Graphics and Construction Studies 5. Craft and Design 6. Agriculture / Horticulture 7. Hotel Catering and Tourism 8. Hair and Beauty 9. Office Administration and Customer Care 10. Active Leisure Studies 11. Information and Communications Technologywww.pdst.ie 11

LCA - TEACHER HANDBOOKLCA Modes of AssessmentSatisfactory completion of modules + 90% attendance 62 31% credits• Evidence of completion of 4 key assignments for each module• One credit per course module in which there is a final exam• Two credits per course module in which there is NO final exam7 Student Tasks @ 10 credits each 70 35% creditsVocational Preparation Vocational Education (x2)General Education Contemporary IssuePersonal Reflection Practical AchievementFinal Examinations 68 34% creditsEnglish & Vocational Languages Social Mathematical (x2) Education ApplicationsCommunication Specialisms (x2)12 credits 12 credits each 6 credits each 10 credits 10 creditsTotal 200 100% creditsLCA CertificationCertification awarded at 3 levelsPASS 120 - 139 credits 60-69%MERIT 140 - 169 credits 70-84%DISTINCTION 170 - 200 credits 85-100% Students who acquire less than 120 credits or who leave the programme early will receive a “Record of Experience”.www.pdst.ie 12

LCA - TEACHER HANDBOOK Layout of Module Descriptors www.pdst.ie/lca/moduledescriptors (all available elink)www.pdst.ie see page 52 13

LCA - TEACHER HANDBOOKKey Assignments:• are a number of learning experiences that have been selected from the module as being of key importance;• they are printed at the end of each module in the module descriptors;• you CANNOT make up your own;• all four must be “satisfactorily completed” at the end of EACH module but are not judged in terms of marks or grades.Evidence & Storage of Key Assignments• Evidence of key assignments can be presented in a variety of forms eg. written, visual, artefact, photograph, video, audio, etc.• All key assignments need to be stored until the appeals process for the relevant session is over, however: - evidence of key assignments may be required during inspections; - LCA students may use their key assignments to revise for the final exams.• Therefore it is advisable to store all key assignments until all appeals and exams are over.www.pdst.ie 14

LCA - TEACHER HANDBOOK Accreditation of Key Assignments • Each session credits are given for modules which have been satisfactorily completed on both 90% attendance and evidence of 4 key assignments for the specific module. • Two Credits per course module that does NOT have a final exam. • One Credit per course module that does have a final exam. see page 53 New LCA co-ordinators will receive training onwww.pdst.ie the on-line SEC tool for submitting result. Video tutorials are now available at pdst.ie/lca 15

LCA - TEACHER HANDBOOKSummary of TasksTask Credit % Completed Assessed in session1. General Education 10 5 1 Jan/Yr 1Originating in Arts Education, Leisure & Recreation,Language or Social Education2. Vocational Preparation 10 5 2 May/Yr 1 10 5Originating in either Vocational Education & Guidance 2 May/Yr 1or English & Communication 3 Jan/Yr 2 3 Jan/Yr 23. Vocational Education - 1st specialism 3 Jan/Yr 2 2&4 May/Yr 2Originating in one Vocational Specialism4. Vocational Education - 2nd specialism 10 5Originating in the second Vocational Specialism5. Contemporary Issues 10 5Anchored in Social Education6. Practical Achievement 10 5Generally out of school / centre7. Personal Reflection 10 5Statement 1 from year 1 will be stored and returnedto SEC when Statement 2 is completeStudent TaskDefinitionA practical activity by which learning is applied to....Types of Tasks for general education, vocationaleducation & vocational preparation• Development of a product / artefact• Investigation of an issue/topic• Staging of an event• A performance group or individual• Provision of a servicePurposeVehicle for curriculum integration of as many courses as possiblewww.pdst.ie 16

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LCA - TEACHER HANDBOOK 5 Stages of Student Tasks 1. Selecting / Planning 2. Implementing 3. Recording & Cross-curricular Applications 4. Reviewing & Evaluating 5. Presenting / Communicating 1. Selecting / Planning • Student is actively involved in selecting the Student Task and the content of the task must be of interest to him/her • Whatever the student proposes to undertake should be within their ability range and time allocated • Appropriate in the context of the modular descriptor • Originality should be encouraged at all times. (Programme Statement & Outline of Student Task, 2000, 62-66) 2. Implementing Individual Group • Methodology • Methodology • Data gathering • Roles • Investigations • Team work • Sole responsibility • Co-operative learning • Data gathering • Investigation All tasks could be either individual or group with the exception of practical achievement, personal reflection and career investigation which must be carried out individually.www.pdst.ie 18

LCA - TEACHER HANDBOOK 3. Recording & Cross-curricular Planning • Keep a record / log of student progress • Appropriate evidence of research and evidence gathered • Cross-curricular links must be meaningful and relevant. Mathematical Applications and Information Technology are mandatory areas of cross-curricular application in the Vocational Education Tasks 4. Reviewing & Evaluating Task Process Self-Evaluation • Conclusions linked to • Lessons learned about initial aims oneself • Analysis of findings • Skills and attitudes • Conclusions development • Strengths/weaknesses • Suggestions for • Lessons for the future improvement 5. Presenting / Communicating • The report should be concise, focused and sequential • Opportunity for creativity in format and illustration • Interview provides an opportunity for students to improve their markswww.pdst.ie 19

LCA - TEACHER HANDBOOK General Pedagogical Points • Appropriate balance between teacher guidance and student responsibility • Individual or group • Individual contribution to group tasks • Integration of key assignments • Quality of cross-curricular links General Points Regarding Assessment • Exam numbers should be on each task • Task available at beginning of examination period • Students available to meet with the examiner irrespective of work experience / other activities • Task must be kept in school until appeals period is complete (October Year 2)www.pdst.ie 20

LCA - TEACHER HANDBOOK Key Questions about Task Interviews • How do you prepare students for an effective interview? • What do you believe are the success criteria for an effective interview?Guidance for Task Interview• The purpose of the task interview is to assess the student’s ability to communicate what is in the report.• Communication skills need to be inbuilt into all pedagogical practices throughout the LCA programme and right throughout the task process.• Opportunities should be given to students to discuss their progress and their individual contribution in group tasks throughout the task process.www.pdst.ie 21

LCA - TEACHER HANDBOOKFinal Examinations Credits 12Area 12 eachEnglish & Communication 6 each 10Oral and written incorporating audio visual 10 68Vocational Specialisms (x2)Practical and written - practical briefs issued in advance(see next slide for details)Languages (x2)Oral and written incorporating auralSocial EducationWritten incorporating audioMathematical ApplicationsWritten - research topic (Q.2 issued in advance)TotalVocational Specialisms1. Information and Communications Technology2. Engineering* *Design briefs circulated3. Technology* to schools/centres in Jan4. Childcare / Community Care*5. Graphics and Construction Studies*6. Craft and Design*7. Agriculture / Horticulture*8. Hotel Catering and Tourism* *Practical performance assignment briefs9. Hair and Beauty* circulated to schools/centres in March10. Active Leisure Studies*11. Office Administration and Customer Care*www.pdst.ie 22

LCA - TEACHER HANDBOOK Opening up New Options The Leaving Certificate Applied Route Map Leaving Further Further & Certificate Education Higher Applied Post Leaving Education Certificate Course (QQI Level 4) (QQI Level 7 - 10) (QQI Level 5 & 6)Vocational Preparation Careers Vocational Education SOLAS Apprenticeships General Education (QQI Level 6)Irish National Framework of Qualifications (NFQ) LCAwww.pdst.ie 23

LCA - ACTIVE LEARNING METHODSThe LCA Teacher Toolkit includes a set of cooperative learning role cards, a set of active learning boards and\"Graphic Organisers and other Literacy, Numeracy and AfL Strategies for Teaching & Learning”.www.pdst.ie 24

LCA - ACTIVE LEARNING METHODSIntroductionThe LCA Chief Examiner’s Report 2014 highlights the need for LCA teachers to reflect on theirteaching approaches. A hard copy of chapter 1 and 5 are included as a supplement to this booklet andshould be read before proceeding (the full pdf can be downloaded from examinations.ie).In Leaving Certificate Applied each course consists of a number of modules which are outlined in theLeaving Certificate Applied Module Descriptor for the relevant course. Each module includessuggestions for the teaching approach under the heading “Teacher Guidelines”.The promotion of the use of a broad range of teaching methodologies and participant centredlearning is a key underlying principle in Leaving Certificate Applied. The programme is characterisedby the use of teaching styles which actively involve the participants in locating and using relevantinformation, and which promote personal responsibility, initiative, independence, reflection, self-evaluation, self-confidence, co-operation and collaboration.This booklet contains practical examples of how teachers can use differentiation and formativeassessment to enhance literacy and numeracy using active teaching and learning methodologies.These strategies may be used across all course areas and aims to complement teacher guidelines andstudent learning outcomes in all modules.Methodologies to Support the LCA ProgrammeActive Learning is generally defined as any instructional method that engages students in the learningprocess. Active learning requires students to do meaningful learning activities and think about what theyare doing (meta-cognition) as individuals; pairs or structured groups. The core elements of active learningare student activity and engagement in the learning process. The benefits of active teaching and learninginclude: focus on the learner and learning; improved information retention; development ofcommunications and higher order thinking skills, improved motivation and variety of learningopportunities. For a wide range of video vignettes of active learning strategies please go towww.theteachertoolkit.com. There are also many examples of literacy, numeracy and ongoingassessment strategies that promote active learning outlined on pages 27 to 41 of this booklet.Collaborative Learning can refer to any instructional method in which students work together in smallgroups toward a common goal. The core element of collaborative learning is the emphasis on studentinteractions rather then on learning as a solitary activity.Cooperative Learning can be defined as a structured form of group work where students pursuecommon goals while being assessed individually. The most common model of cooperative learning is thatof Johnson, Johnson and Smith. This model incorporates five specific tenets, which are individualaccountability, mutual interdependence, face-to-face promotive interaction, appropriate practice ofinterpersonal skills, and regular self-assessment of team functioning. While different cooperative learningmodels exist, the core element held in common is a focus on cooperative incentives rather thancompetition to promote learning.Inquiry-based Learning is an instructional method where relevant problems are introduced at thebeginning of the instruction cycle and used to provide the context and motivation for the learning thatfollows. It is always active and usually (but not necessarily) collaborative or cooperative using the abovedefinitions. IBL typcially involves significant amounts of self-directed learning on the part of the students.www.pdst.ie 25

LCA - ACTIVE LEARNING METHODSDale’s Cone of Experience During the 1960s, Edgar Dale theorized that learners retain more information by what they “do” as opposed to what is “heard”, “read” or “observed”. His research led to the development of the Cone of Experience. The Cone was originally developed in 1946 and was intended as a way to describe various learning experiences. Essentially, the Cone shows the progression of experiences from the most concrete (at the bottom of the cone) to the most abstract (at the top of the cone). When Dale researched learning and teaching methods he found that much of what we found to be true of direct and indirect (and of concrete and abstract) experience could be summarised in a pyramid or ‘pictorial device’. He stated that the cone was not offered as a perfect or mechanically flawless picture to be taken absolutely literally. It was merely designed as a visual aid to help explain the interrelationships of the various types of audio-visual materials, as well as their individual ‘positions’ in the learning process. It is important to note that Dale never intended the Cone to depict a value judgment of experiences; in other words, his argument was not that more concrete experiences were better than more abstract ones. Dale believed that any and all of the approaches could and should be used, depending on the needs of the learner.www.pdst.ie 26

LCA - ACTIVE LEARNING METHODS What is Differentiation? “When we reach out to the individual within the wider group we are engaging in differentiation, which relates at its simplest to any strategies that help a teacher to make a move away from ‘teaching to the middle’ of a class group.” NCCA “When a teacher tries to teach something to the entire class at the same time, chances are one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.” Lillian Katz Tomlinson (1999) suggests that at its most basic level, differentiating instructions means ‘shaking up’ what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas and expressing what they learn. This means that a range of learning possibilities are available for students to acquire the content, understand the information and meet the learning objectives. The Difference Between Multiple Intelligences and Learning Style The theory of multiple intelligences challenges the idea of a single IQ. Howard Gardner, the Harvard professor who originally proposed the theory, says that there are multiple types of human intelligence, each representing different ways of processing information (see page 27). One common misconception about multiple intelligences is that it means the same thing as learning styles. Multiple intelligences represents different intellectual abilities whereas learning styles, according to Howard Gardner, are the ways in which an individual approaches a range of tasks. They have been categorized in a number of different ways -- visual, auditory, and kinesthetic, impulsive and reflective, right brain and left brain, etc. Gardner argues that the idea of learning styles does not contain clear criteria for how one would define a learning style, where the style comes, and how it can be recognized and assessed. He phrases the idea of learning styles as \"a hypothesis of how an individual approaches a range of materials.\" Everyone has all eight types of the intelligences (outlined on page 27) at varying levels of aptitude -- perhaps even more that are still undiscovered -- and all learning experiences do not have to relate to a person's strongest area of intelligence. For example, if someone is skilled at learning new languages, it doesn’t necessarily mean that they prefer to learn through lectures. Someone with high visual-spatial intelligence, such as a skilled painter, may still benefit from using rhymes to remember information. Learning is fluid and complex, and it’s important to avoid labeling students as one type of learner. As Gardner states, \"When one has a thorough understanding of a topic, one can typically think of it in several ways.\"www.pdst.ie 27

LCA - ACTIVE LEARNING METHODS Visual Auditory KinestheticThe Multiple Intelligences (MI) Chartwww.pdst.ie 28

LCA - ACTIVE LEARNING METHODS Differentiation and Multiple Intelligences: Project Suggestionswww.pdst.ie 29

LCA - ACTIVE LEARNING METHODS Carpet Patch Differentiating the Curriculum: A Framework for Planning • What must the students know/be able to do? • What should they know/be able to do? • What could they know/be able to do?www.pdst.ie 30

LCA - ACTIVE LEARNING METHODS Differentiated Instruction Checklist of questions for teachers planning differentiated learning for their studentsB Building Safe Environments • Do students feel safe to risk and experiment with ideas? • Do students feel included in class and supported by others? • Is there an emotional “hook” for the learners? • Are there novel, unique and engaging activities to capture and sustain attention? • Are “unique brains” provided for? (learning styles and multiple intelligences)R Recognising and Honouring Diversity • Does the learning experience appeal to the learners' varied and multiple intelligences and learning styles? • May the students work collaboratively and independently? • May the students show what they know in a variety of ways? • Does the cultural background of the students influence instruction?A Assessment • Are pre-assessments given to determine readiness? • Is there long enough time to explore, understand and transfer the learning to long-term memory? • Do students have time to revisit ideas and concepts to connect or extend them? • Is metacognitive time built into the learning process? • Do students use log, journals, wikis or a VPL for reflection and goal setting?I Instructional Strategies • Are the learning intentions clearly stated and understood by the learner? • Will the learning be relevant and useful to the learner? • Does the learning build on past experience or create a new experience? • Does the learning relate to the real world? • Are strategies developmentally appropriate and hands on? • Are the teaching strategies varied to engage and sustain attention? • Are there opportunities for projects, use of ICT, creativity, problems and challenges?N Numerous Curriculum Approaches • Do students work alone, in pairs or in small groups? • Are some activities adjusted to provide appropriate levels of challenge? • Is pre-testing used for revision/enrichment? • Are problems, enquiries and contracts considered?Adapted from Differentiated Instructional Strategies: One Size Doesn't Fit All, by Gayle H. Gregory and Carolyn Chapman, 2007www.pdst.ie 31

LCA - ACTIVE LEARNING METHODS Ongoing Assessment As part of their classroom work, students engage in assessment activities that can be either formative or summative in nature. Teachers assess as part of their daily practice by observing and listening as students carry out tasks, by looking at what they write and make, and by considering how they respond to, frame and ask questions. Teachers use this assessment information to help students plan the next steps in their learning. Periodically this assessment will be in more structured, formalised settings where teachers will need to obtain a snapshot of the students’ progress in order to make decisions on future planning and to report on progress. This may involve the students in doing projects, investigations, case studies and/or tests and may occur at defined points in the school calendar. Formative Assessment Assessment is formative when either formal or informal procedures are used to gather evidence of learning during the learning process, and used to adapt teaching to meet student needs. This process permits teachers and students to collect information about student progress, and to suggest adjustments to the teacher’s approach to instruction and the student’s approach to learning. Assessment for learning covers all of the aspects of formative assessment but has a particular focus on the student having an active role in his/her learning. Summative Assessment Assessment is summative when it is used to evaluate student learning at the end of the instructional process or of a period of learning. The purpose is the summarise the students’ achievements and to determine whether, and to what degree the students have demonstrated understanding of that learning by comparing it against agreed success criteria or features of quality.Assessment OF Learning (Summative) Assessment FOR Learning (Formative)www.pdst.ie 32

LCA - ACTIVE LEARNING METHODS A balance between Assessment for Learning (formative assessment) and Assessment of Learning (summative assessment) is essential. Many assessment for learning strategies that are used as an integral part of the learning process can also be used as summative assessment tools if used after the learning. Evidence of learning may include: Activities that support Ongoing Assessmentwww.pdst.ie 33

LCA - ACTIVE LEARNING METHODSNCCA Assessment ToolkitLearning OutcomesLearning outcomes are statements in curriculum specifications to describe the understanding, skills andvalues students should be able to demonstrate after a period of learning.Learning IntentionsA learning intention for a lesson or series of lessons is a statement, created by the teacher, that describesclearly what the teacher wants the students to know, understand, and be able to do as a result of learningand teaching activities.Success CriteriaSuccess criteria are linked to learning intentions. They are developed by the teacher and/or the studentand describe what success looks like. They help the teacher and student to make judgements about thequality of student learning.www.pdst.ie 34

LCA - ACTIVE LEARNING METHODSMaking the link between learning outcomes, learning intentionsand success criteriaHere is an example of how a teacher developed learning intentions, success criteria and an assessmenttask linked to learning outcomes for Junior Cycle English. Further examples are available on:www.curriculumonline.ieWrite a book review - 1st YearLearning Intentions and Success Criteria (NCCA, 2015).www.pdst.ie 35

LCA - ACTIVE LEARNING METHODS Literacy Active Methodologies in Leaving Certificate Applied “Literacy includes the capacity to read, understand and criticallyappreciate various forms of communication including spoken language, printed text, broadcast media and digital media.” (DES, 2011)www.pdst.ie 36

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LCA - ACTIVE LEARNING METHODSSee ‘Graphic Organisers and other Literacy, Numeracy andAfL Strategies in Teaching and Learning’ for further details,exemplars and templates.www.pdst.ie Graphic Organisers and other Literacy, Numeracy and AfL Strategies in Teaching and Learning www.pdst.ie Post-Primary Resource 38

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LCA - ACTIVE LEARNING METHODS Numeracy Active Methodologies in Leaving Certificate AppliedThings to Consider1. Definition of Numeracy2. Cross-Curricular Numeracy3. Numeracy in Context / Subject Area4. A Co-ordinated Approach to Percentages5. Mathematical Language6. Print Rich Environment7. Estimation Strategies8. Problem Solving Strategies9. Embedding ICT10. Mathematical Applications - Cross-Curricular Links in LCAwww.pdst.ie/node/4434www.pdst.ie 40

LCA - ACTIVE LEARNING METHODS Numeracy Numeracy is NOT LIMITED to the ability to use numbers, to add, subtract, multiply and divide.www.pdst.ie 41

LCA - ACTIVE LEARNING METHODS Numeracy in Various Subject Areaswww.pdst.ie 42

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LCA - ACTIVE LEARNING METHODS Problem Solving Strategy THINK - A Whole-School Approach (Van de Walle et al., 2013, 45) Talk about the problem How can it be solved? Identify a strategy to solve the problem Notice how your strategy helped you solve the problem Keep thinking about the problem. Does it make sense? Is there another way to solve it? See ‘Graphic Organisers and other Literacy, Numeracy and AfL Strategies in Teaching and Learning’ for further details, exemplars and templates.www.pdst.ie Graphic Organisers and other Literacy, Numeracy and AfL Strategies in Teaching and Learning www.pdst.ie Post-Primary Resource 44

LCA - ACTIVE LEARNING METHODS Mathematical Applications - Cross-Curricular Links in LCAwww.pdst.ie 45

LCA - ACTIVE LEARNING METHODS Integrating and Embedding ICTwww.pdst.ie 46

LCA - ACTIVE LEARNING METHODS FREERICE.COMwww.pdst.ie 47

LCA - ACTIVE LEARNING METHODS NOTESwww.pdst.ie 48

Appendix Awww.pdst.ie 49

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