St. Aengus N.S. Bridgend School Plan



38100053340000center550005880100 BridgendTel:074-9368352Email:aengusns@9000040000 BridgendTel:074-9368352Email:aengusns@50003778255000534035Principal: Séamus McGowan2019 St. Aengus N.S. Bridgend School Plan3500050000Principal: Séamus McGowan2019 St. Aengus N.S. Bridgend School Plan237172543167290Contents:English: Pg 2-48Irish Pg 49-81Maths: Pg 82-103Music: Pg 103-113History: Pg 113-121Geography: Pg 121-129Science: Pg 130-137Drama: Pg 138-149RSE: Pg 149-158SPHE: 159-168Stay Safe 169-170PE 169-185St. Aengus’ National SchoolWhole School Plan: English2019Introductory StatementThis whole school plan for English was formulated in consultation with teaching staff in St. Aengus’ N.S. in term 2 of the 2018/19 school year. This plan follows the template as set out by PDST/PPDS.Currently we are a single stream, vertical, eight classroom school this whole-school English plan will be developed for Junior Infants - Second Class and will be reviewed when the new primary language curriculum gets rolled out for the 3rd to 6th classes. This will also be an opportunity to reflect on the National Literacy and Numeracy Strategy 2011-2020, as well as possible next phases of such. It will also be an opportunity to include the newly developed Primary Language Curriculum for 3rd – 6th class.RationaleWe prioritised this area of the curriculum because of the increasing importance placed on literacy because of the National Literacy and Numeracy Strategy 2011-2020. We also prioritised this curriculum area in light of the implementation of the new Primary Language Curriculum which came on stream in September 2016. We believe that a consistent, structured and intensive oral language and phonics programme will improve learning and teaching in all areas of the curriculum. Therefore, we are using the Jolly Phonics and Sounds-Write programmes to enhance the competence and confidence in phonics and blending, which will enable development in reading and writing. We are using the Starlight oral language programme to enhance competence and confidence in speaking and listening. VisionIt is our vision to create a school where our pupils will communicate, read and write with and for each other, staff, parents/carers, visitors and the wider school community with clarity, confidence, fluency and respect. AimsWe aim, through this plan, drawn up in accordance with the Primary Language Curriculum, to set out our approach to language teaching. This plan will form the basis for teachers’ long and short-term planning. It will also inform new teachers of the approaches and methodologies used in our school. We endorse the aims of the New Primary Language Curriculum, which are presented in 3 groups. The Primary Language Curriculum, and this whole-school plan, aims to support teachers to:Children and their Livesenable children to build on prior knowledge and experience of language and language learning to enhance their language learningencourage children of different languages and cultures to be proud of and share their heritagerecognise the wide variation in experience, ability and language style which children bring to language learning in school as a first step in enabling them to engage in relevant and meaningful communicative relationships.Children’s communications and connections with othersembrace children’s uniqueness by nurturing their appreciation of their home language, their understanding of language and diversity, and their ability to use different languages, gestures and tools to communicate with people in a variety of contexts and situations.enable children to fully engage with and enjoy a wide range of relevant and meaningful linguistic and communicative experiences with peers and adults.Children’s language learning and developmentpromote a positive disposition towards communication and language by fostering within children a lifelong interest in and a love of language learning for personal enjoyment and enrichmentbroaden children’s understanding of the world through a rich variety of language experiences and through fostering an awareness and appreciation of other languages and cultures in an enriching learning environmentsupport children to develop their literacy skills and enable them to progress at their own learning pace in oral language, reading and writingnurture within children an awareness of language, allowing them to appreciate and understand the content and structure of languages.Curriculum PlanningStrands and ElementsThe following table sets out the Strands and Elements of the Primary Language Curriculum:Element 1: CommunicatingStrand:Learning Outcome:Oral LanguageEngagement, listening and attention (intentionality, verbal memory)Social conventions and awareness of others (relevance, turn-taking, extra- and para-linguistic skills)ReadingEngagement (intentionality)Motivation and choice (relevance)WritingEngagement (intentionality)Motivation and choice (relevance, purpose, audience)Element 2: UnderstandingStrand:Learning Outcome:Oral LanguageSentence structure and grammar (syntax, morphology)Acquisition and use of oral vocabulary (semantics, verbal memory, articulation skills)Demonstration of understanding (semantics)ReadingConventions of print (meaning and understanding of text/illustration)Phonological and phonemic awarenessPhonics and word recognition (alphabetic principle, word identification strategies)Reading vocabulary (semantics)WritingConventions of print and sentence structure (syntax)SpellingVocabulary (semantics)Element 3: Exploring and usingStrand:Learning Outcome:Oral LanguageRequests and questionsCategorisationRetelling and elaborating (narrative text and response)Playful and creative use of language (aesthetic dimension of language)Information giving, explanation and justification (expository text)Description, prediction and reflectionReadingPurpose, genre and voice (awareness of author’s purpose)Comprehension (comprehension, text organisational structure and fix-up strategies)Fluency and self-correction (accuracy, fluency and meaning)WritingPurpose, genre and voice (sense of voice, aesthetic dimension of text)Writing process (using processes, structures and language register)Response and author’s intent (author’s purpose and responding)Handwriting (legibility)Approaches in our SchoolOral LanguageLearning Outcomes for Oral LanguageSee Table 8, p. 51 of the Primary Language CurriculumWhole School Strategies for Oral LanguageAssemblies: Whole school fortnightly assemblyAppropriate and respectful language is modelled Good listening and appropriate responses are encouragedCommon social functions are taughtPositive non-verbal behaviour is encouragedYard: Using words to communicate and solve problemsSelf-Maintaining Language Model positive and respectful languageSchool Related Functions:Etiquette for children visiting classesAistear:Aistear activities daily (1 hour) in Junior and Senior Infants classes. Aistear activities in 1st Class at the discretion at the class teacher. We use a thematic approach for approach for Aistear and ensure that an oral language/role play station is included in Aistear theme. Starlight:Starlight oral language programme taught in infant classes- 2nd classTimetable for Oral LanguageAistear: 1 hour every dayOral language lessons daily: discreet lessons/formal lessons/informal language useSome Activities/Methodologies currently used for Oral LanguageThe following skills will be modelled and taught in our school at all class levels:Using words for common social functions in a polite and respectful manner (on-going, daily)Communicating to meet personal needs (on-going, daily)Listening (rhymes, jingles, riddles, listening activities, bingo, news)Recalling (re-telling stories, class trips/visits, news)Naming (name, address, days, months, seasons, family members, things you need for/find in)Categorising and classifying (people, places, family, clothes, weather, animals, food, pets)Describing (colour, shape, feelings, characters)Denoting Position (orientation-left/right, relational-under/beside/behind/on/in)Sequencing (alphabet, days, months, seasons, times of day, sequencing words)Reasoning (relational words-because/but, problem solving-what shall I do? 20 questions, proverbs)Giving instructions and directions (how do we make a cup of tea/go to the shop?)Reporting (reporting back from a group activity or project)Speaking out clearly (on going, daily)Predicting (hear part of a story, what do you think will happen next?, picture sequences)Projecting/empathising (picture/story, How do you think they are feeling? How would you feel if I?)Imagining (a new planet, a newly discovered species of animal)Questioning (20 questions, the Yes/No game show)Interpreting and using appropriate non-verbal languageTaking turns in speaking and listening (circle-time, news time)Showing tolerance for views of others (circle-time, debating)Resources/Methodologies for Oral LanguageSee each class levelTeacher’s planning for Oral LanguageTeachers plan half-termly for milestones and progression continua, in accordance with the new Primary Language Curriculum. Teacher’s reflect half-termly on the progression of the pupils in their class through the progression continua and milestonesEnglish oral language and Gaeilge ó bhéal are integrated thematically through Aistear and through teaching topics at the same time and discussing languageNew vocabulary is displayed in the classrooms. Aistear words are displayed with pictorial clues (Infant classes) and word walls are displayed from 1st class upwards. Key vocabulary for pupils is identified for all subject areas and listed in teachers’ short-term planning.ReadingLearning Outcomes for ReadingSee Table 9, p. 52 of the Primary Language CurriculumAims for ReadingIn the area of reading development we aim to:promote positive attitudes and develop the appreciation of readingdevelop print awareness, an understanding of the purpose of print, and a control over the different ways meaning is derived from printdevelop a range of reading skills and abilities that would include phonemic awareness, word identification strategies and a growing sight vocabularydevelop an appropriate range of comprehension strategies to help interpret text beyond the literal level (prediction, inference, etc.)develop an awareness of the richness and diversity of reading material reading from a variety of texts of gradually increasingly complexityengage in and enjoy sustained silent reading enhance emotional and imaginative development through readingdevelop cognitive ability and the capacity to clarify thinking through readingUse the school library to increase fluency and interest in books.Use explicit instruction of reading skills and strategies to enable at-risk children to participate more fully in literary experiences.Methodologies for ReadingSee each class levelWhole School Initiatives for ReadingSt. Aengus’ NS Book Week World Book DayD.E.A.R. timeBuddy ReadingStudy of Authors and Visiting AuthorsVisits from and to Buncrana libraryReading Recitals at assemblies and school concertsTeam Teaching focus on Reading SkillsLiteracy Lift offGuided ReadingSchool LibraryWith the completion of the new building we hope to open a new library for the children run by the parents.RhymesSee Nursery Rhyme Scheme (Infant level)PoetryChildren will learn one poem per month in all classes Guidelines and ideas for poetry are given at each class levelPoetry integrated throughout StarlightStoryThe children will explore the following types of story between Infants and Second class. (See the Story Scheme at each class level)FairytalesFablesMythsLegendsFolk TalesPhonological AwarenessPhonics is an integral part of the acquisition of the English language and a huge emphasis is placed on its importance in the early school years. The school uses the Jolly Phonics and Star-Light schemes. Phonological Awareness Methodologies:Identification of words as units within sentences.Identification and manipulation of syllablesPhoneme blendingIdentification and supply of rhyming wordsIdentification and discrimination of phonemesPhoneme segmentationPhoneme deletionPhoneme substitutionPhoneme transpositionLesson Structure for Phonological AwarenessInfantsSoundSound in Context1st class to 2nd classSoundSound in contextSound as spelling/dictationSound as comprehensionTimetable for Phonological AwarenessJunior Infants:1 sound per week/10 minutes dailySenior Infants:1 sound per week/10 minutes dailyReading ComprehensionComprehension Class Level:Junior InfantsConnecting ProcedureCreating ImagesPredicting Senior InfantsSummarising Procedure (Revise)Connecting Recount PredictingNarrative Creating Images First ClassConnecting ReportComparing Narrative Creating Images & PredictingRecountProcedure Second ClassDetermining Importance PredictingReportMaking connectionsProcedure Visualisation Recount Questioning NarrativeThink AloudReading comprehension for 3rd to 6thThird classFourth classPredicting (Revision)Connecting (Revision)Visualisation(Revision)Determining ImportanceQuestioningSummarisingClarifyingPredicting (Revision)Connecting (Revision)Visualisation(Revision)Determining ImportanceQuestioningSummarisingClarifyingFifth classSixth class Predicting (Revision)Connecting (Revision)Visualisation(Revision)Determining ImportanceQuestioningSummarisingClarifyingInferringSynthesisingPredicting (Revision)Connecting (Revision)Visualisation(Revision)Determining ImportanceQuestioningSummarisingClarifyingInferringSynthesisingResources for Reading See each class levelSupplementary Resources for ReadingBig BooksGuided reading books (PM + and Red Rocket)Sounds Write. Synthetic phonics programme for first to fourth classSchool LibraryBuncrana LibraryPoetry BooksRhyme BooksStory BooksFairytalesBooks of Myths and LegendsScrapbooksPostersCDs/Interactive whiteboard resourcesNursery Rhyme Scheme for Infant ClassesPhonics Scheme for Infant Classes (Jolly phonics)GamesActivitiesWritingLearning Outcomes for WritingSee Table 10, p. 53 of the Primary Language CurriculumAims for WritingIn the area of writing development, we aim to:develop competent and confident writers in all writing genresdevelop print awareness and an understanding of the purpose and conventions of printpromote a growing sight vocabularyutilise the various comprehension strategies write for different purposes and different audienceslearn to edit and refine writing and develop a sense of appropriate presentationdevelop a personal style of writing and learn to distinguish and use appropriate levels of formalityshare writing experiences with othersuse computer technology in learning to writeResources for WritingSee class levelWriting Skills: Class Level:New Genre:Consolidation of Genre::Junior InfantsProcedureN/ASenior InfantsRecountNarrativeProcedure First ClassReportRecountNarrativeProcedureSecond ClassRecountNarrativeProcedureReportThird classFourth classRecountPoetry writingNarrativePersuasiveReportProcedural Imaginative/creativeNovel based writingExplanatoryDiscussionFree writingRecountPoetry writingNarrativePersuasiveReportProcedural Imaginative/creativeNovel based writingExplanatoryDiscussionFree writingFifth classSixth classRecountPoetry writingNarrativePersuasiveReportProcedural Imaginative/creativeNovel based writingExplanatoryDiscussionFree writingRecountPoetry writingNarrativePersuasiveReportProcedural Imaginative/creativeNovel based writingExplanatoryDiscussionFree writingSpellingWe recognise that, as a whole school, a multi-dimensional approach to spelling is essential. Every class has varying levels of spelling ability and the pupils are differentiated and assessed accordingly. Some children struggle to move from the phonetic to transitionary stage of spelling. The ‘Sounds Write’ programme will be employed as pupils begin to learn spellings formally, from 1st class to 4th class. 5th and 6th class use ‘Spellbound’.Objectives for SpellingEquip all pupils with strong phonological awareness skills incorporating awareness of syllables, rhyme and phonemes in wordsSpelling must be taughtSpelling must be funRealisation that not all spelling is phonetically basedSpelling activities should be written Spelling lessons should be daily; short and snappySpelling strategies are taught to all children especially those who experience difficultySelf-checking is continuously encouraged to foster a more independent approachSpelling must never be a barrier to children’s writing as it is vital not to dampen a child’s enthusiasm to write by always insisting on accurate spellingChildren are encouraged to take risks and attempt unknown wordsProvide opportunities for children to ‘problem-solve’ the rules themselvesChildren begin spelling informally in Senior Infants through exposure to phonics. Formalised spelling is introduced in First Class and continues throughout the remainder of the pupils’ years in the school. Source of SpellingsDolch listPhonics Scheme-Sounds write and Jolly PhonicsChildren’s Writing NeedsExtension Work: Themed SpellingDictionary FolderJolly Grammar‘Sounds Write’ programme 5th & 6th class books : SpellboundSenior Infants class books: SpellboundOur Approach to the Teaching and Learning of SpellingOur school uses a synthetic phonic approach to spellings. In this multi-sensory approach children learn:That words are a sequence of sounds: F/O/GThese sounds are represented by spellingsThe spellings can be made up of one or more than one letter e.g. sh/o/p, th/a/t.Some sounds can be written in a variety f ways eg the oe in go; toe; dough; (sound the same but look different)A spelling can carry more than one sound eg “a”; at, apron, all and what, (look the same but sound different)Children are taught the skills of blending, segmenting and manipulating the various phoneme through lots of drill.Some spellings that the child may not have the skill to sound out yet are call tricky words. In the junior classes these words will be displayed on the “Tricky-Words-Wall). In the senior classes children will be encouraged to devise their own strategies to remember these spellings/words.Assessing SpellingChildren are assessed by way of a spelling/dictation test every day/Friday. This will consist of a selection of words from their spelling list of that week and/or sentence dictation. This is combined with regular assessment of the child’s independent writing.Correcting SpellingTeachers will correct the spelling/dictation tests and return them to the children. Teachers are encouraged to avoid marking every spelling wrong, instead guide the child in spotting their errors.We do not make public any child’s resultsChildren are encouraged to say the sounds as they write the words.The children must have their test signed by parents/carers Spelling and the Learning Support/Resource TeacherArrangements may be made under the direction of the class teacher.Timetable and SpellingMonday-Thursday: 15 minutes per day introducing and teaching new words, with the assistance of spelling strategies, when necessary, for spelling homework that nightFriday: 20 minutes for Spelling/Dictation check or daily check for 5 minutesParental Involvement and SpellingParents are encouraged to ensure that their children learn their spellings each night as part of their homework. This can be done by using the Look, Say, Cover, Write(saying the sounds as they write), Check Method and by practising sentence dictation.Grammar & PunctuationGrammar and punctuation are introduced formally in first and second class through the Starlight programme. See each class level for resourcesHandwriting/PenmanshipThroughout the school there is an emphasis on penmanship. The pupils begin cursive script from Junior Infants and continue this style of writing through all classes. The importance of precision and presentation is constantly reiterated and encouraged in copies, worksheets, free writing and otherwise. In Junior Infants, the pupils learn one letter per week.Pupils in Junior Infants learn how to form lower case letters only. In Senior Infants they learn how to form upper case letter. Junior infants-second class use follow the Prim-Ed New Waves handwriting programme. Our Approach to Handwriting:The best way to ensure good handwriting is to learn it correctly from the beginningA good cursive style of handwriting will ultimately improve the speed and fluency of writing, which in turn will assist the child’s written expression.Good penmanship also improves spelling since letter strings are connected when the child is writing a word.Good posture, pencil-grip and how the children form their letters are explicitly taughtChildren with poor motor control or little stamina need a cursive model that makes minimum demands on their physical abilities – when the brain has a visual image of the word then the hand takes over.Pre-writing patterns are taught before separate letter formations at infant levelChildren are encouraged to practise common letter strings after learning how to form an isolated letter, e.g. ‘a’ – ate, at, eat, etc…A multi-sensory approach to handwriting is adopted in the schoolWhere appropriate, all teachers will follow the same style/format of cursive handwriting throughout the school.Where appropriate, all teachers are encouraged to use cursive script on classroom displays, on the Smartboards/whiteboards and when correcting the children’s work, etc.Cursive script is encouraged for all written activity and not just English alone. Approach Used to Introduce LettersJolly Phonics ProgrammeJolly Phonics Sound Basket gamesAir pencil/magic dustTracing: on table, on each other’s backsMárlaSandpaper lettersLarge Letter in CrayonIn SandIn paint bagsPencil GripTripod GripProvisions for Left Handed ChildrenSit at the desk on the left hand sideLetter writing worksheets designed for children who are left handed in infants when they are practising handwritingTimetable for PenmanshipJunior Infants and Senior Infants: half hour per week.First – Second class: 30 minutes/week3rd-6th -20 minutes/weekCorrecting HandwritingIf a mistake is made when writing in pencil it is erased with an eraserIf a mistake is made when writing in ink children are instructed to put brackets around the offending word and a line through it. (---------).Tip-ex is not allowed in school.Parental Awareness of HandwritingParents will be informed of the handwriting style in the school at parent/class meetings. They will also see it as part of homework.Guidelines/instruction for parents will be provided at the teacher’s discretionCreative WritingChildren begin Creative Writing informally in the infant classes. This is stimulated and developed in many ways such as through Aistear and through the use of free drawing and free writing copies. Creative Writing is introduced formally in First Class and continues throughout the remainder of the children’s years in the school. Selecting Topics for Creative WritingSources of topics for children’s writing include:Narrative GenreThematic ApproachPersonal ConcernsLife at home and in schoolStoriesSocial NeedsPersonal ReadingPoetryDramaAistearEveryday Experiences: Emphasis is placed on writing from children’s own experiences and ideasStrategies for Planning Creative WritingNarrative Genre strategies and ideasOral Discussion: Whole Class, Teacher/Pupil, Pupil/PupilBrainstormingWebbingStory BoardStory PlansStory TemplatesPoetry/Drama/Story as stimulusWhole School Approaches to Writing and DraftingPlanning, Drafting, Editing, Re-drafting MethodEncouraging Self Correction and Self CheckingPublishing in our School Newsletter/”Write-a-Book” competitionCorrecting Creative WritingConstructive comments are used by teachers when correcting the children’s work.Whole School Approaches to Valuing Creative WritingDisplaysWriter’s CornerNewsletterWebsiteConstructive and precise comments when possibleWork included in anthologiesTeam Teaching Assessment and Record KeepingStandardised testing: EYES, Early Drumcondra literacy. Drumcondra Reading, Drumcondra spelling Test, Reading Recovery sight word, Writing vocabulary, NRIT, Sound/letter knowledge test.Teachers will hear children reading formally at least once a week.Spelling tests (weekly from Senior infants)Teacher checklistsTeacher observationTeacher designed tasksWork samplesPortfoliosProjectsDiagnostic testsChildren with Different NeedsChildren with special educational needs will receive support from our learning support teachers. English activities will be differentiated in order to meet the needs of the children in a particular class. Where a teacher recognises that a child displays a particular ability in English, this will be communicated to the parents, so that the child may have opportunity to take out of school lessons, circumstances permitting. Teachers will encourage such children to read and write for their classmates, so that the other children will have opportunities to listen and respond. E.A.L. ProvisionThere is a low percentage of children for whom English is an Additional Language at St. Aengus N.S.. Sanctioning of EAL teachers is based on such and the school will seek to ensure that adequate staffing levels are in place to meet the needs of our EAL pupils. EAL teachers work in a withdrawal and in-class support capacity, dependent on the needs of individual classes.HomeworkTeachers can assign English homework at their discretion in accordance with the guidelines of the homework policy and the Department of Education. As a core subject, English homework should be assigned daily. From first class spellings are assigned each day. Parents/carers are regularly reminded of the importance of oral language and reading homework, as well as written work. Organisational PlanningThe teaching of English will be conducted in line with the time allocation as set out by the DES and NCCA (ref: Circular 0056/2011), as follows:Class Level:Time Allocation for Language 1 (i.e. English):Junior and Senior Infants4 hours per weekFirst – Sixth Class5 hours per weekDiscretionary time may also be used for the teaching and learning of EnglishThe teaching of English will be organised on a both a whole-class and team-teaching level. A team teaching approach will be taken to support the teaching and learning of English and will involve the input of the support staff in the classroom. Such will be organised based on the needs of each class and will focus on specific areas of the curriculum. Resources and ICTAs a school, we endeavour to build on and develop the resources available for teaching and learning as the school grows. Teachers will be encouraged to maximise resources available to them. The school will ensure that teachers’ resources for school-wide programmes will be available to all teachers, including Jolly Phonics, Starlight, First Steps, PM+, Big Cat, Oxford Reading Tree and English as an Additional Language programmes. ICT will be used in classroom and support settings to further support the teaching and learning of English in the form of Interactive Whiteboards, tablets, online programmes etc. An appropriate amount of money may be requested from the Board of Management to fund our English programme. Parents may be requested to make a very small contribution should we find a shortfall in finances. Contributions may also be requested from the Parents Teacher Association, through fundraising events and sponsorship from local businesses. Individual Teachers Planning and ReportingClass Teachers’ Planning:Individual teachers will plan their yearly English programme specifically for their own class, while at the same time ensuring that their plan coordinates with and is reflective of this overall school plan. This should ensure clear progression as children move from class to class. Teachers at each class level will collaborate on content and methodology for English from this whole school plan and it will be monitored and assessed on an on-going basis. Teachers are expected to complete yearly (or termly) plans for the teaching of English in their classes and are responsible for the implementation of such. They must also include English in their fortnightly (or weekly) plan. Such must include objectives, learning content and key vocabulary. The Cúntas Míosúil must document what has been covered in the teaching and learning of English each month.In line with the new Primary Language Curriculum, teachers must include milestones and progression continua in their planning for oral language. It was decided by the teaching staff in the school that a termly planning document would be the most effective way to encapsulate such. Teachers will reflect on each termly planning document upon their completion to inform the next phase of learning for their class level. Support Teachers’ Planning:Teaching of English for pupils with special educational needs will be documented in the planning documents of S.E.T. staff. Staff developmentStaff needs will be assessed and the local Education Centre will be requested to provide suitable ongoing training as the need arises. The staff will also avail of training as provided by the Department of Education and Skills, particularly in relation to further training days for the implementation of the Primary Language Curriculum. Parental Involvement/Community LinksParents/carers have a crucial role to play in their children’s language development. Talking to adults, hearing them talk, hearing stories read and told and being encouraged to read all have an influence on children’s language development that supports and compliments the school experience. Parents are informed of this at the beginning of the year. Success CriteriaMeans of assessing this plan are as follows:Teacher/parent/pupil/community feedbackChildren’s feedback regarding their learningSuggestions and reports of DES InspectorateMonthly records of teaching and learningThe success of this plan will be measured by teacher observation of pupil enjoyment and participation in oral language, reading and writing activities. The success of the plan will also be measured by the achievement of pupils in standardised tests. Feedback and reflection will be used as an informal method of measuring the success of this whole-school plan. ImplementationRoles and ResponsibilitiesThere is no one person responsible for the implementation of this English plan. Each teacher is responsible for implementing this plan within his/her own class. The plan should be monitored by all staff and any feedback duly noted to the Principal, who has overall responsibility for leading teaching and learning in the school. Should an additional post be sanctioned for the school, English will be one of the areas of priority for this post holder’s curricular responsibility. TimeframeAs outlined in the introductory statement, this plan will be implemented for the 2018/2019 school year. ReviewThis policy will be reviewed in June 2020. At the time of this review, the whole-school plan will be extended to take in the new primary Language Curriculum for 3rd to 6th. This will also be an opportunity to reflect on the National Literacy and Numeracy Strategy 2011-2020, as well as possible next phases of such. It will also be an opportunity to include the newly developed Primary Language Curriculum for 3rd – 6th class.Ratification and CommunicationThe attention of all newly appointed staff will be drawn to this whole-school English plan upon their appointment to the school by the NQT mentor. This policy will be published on the school website, upon its development, and a copy of it will be provided to the Parent Teacher Association, when established. A copy of this policy will be made available to the Department of Education and Skills and the Patron, if requested. Hard copies of this, and all school policies, are available at the school upon request. This policy was adopted by the Board of Management on February 12th 2019.Signed: __________________________________ (Chairperson, BOM)Signed: __________________________________ (Principal)Date: 12thFebruary 2019Date of next review: June 2020National SchoolLanguage ProgrammeJunior and Senior InfantsLearning Outcomes: See pgs. 51-53 of Primary Language CurriculumAistear Themes (Oral Language)Junior InfantsSenior InfantsMyselfAutumn/HalloweenHouse & Homes/MaterialsToys/ChristmasWinterFive SensesSpring/St. PatrickEaster/SpringTransportSummer/WaterMyselfThe world around usWorkChristmasShoppingSchoolAnimals FoodHolidays Nursery Rhymes (Oral Language)We reinforce Nursery rhymes taught at pre school and here are a selection below.Junior InfantsSenior InfantsPizza on the tableHumpty DumptyTwinkle twinkleTwo little dickie birdsRow, row, row your boatIncy, wincy spiderFive little ducksI’m a little teapotBaa baa black sheepOne, two, buckle my shoeMary had a little lambHickory dickory dockThe queen of heartsMiss pollyLittle boy blueHey diddle diddleLittle bo peepRock a bye-babyMix a pancakeThe man in the moonLittle miss muffetJack and JillOld King ColeHickety picketyThere was a crooked manMary, Mary quite contraryPolly put the kettle onPussy cat, pussy catRub a dub dubOne, two, three, four, fiveThree blind miceLondon bridgeRevision of Junior Infant rhymesRing a ring a rosesSee-saw Margery dawPeter Peter pumpkin eaterTom Tom the piper’s sonTen green bottlesI love little pussyLittle jack horner One for a tangleSing a song of sixpenceOne litte babyA dillar, a dollarGirls and boys come out to playSally go around the sunI had a little nut treePat-a-cake, pat-a-cakeOne potatoJelly on a plate Little Arabella millerWhat do you suppose?Diddle, diddle, dumplingTerence Mc DiddlerThe grand old Duke of YorkDiddlety, diddlety, dumptyLittle tommy tuckerFrére JacquesThere was a little dogStory (Oral Language and Reading)Junior InfantsSenior InfantsStarlight Reading Tree reading scheme – words sent homeBooks sent home for homework when all words taughtBuild up class word wall with new wordsSupplementary reader sent home: Sails/Oxford Reading TreeBig Books:Variety of titlesFairytales:Variety of titlesStarlight reading scheme – words sent home in bag with homework sheetBooks sent home for homework when all words taughtBuild up class word wall with new wordsSupplementary reader sent home: Decodable books 2Jolly phonics readersPM+ readersBig Books:Variety of titlesPlanning with Junior Infant teacher (no cross over)Fairytales:Variety of titlesPlanning with Junior Infant teacher ( no cross over)Phonics (Reading)Junior InfantsSeptember-OctoberPre-reading skillsNovember - MayTeach groups 1-5 (see below)Teach 1 sounds per week:Monday: Teach new sound 1Tuesday: Revise new sound 1 and illustrate in copiesWednesday: Teacher revise previous soundsThursday: Teacher revise previous soundsFriday: Teacher revise previous soundsAt the end of each group (i.e. after 6 sounds) spend 1 week blending with the sounds from that groups, a, t, i, p, nc/k, e, h, r, m, dg, o, u, l, f, b j, z,w,v,y,x,quCh,sh,th JuneRevision and Blending of all phonicsSenior InfantsAll other phonics have been taught in Junior InfantsSeptember-Octobers, a, t, i, p, nck, e, h, r, m, dg, o, u, l, f, bj, z, w, v, y, x, quNovemberBlending- See long term plansFinal letter sounds - See long term plansVowel - See long term plansDecemberBlending- See long term plansFinal letter sounds - See long term plansVowel - See long term plansJanuaryBlending- See long term plansFinal letter sounds - See long term plansVowel - See long term plansDouble lettersFebruaryBlending- See long term plansFinal letter sounds - See long term plansVowel - See long term plansMarchBlending- See long term plansFinal letter sounds - See long term plansVowel - See long term plansRhyming familiesAprilBlending- See long term plansFinal letter sounds - See long term plansVowel - See long term plansRhyming familiesCapital lettersMay - JuneRevision and Blending of all phonicsBlending- See long term plansFinal letter sounds - See long term plansVowel - See long term plansRhyming familiesCapital lettersHigh Frequency Words (Reading)Junior InfantsSenior InfantsHigh Frequency Words ( at child’s own level)High Frequency Words ( at child’s own level)Jolly Phonics tricky words 29-61 (old-there)Handwriting (Writing)Junior InfantsSenior InfantsCursive Script (lower case letters only)Cursive Script (revise lower case and teach upper case letters)Grammar and PunctuationJunior InfantsSenior InfantsFull stopQuestion MarkExclamation MarkCapital Letters(All taught informally at Junior Infants level)Question MarkExclamation MarkCapital Letters: Names, Days, Months, Beginning SentencesFull StopRewriting sentences and putting the words into the correct orderAgreeing/Disagreeing with statements, e.g. The dog flew away (yes/no)Filling in the missing words in sentencesSelecting the correct word to complete a sentence, e.g. The cat was ___ the table (up/on)Selecting the correct word to complete a sentence, using pictorial cluesCursive Writing Rhymes for Letter FormationLower Case Letters Group 1: Rockin’ Round Lettersa: Starting tail up, rock back around, straight up, straight down and finishing tail out c: Starting tail up, rock back around, finishing tail outd: Starting tail up, rock back around, straight up tall, straight back down and finishing tail outo: Starting tail up, rock back around all around and finish with a bendy bridge q: Starting tail up, rock back around, straight up, all the way down and finishing tail out g: Starting tail up, rock back around, straight up, all the way down, loop around and finishing tail outGroup 2: Looping Letterse: Starting tail up, small loop back down, finishing tail outl: Starting tail up tall, loop back down, finishing tail out h: Starting tail up tall, loop back down, up over the hump and finishing tail outk: Starting tail up tall, loop back down, straight up around, in and touch the ground and finishing tail outb: Starting tail up tall, loop back down, curve around and finish with a bendy bridgef: Starting tail up tall, loop back down, under the ground, curve around, finishing tail outGroup 3: Straight Lettersi: Starting tail up, straight down, finishing tail out, dot on top. j: Starting tail up, straight down under the ground, curve around for finishing tail out, dot on topr: Starting tail up, straight down, back up, over the little hump and finishing tail outn: Starting tail up, straight down, back up, over the hump, down and finishing tail out m: Starting tail up, straight down, back up, over the hump, back up, over the hump and finishing tail outp: Starting tail up, straight down, under the ground, back up, curl all the way roundGroup 4: Curly Letters v: Starting tail up, down and curl, go up and finish with a bendy bridgeu: Starting tail up, down, curl around and up, straight down and finishing tail outw: Starting tail up, down, curl around, up down, curl around and finish with a bendy bridgey: Starting tail up, down, curl around, up, straight all the way down, loop around and finishing tail out t: Starting tail up, curve up, straight down and finishing tail out. The short line out. Group 5: Tricky Letters s: Starting tail up, curl aroundx: Starting tail up, curl around, lift, rock back aroundz: Starting tail up, curl around, curl down and loop back up for finishing tail out Upper Case LettersGroup 1: Rockin’ Round LettersA: Start at the top, rock around, straight back up, straight down and finishing tail outC: Start at the top, rock around and finishing tail outO: Start at the top, rock around back to the topQ: Start at the top, rock around back to the top, lift, and add a wiggly tailGroup 2: Looping LettersE: Start halfway up, loop around and loop around again, finishing tail outG: Starting tail up, loop around, straight down, curl back up, straight down under the ground, loop back up, finishing tail outL: Start halfway up, loop around, straight back down, little loop and a finishing tailS: Starting tail up all the way to the top, little loop back down to the bottom and curveGroup 3: Straight LettersB: Start halfway up, straight down, straight back up, loop around, loop around againD: Start at the top, straight down, little loop, big loop to the top and little loopF: Start with a bendy bridge, all the way down, curve. Lift and across.H: Start halfway up, straight down and curve. Lift, straight down, back up and loop and outI: Start halfway up, straight down and curve.J: Start halfway up, straight down under the ground, loop back up, finishing tail out.K: Start halfway up, straight down and curve. Lift, slide to the middle, slide out to the bottom and finishing tail outM: Start halfway up, straight down, back up, over the hump, back up, over the hump and finishing tail out.N: Start halfway up, straight down, back up, over the hump and finishing tail outP: Start halfway up, straight down, back up, loop around.R: Start halfway up, straight down, back up, loop around, slide out to the bottom and finishing tail out.T: Start with a bendy bridge, all the way down and curve.Group 4: Curly LettersU: Start halfway up, straight down, curl around and up, straight down and finishing tail out.V: Start halfway up, down and curl, go up and finish with a bendy bridgeW: Start halfway up, straight down, curl around and halfway up, curl back down, straight up to the top, finish with a bendy bridge.Y: Start halfway up, straight down, curl around and up, straight down under the ground, loop around and finishing tail out.Group 5: Tricky LettersX: Start halfway up, curl around. Lift, rock back around.Z: Start with a bendy bridge, slide down and finish with a wiggly tail. First and Second ClassLearning Outcomes: See pgs. 51-53 of Primary Language CurriculumFirst Class – Oral Language ThemesSeptember My favourite activitiesA bad day at school OctoberNew friendsAnimals at workNovemberGreen schools Sam’s save the days/People who help usDecemberChristmasJanuaryOccasions throughout the yearpets FebruaryAmazing animalsIn the kitchen/people who help usMarchFunny foodsFairytales AprilThe SunMini-beastsMayCamping Under the seaJuneSummer at homeSecond Class – Oral Language ThemesSeptember My HobbiesMy School Friends OctoberAnimals of the rainforestCrocodiles & snakesNovember People at workUnusual jobs DecemberChristmas January Birthdays School Book DayFebruary Schools now and thenCountries in EuropeMarch Extreme environmentsAll types of foodAprilTasty treats MayAdventures with authorsJuneHeroes and Villains Third classSept- JuneMagic Emerald oral language programmePoetryDebateOral reportsPresentationsConversationsInterviewsThink Pair ShareRetellingGiving instructionsVocab gamesSeasonal topicsHot seatingCreative dramaNewsDiscussion of mediaEmpathising with charactersCharacter descriptions Comparing storiesRetelling storiesPredictionsFourth class Sept- JunePoetryDebateOral reportsPresentationsConversationsInterviewsThink Pair ShareRetellingGiving instructionsVocab gamesSeasonal topicsHot seatingCreative dramaNewsDiscussion of mediaEmpathising with charactersCharacter descriptions Comparing storiesRetelling storiesPredictionsFifth classSept- JunePoetryDebateOral reportsPresentationsConversationsInterviewsThink Pair ShareRetellingGiving instructionsVocab gamesSeasonal topicsHot seatingCreative dramaNewsDiscussion of mediaEmpathising with charactersCharacter descriptions Comparing storiesRetelling storiesPredictionsSixth classSept- JuneMagic Emerald oral language programmePoetryDebateOral reportsPresentationsConversationsInterviewsThink Pair ShareRetellingGiving instructionsVocab gamesSeasonal topicsHot seatingCreative dramaNewsDiscussion of mediaEmpathising with charactersCharacter descriptions Comparing storiesRetelling storiesPredictionsPoetry (Oral Language)First ClassSecond ClassSelection of poetry from ‘Starlight programme’ (thematic)Selection of poetry from ‘Starlight programme’ (thematic)Third classFourth classSelection of Poems from a variety of sourcesSelection of Poems from a variety of sourcesFifth classSixth classSelection of Poems from a variety of sourcesSelection of Poems from a variety of sourcesPhonics- Sound write programmeStory (Reading)First ClassSecond ClassMyths and Legends Fairytales Myths and LegendsFables FairytalesNovelsThird classFourth classMyths and Legends Fables FairytalesNovelsReading ZoneActivity Book AOnwards and UpwardsAway with wordsSpooky CastleDEAR/LibraryICTMyths and Legends Fables FairytalesNovelsReading ZoneActivity Book BOnwards and UpwardsAway with wordsDEAR/LibraryICTFifth classSixth classMyths and Legends Fables FairytalesNovelsReading ZoneActivity Book COnwards and UpwardsAway with wordsToadsDEAR/LibraryMy Read at HomeICTMyths and Legends Fables FairytalesNovelsReading ZoneActivity Book DOnwards and UpwardsAway with wordsThe Time SeekerTreasury FMy Read at HomeDEAR/LibraryICTReading Comprehension StrategiesFirst ClassSecond ClassVisualisation (Revision)Predicting (Revision)ConnectingPredicting (Revision)Connecting (Revision)Visualisation(Revision)Determining ImportanceQuestioning Third classFourth classPredicting (Revision)Connecting (Revision)Visualisation(Revision)Determining ImportanceQuestioningSummarisingClarifyingPredicting (Revision)Connecting (Revision)Visualisation(Revision)Determining ImportanceQuestioningSummarisingClarifyingFifth classSixth class Predicting (Revision)Connecting (Revision)Visualisation(Revision)Determining ImportanceQuestioningSummarisingClarifyingInferringSynthesisingPredicting (Revision)Connecting (Revision)Visualisation(Revision)Determining ImportanceQuestioningSummarisingClarifyingInferringSynthesisingWriting Genres First ClassSecond ClassRecount Narrative Procedure ReportRecount Narrative Procedure Report Third classFourth classRecountPoetry writingNarrativePersuasiveReportProcedural Imaginative/creativeNovel based writingExplanatoryDiscussionFree writingRecountPoetry writingNarrativePersuasiveReportProcedural Imaginative/creativeNovel based writingExplanatoryDiscussionFree writingFifth classSixth classRecountPoetry writingNarrativePersuasiveReportProcedural Imaginative/creativeNovel based writingExplanatoryDiscussionFree writingRecountPoetry writingNarrativePersuasiveReportProcedural Imaginative/creativeNovel based writingExplanatoryDiscussionFree writingCreative Writing (Writing)First ClassSecond ClassNarrative GenrePersonal ConcernsLife at home and in schoolPersonal ReadingEveryday ExperiencesFree writingStoriesSocial NeedsPoetryDramaEveryday ExperiencesFree writing Third classFourth classStoriesSocial NeedsPoetryDramaEveryday ExperiencesFree writing Character descriptionsInterviewsAlternative endingsSummarisingUsing imaginationStoriesSocial NeedsPoetryDramaEveryday ExperiencesFree writing Character descriptionsInterviewsAlternative endingsSummarisingUsing imaginationFifth classSixth classStoriesSocial NeedsPoetryDramaEveryday ExperiencesFree writing Character descriptionsInterviewsAlternative endingsSummarisingUsing imaginationStoriesSocial NeedsPoetryDramaEveryday ExperiencesFree writing Character descriptionsInterviewsAlternative endingsSummarisingUsing imaginationGrammar and Punctuation (Writing)First ClassSecond ClassCapital LettersSentence writing Proper Nouns Common Nouns Alphabetical Order‘A’ for ’An’ Plurals PronounsConjugating Verbs Past tenseFuture tense Doubling rule – before adding –edAdjectives Compound Words Adverbs Plurals –esAntonyms Speech MarksQuestionsAlphabetical OrderSentence Writing Speech MarksQuestionsCommas in Lists Exclamation Marks Proper NounsAdjectives Plurals -s, -es, -iesPossessive Adjectives Homophone Mix-Ups AdverbsPresent Tense Verbs Regular Past Tense VerbsIrregular Past Tense VerbsUsing a Dictionary Proofreading Sentences Expanding a sentenceConjunctions PrefixesApostrophe ‘s’ContractionsPrepositions Suffixes -ing, -er, -estThird ClassFourth classProper nounsCollective nounsAdjectivesVerbsAdverbsSimilesAlpha orderPronounsCommon nounsHomophonesHomonymsProverbsApostropheContractionsCommasAbbreviationsSingular plural nounsSynonymsAntonymsPunctuationPrepositions Proper nounsCollective nounsAdjectivesVerbsAdverbsSimilesAlpha orderPronounsCommon nounsHomophonesHomonymsProverbsApostropheContractionsCommasAbbreviationsSingular plural nounsSynonymsAntonymsPunctuationPrepositions Fifth classSixth classProper nounsCollective nounsAbstractAdjectivesVerbsAdverbsSimilesAlpha orderPronounsCommon nounsHomophonesHomonymsProverbsApostropheContractionsCommasAbbreviationsSingular plural nounsSynonymsComparatives/superlativesAntonymsPunctuationPrepositions Proper nounsCollective nounsAbstractAdjectivesVerbsAdverbsSimilesAlpha orderPronounsCommon nounsHomophonesHomonymsProverbsApostropheContractionsCommasAbbreviationsSingular plural nounsSynonymsComparatives/superlativesAntonymsPunctuationPrepositions Handwriting (Writing)First ClassSecond ClassCursive Script Revise lower case and upper case letters.Practise joining words. Cursive Script Revise lower case and upper case letters.Practise joining words. Third classFourth classJust handwriting programmeJust handwriting programmeFifth classSixth classJust handwriting programmeJust handwriting programmeReading schemes for all classesThe school has invested in a variety of reading schemes for use in both team-teaching and for homework.PM+ Readers/ Red Rocket/ Class NovelsPM+ levelled readers are for use in team-teaching and homework. All pupils are tested for their starting level on the PM+ readers. This reading scheme will be used from Senior Infants upwards.Oxford Reading Tree Readers The Oxford Reading Tree readers will be used for children who are receive S.E.T. support. They may also be used for differentiation in team-teaching in the form of in-class support. PM ReadersWe have the PM reading scheme. Children who avail of Reading Recovery and children who receive SET support. Sails ReadersUsed in Junior Infants and Senior Infants as supplementary reading.Jolly phonics readersThe Jolly Phonics readers will be used in Junior Infants and Senior Infants as the pupils begin blending sounds they know. Scoil Náisiúnta Naomh Aonghus129540039370000Plean Scoile: Gaeilge2018RéamhráiteasChuir muid tús leis an bplean ar an 8ú lá Mí Bealtaine 2018. Bheartaigh an fhoireann go léir an Ghaeilge a roghnú mar phríomhábhar forbartha don SSE. BúnchúiseannaTá gá leis an bplean seo:Chun cuidiú linn an curaclam a chur i bhfeidhm agus a chur in oiriúint dár scoilChun go mbeidh treoir chinnte againn i múineadh agus úsáid na GaeilgeIonas go mbeidh léanúnachas agus forbairt ó rang go rangChun an cur chuige cumarsáideach a chur i bhfeidhm sa scoilChun comhthéacs a chruthú d’úsáid na Gaeilge sa scoilChun eolas a thabhairt do dhaoine nua ag obair sa scoilFísBa mhaith linn, mar fhoireann, go mbeidh na páistí agus pobail na scoile in ann Gaeilge a labhairt agus a thuiscint ar a léibhéal féin go neamhfhoirmiúl i rith an lae sa chlós agus sa seomra ranga. Cuirfidh muid béim ar imeachtaí a bhaineann le cultúr na Gaeilge mar shampla, ag seinm na feadóige stain agus amhránaíocht. Tá súil againn go mbainfidh na páistí níos mó tuisceanna as ár gcultúr de bharr fhoghlaim na Gaeilge. AidhmeannaIs iad na haidhmeanna atá againn mar fhoireann scoile ná:Gaeilge a úsáid chomh minic agus is féidir thart timpeall na scoileCumas léitheoireachta agus scríbhneoireachta an pháiste a chothú i slí comhtháite ag leibhéil a oireann dó/di féinGo mbeadh grá don teanga níos tábháchtaí ná cruinneas teangaCúram a dhéanamh ar fhorbairt shóisialta, chognaíoch, mhothúchánach, shamhlaíoch agus aiséitiúl an pháisteFeasacht teanga agus feasacht cultúir a chothúClár bán idirghníomhach a úsáid chun suim, taitneamh agus tuiscint an pháiste a ardú sa Ghaeilge1. Curaclam na Gaeilge1.1: Cur Chuige CumarsáideachDéanfaidh muid sariarracht an modh seo a usáid sna ranganna. Tá na muinteoirí ag obair le chéile chun na himpleachtaí seo a shárú.Príomhthréithe an cur chuige cumarsáideach:Foghlaimeoir-lárnaitheBéim ar chiall agus ar úsáid laethúil na teangaFoghlaimeoirí gníomhachaObair ghrúpa agus bheirtePearsanúGníomhachtaí céillíBearnaí eolaisMúintear an ghramadach de réir mar a bhíonn sí ag teastáil agus i gcomhthéacs oiriúnachTús áite do na feidhmeanna teangaDearcadh níos dearfaí i leith earráidíMúintear na scileanna éagsúla le chéile an oiread agus is féidir1.2: Feidhmeanna TeangaTá liosta de na heiseamláirí feidhmeanna teanga déanta amach le haghaidh gach aon rang. (Féach Aguisín 1)Leanann an liosta Feidhmeanna Teanga ó rang go rang.Caithfidh an múinteoir ranga aird a tharraingt ar na feidhmeanna i rith na scoilbhliana.Beidh an fhoireann ar fad aontaithe ar an gcur chuige1.3: Snáitheanna an Churaclaim:?isteachtLabhairtLéamh ScríobhLabhairt:Teanga ó BhéalNeamhfhoirmiúilMúinteoir ag labhairt GaeilgeMúinteoir ag tabhairt treorachaCuairteoirí sa scoilFoireann na scoile eatarthu féinOrduithe, teachtaireachtaí-iarraidh ar dhuine rud éigin a dhéanamhMar theanga chaidrimhMar theanga bhainisteoireacha?cáidí spéisialta - BreithláI gceachtanna eile, mar shampla, sa chorpoideachas ag cuntas ‘’a haon, a dó, a trí’’.?isteacht leis an Ghaeilge á labhairt go fíorchumarsáideachFrása na seachtaine - Aguisín 2Rolla- anseo, as láthair, b’fheidir go bhfuil sé tinn, ar saoire, níl sé/sí ar scoilTeachtaireachtaíTreoracha agus orduithe -Tóg amach/Tógaigí amach... Oscail/osclaigíCeisteanna á gcur agus a bhfreagairtFoirmiúilSa rang Gaeilge (téamaí faoi leith)RólghlacadhRól-imirtíDrámaíAgallaimhScéal a insint nó a léamh os ard (b’fhéidir do rang níos óige)Cuir síos orthu féin agus ar dhaoine eile.?isteacht?isteacht le dlúthdhioscaí, dánta, amhráin agus rannta?isteacht le treoracha, scéalta, cartúin ó TG4, aimsir TG4, orduithe, tráth na gceist,cluichí?isteacht agus tomhas?isteacht agus pictiúr a tharraingt?isteacht agus mím a dhéanamh?isteacht agus treoracha a leanstanCluichí teanga - fiche ceist, cad atá sa mhála? Cluiche Kim srlNuachtAimsirDrámaíAgallaimhDántaíAmhraínScéalta Cláracha TeilifíseCur síos orthu féin agus ar pháistí eileLéitheoireachtNaíonáin ShóisearachaScéimBua na CainteSíscéalta/Leabhair Idirghníomhach:An Sicín Beag BuíOisín ag Du lar ScoilAn Tornapa MórAn RásAn SeilideAn Fear SneachtaCinín ?ir agus na Trí BhéírAn Feirmeoir An Fear GrinnOíche Shamhna An NollaigAn FéastaCoinín na CáscaNaíonáin ShinsearachaScéimBua na CainteSíscéalta/Leabhair Idirghníomhach:Cé leis an teach deas?Mo phictiúrHansel & GretelCúig LachaCochaillín DeargAr maidinAn fear sinséirAn lacha ghránna Sicín licínCúig PhuimcínDaidí na NollagUbh CháscaRang a hAonScéimBua na Cainte 1Síscéalta/Leabhair Idirghníomhach:Cúig RónAn Rothar NuaOíche ShamhnaAn Sionnach agus an préachánEoin agus an Gas pónaireBréagáin na NollagAn Fear ClisteAn Gréasaí agus na SíógaNa trí MhucCodladh SámhAn Sionnach agus an Chircín RuaRang a DóScéimBua na Cainte 2Síscéalta/Leabhair Idirghníomhach:An Madra SantachAn PíobaireAn Pota DraíochtaGairdín an FhathaighAn Leipreachán ClisteAn Mactíre agus na CaoirighRí na n?anAn Chailleach agus an PúcaRudolph an RéinfhiaLéitheoireacht:Tús na léitheoireachta – clár foirmiúil don léitheoireacht ag toiseacht i Rang a Dó.Fógraí sa seomraLipéid-doras,cófra,fuinneogLéamh-focail agus abairtí gairidePóstaeir timpeall an tseomra le laethanta na seachtaine, uimhreacha, dathannaAn nuacht a léamhAthscríobh a léamhDéantar scileanna a fhorbairt agus a chleachtadh ó Rang a Dó. Bíonn deiseanna léitheoireachta éagsúla ag na páistí.Léitheoireacht faoi stiúirLéitheoireacht pháirteach Léitheoireacht roinnteLéitheoireacht aonairLeabhair ón scéim ‘’Cleite’’Rang a TríScéimBua na Cainte 3Síscéalta/Leabhair Idirghníomhach:An Leon agus an LuchNa Trí habharAn Chailleach UaigneachAn Rí agus an tórAn DrumadóirCú ChulainnFionn agus an DragúnAn Mhaighdean MharaRí na SíogAn Brádan FeasaLéitheoireacht:Fógraí sa seomraLipéid-doras,cófra,fuinneogLéamh-focail agus abairtí gairidePóstaeir timpeall an tseomra le laethanta na seachtaine, uimhreacha, dathannaAn nuacht a léamhAthscríobh a léamhDéantar scileanna a fhorbairt agus a chleachtadh ó Rang a Dó. Bíonn deiseanna léitheoireachta éagsúla ag na páistí.Léitheoireacht faoi stiúirLéitheoireacht pháirteach Léitheoireacht roinnteLéitheoireacht aonairLeabhair ón scéim ‘’Cleite’’Rang a CeathairScéimBua na Cainte 3Síscéalta/Leabhair Idirghníomhach:An Leon agus an LuchNa Trí habharAn Chailleach UaigneachAn Rí agus an tórAn DruamdóirCú ChulainnFionn agus an DragúnAn Mhaighdean MharaRí na SíogAn Brádan FeasaLéitheoireacht:Fógraí sa seomraLipéid-doras,cófra,fuinneogLéamh-focail agus abairtí gairidePóstaeir timpeall an tseomra le laethanta na seachtaine, uimhreacha, dathannaAn nuacht a léamhAthscríobh a léamhBíonn deiseanna léitheoireachta éagsúla ag na páistí.Léitheoireacht faoi stiúirLéitheoireacht pháirteach Léitheoireacht roinnteLéitheoireacht aonairLeabhair ón scéim ‘’Cleite’’Rang a CúigScéimLeabhair éagsúlaSíscéalta/Leabhair Idirghníomhach:Madra sa ChlósCara PinnAg Ceannach Uachtar ReoiteSeáinínOíche ShamnhaGeansaí NuaTéacsAn Crann NollagDialann LeahSneachtaMadra ar StraeOideas do PhancógaSa BhialannLá Fhéile PádraigAmchlár TeilifíseAg RothaíochtAn Sorcas Tír na n?gCóisirAr an tráAn Bolg LánCuireadh chuig CóisirAgallamh le h?annaStoirmAn tSeilideAn Gorta MórIpod NuaLá an DreoilínCárta PoistDioscóLéitheoireacht:Fógraí sa seomraLipéid-doras,cófra,fuinneogLéamh-focail agus abairtí gairidePóstaeir timpeall an tseomra le laethanta na seachtaine, uimhreacha, dathannaAn nuacht a léamhAthscríobh a léamhBíonn deiseanna léitheoireachta éagsúla ag na páistí.Léitheoireacht faoi stiúirLéitheoireacht pháirteach Léitheoireacht roinnteLéitheoireacht aonairLeabhair ón scéim ‘’Cleite’’Rang a SéScéimLeabhair éagsúlaSíscéalta/Leabhair Idirghníomhach:GafaAn SoircAn Giotár DeargTuras go PlútónFíolachán GaráisteTicéid don ChluicheAn TaibhseAn GhrainneagMo Mhadra LeisciúilRothar gan SolasAn TitanicAn StampaObair BhaileDinnéar na NollagAg ScíáilAn Cárta BreithlaeCeolchoirm U2Bia BlastaAn MapaAn Bosca BrúscairCácaClann LirCéilí Lá Fhéile PádraigDialann Neil ArmstrongAg Siopadóireacht ar an RíomhaireAn CapallPáirc an ChrócaighNa Lámhainní PeileAn BhumbógCéard Ba Mhaith Leat a Dhéanamh?Léitheoireacht:Fógraí sa seomraLipéid-doras, cófra, fuinneogLéamh-focail agus abairtí gairidePóstaeir timpeall an tseomra le laethanta na seachtaine, uimhreacha, dathannaAn nuacht a léamhAthscríobh a léamhBíonn deiseanna léitheoireachta éagsúla ag na páistí.Léitheoireacht faoi stiúirLéitheoireacht pháirteach Léitheoireacht roinnteLéitheoireacht aonairLeabhair ón scéim ‘’Cleite’’* Tá úsáid á baint as an scéim léitheoireachta ‘’Cleite’’ ó rang a trí go dtí rang a sé.ScríbhneoireachtAidhmeannaGo mbeidh na páistí in ann:Tascanna scríbhneoireachta a dhéanamh le cuidiú ón mhúinteoir agus, ina dhiaidh sin, go neamhspleách, bunaithe ar na téamaí ón scéim GhaeilgeTéacsanna gairide pearsanta agus cruthaitheacha a scríobhTuiscint a fháil ar phróiseas na scríbhneoireachta trí athdhréachtú a dhéanamhTús na scríbhneoireachtaTosnaíonn na páistí le scríbhneoireacht fhoirmiúil i Rang a Dó. Leanann agus feabhasann an próiséas seo ó rang go rang. Déanann na páistí tascanna scríbhneoireacta bunaithe ar na téamaí sa Churaclaim agus úsáidtear an cóipleabhar chun dul chun cinn a dhéanamh ar a gcuid scríbhneoireacta.Naíonáin ShóisearachaTéacsleabhar:Bua na Cainte?ist agus tarraing?ist agus dathaighNaíonáin ShinsearachaTéacsleabhar:Bua na Cainte?ist agus tarraing?ist agus dathaighRang a hAonTéacsleabhar:Bua na Cainte 1?ist agus tarraing?ist agus scríobhLíon na BearnaíScríobh an focal ceartLiosta focalCrosfhocailFocal faoi phictiúrMeaitseáilDéan abairtíCóipleabhar Gaeilge:Pictiúr le focal in aice leoAbairtí simplíLíon na BearnaíAthscríobh ón gclár bán: An NuachtAn Próiseas Scríbhneoireachta:Pictiúir le focail agus abairtí simplíScéalta a chumadh bunaithe ar an Mhodh: Cathain, Cé, Cá, Cén áit, Cad? (Aguisín 4 – Frámaí Scríbhneoireachta)Rang a DóTéacsleabhar:Bua na Cainte 2?ist agus tarraing?ist agus scríobhLíon na BearnaíScríobh an focal ceartLiosta focalCrosfhocailFocal faoi phictiúrMeaitseáilDéan abairtíCóipleabhar Gaeilge:Pictiúr le focal in aice leoAbairtí simplíLíon na BearnaíAthscríobh ón gclár bán: An NuachtRanntaAn Próiseas Scríbhneoireachta:Pictiúir le focail agus abairtí simplíPictiúir le habairtí beaga agus níos déanaí, scéalta beagaScéalta a chumadh bunaithe ar an Mhodh: Cathain, Cé, Cá, Cén áit, Cad? (Aguisín 4 – Frámaí Scríbhneoireachta)Rang a TríTéacs Leabhar:Bua na Cainte 3?ist agus tarraing?ist agus scríobhLíon na BearnaíScríobh an focal ceartLiosta focalCrosfhocailFocal faoi phictiúrMeaitseáilDéan abairtíBí ag scríóbhFreagair na ceisteannaCríochnaigh na habairtíCóipleabhar Gaeilge:Pictiúr le focal in aice leoAbairtí dá gcuid féin a scríobhLíon na BearnaíAthscríobh ón gclár bán: An NuachtRannta agus dántaAn Próiseas Scríbhneoireachta:Pictiúir le focail agus abairtí simplíPictiúir le habairtí beaga agus níos déanaí, scéalta beagaScéalta a chumadh bunaithe ar an Mhodh: Cathain, Cé, Cá, Cén áit, Cad? (Agúisín 4 – Frámaí Scríbhneoireachta)Rang a CeathairTéacsleabhar:Bua na Cainte ?ist agus tarraing?ist agus scríobhLíon na BearnaíScríobh an focal ceartLiosta focalCrosfhocailFocal faoi phictiúrMeaitseáilDéan abairtíBí ag scríobhFreagair na ceisteannaCríochnaigh na habairtíCóipleabhar Gaeilge:Pictiúr le focal in aice leoAbairtí dá dcuid féin. Scéal beag a scríobhLíon na BearnaíAthscríobh ón gclár bán An Nuacht a scríobhRannta agus dáinAn Próiseas Scríbhneoireachta:Pictiúir le focail agus abairtí Pictiúir le scéalta beagaScéalta a chumadh bunaithe ar an Mhodh: Cathain, Cé, Cá, Cén áit, Cad? (Agúisín 4 – Frámaí Scríbhneoireachta)Rang a CúigTéacsleabhar:Leabhair éagsúla?ist agus tarraing?ist agus scríobhLíon na BearnaíScríobh an focal ceartLiosta focalCrosfhocailFocal faoi phictiúrMeaitseáilDéan abairtíScríobh na habairtí seo i gceartFreagair na ceisteannaCríochnaigh na habairtíCóipleabhar Gaeilge:Pictiúr le focal in aice leoAbairtí níos faideLíon na BearnaíAthscríobh ón gclár bánAn Nuacht a scríobhRannta agus dáinAn Próiseas Scríbhneoireachta:Pictiúir le focail agus abairtí Pictiúir le scéalta Scéalta a chumadh ag baint úsáid as frásaí faoi leith, mar shampla, Ar dtús, Ansin, Ina dhiaidh sin, Ar deireadh, srlRang a SéTéacsleabhar:Leabhair éagsúla?ist agus tarraing?ist agus scríobhLíon na BearnaíScríobh an focal ceartLiosta focalCrosfhocailFocal faoi phictiúrMeaitseáilScríobh na abairtí seo i gceartDéan abairtíFreagair na ceisteannaCríochnaigh na habairtíCóipleabhar Gaeilge:Pictiúr le focal in aice leoAbairtí níos faideLíon na BearnaíAthscríobh ón gclár bán: An NuachtRannta agus dáinAn Próiseas Scríbhneoireachta: Abairtí níos faidePictiúir le scéaltaSraicleabhairScéalta a chumadh ag baint úsáid as frásaí faoi leith, mar shampla, Ar dtús, Ansin, Ina dhiaidh sin, Ar deireadh, srlGramadachNaíonáin ShóisearachaGramadachMúintear go h-indíreach i mbun ranga é.Comhaireamh (bun uimhreacha)1 go 5Naíonáin ShinsearachaGramadachMúintear go h-indíreach i mbun ranga é.Comhaireamh (bun uimhreacha)1 go 10Rang a hAonTéacsleabhar:Bua na Cainte 1?ist agus tarraing?ist agus dathaighComhaireamh (bun uimhreacha)1 go 20Comhaireamh (Uimhreacha pearsanta)Béim ar 1 go 10Forainmeacha agam, agat /liom, leat /orm, ort, air ,uirthiRang a DóTéacsleabhar:Bua na Cainte 2?ist agus tarraing?ist agus dathaighComhaireamh (bun uimhreacha)1 go 20 agus deicheanna 10-100Comhaireamh (uimhreacha pearsanta):Béim ar 1 go 10Briathra:Béim ar an aimsir chaite – RialachaForainmneacha:Agam, agat, aige, aici / Liom, leat, leis, léi /Orm, ort, air, uirthiRang a TríTéacsleabhar:Bua na Cainte 3Comhaireamh (bun uimhreacha)1 -100Comhaireamh (uimhreacha pearsanta):Béim ar 1 go 10Briathra:Aimsir Cháite, Aimsir LáithreachForainmneacha:ag, ar, le, do, ó, faoi.in aice, os comhair, taobh thiar de,Rang a CeathairTéacsleabhar:Bua na CainteComhaireamh (bun uimhreacha)1 – 100, i gcéadthaí go dtí míleComhaireamh (uimhreacha pearsanta):Béim ar 1 go 20Briathra:Aimsir Cháite, Aimsir Láithreach, Aimsir FháistineachForainmneacha:ag, ar, le, do, ó faoi, chuig, dein aice, os comhair, taobh thiar de, os cionnRang a CúigTéacsleabhar:Leabhair éagsúlaComhaireamh (bun uimhreacha)1 go 1000Comhaireamh (uimhreacha pearsanta):1 go 20Briathra:Aimsir Cáite, Aimsir Laithreach, Aimsir FháistineachForainmneacha:ag, ar, le, do, ó, chuig, faoi, de, roimh, asin aice, os comhair, taobh thiar de, os cionnRang a SéTéacsleabhar:Leabhair éagsúlaComhaireamh (bun uimhreacha)1 go 1000, i mílte go dtí deich míleComhaireamh (uimhreacha pearsanta):1 go 20Briathra:Aimsir Cháite, Aimsir Láithreach, Aimsir Fháistineach, Modh CoinníollachForainmneacha:ag, ar, le, do, ó, chuig, faoi, roimh, as, i, thar, idir in aice, os comhair, taobh thiar de, os cionnLitriúMúintear an litriú go neamhfhoirmiúil i Rang a hAon agus tosaíonn muid ar litriú foirmiúil i Rang a Dó. Chomh minic agus is féidir, leanann an litriú leis an ábhar atá á dhéanamh againn sa rang- ná dean litriú ina aonar. Iarr ar na páistí féachaint ar an bhfocal, úsáid a bhaint as agus srl. Is cóir litriú a bheith radharcach agus gan a bheith éistitheach.Cur chuige don litriú: Féach-Abair-Clúdaigh-Samhlaigh-Scríobh-CeartaighRang a Dó (tar éis na Cásca)Bunaithe ar théamaí sa leabharIonnan agus 1 gach oícheRang a TríBunaithe ar théamaí sa leabharIonnan agus 2 gach oícheRang a CeathairBunaithe ar théamaí sa leabharIonnan agus 3 gach oícheRang a CúigBunaithe ar théamaí sa leabharIonnan agus 4 gach oícheRang a SéBunaithe ar théamaí sa leabharIonnan agus 5 gach oíche1.4: Comhtháthú na SnáitheannaDéanann múinteoirí iarracht na snáitheanna uile a nascadh nuair a bhíonn téamaí á fhorbairt acu. Déanann múinteoirí iarracht na snáitheanna a mhúineadh as Béarla agus as Gaeilge ag an am chéile, mar shampla tríd drama nó ‘Aistear’, mar atá leaghta amach i gCuraclam Teanga na Bunscoile. Déanann an fhoireann sáriarracht ar chomhtháthú na snáitheanna gach Mí Márta le linn Seachtain na Gaeilge.1.5: Téamaí, Straitéisí agus Modhanna Múinte Tá an scéim “Bua na Cainte”, foilsithe ag Edco, in úsáid againn ó na Naoínáin go Rang a Ceathair. Tá deich dtéamaí leagtha amach sa Churaclam Gaeilge do gach rang agus leantar iad seo in ‘’Bua na Cainte’’. Is iad seo:Mé FéinAn ScoilBiaCaitheamh Aimsire?adaí?cáidí SpeisialtaAn AimsirSa BhaileSiopadóireachtAn TeilifísBaineann na téamaí le saol an pháiste agus feictear leanúnachas iontu ó rang go rang. Tugtar treoracha an cheachta Ghaeilge as Gaeilge. ?sáidtear an modh díreach, modh na sraithe, an modh closlabhartha agus modh na ráite mar atá leaghta amach. Baintear úsáid as réimse modhanna agus straitéisí i ngach ceacht. 1.6: Gaeilge NeamhfhoirmiúilDéantar iarracht sa scoil, Gaeilge a úsáid chomh minic agus is féidiri rith an lae, mar shampla, am rolla, am lóin, ar maidin.Déantar iarracht béim a chur ar Gaeilge Neamhfoirmiúil le linn:Seachtain na Gaeilge/Lá GlasCómhrá na maidine, Frása na Seachtaine?cáidí rialta i rith an lae….am rolla/lón/ar maidin srl (Aguisín 3)Prionta sa timpeallacht/fógraí/comharthaí/póstaeirTá plean gnímh againn chun labhairt na Gaeilge a chur chun cinn (Aguisín 2-Frása na Seachtaine). Beidh gach duine sa scoil ag baint úsáide as an fhrása chomh minic agus is féidir, i rith an lae. Craolfaidh an príomhoide frása na seachtaine ar an Luan ar an challaire.2. Pleanáil ?agraíochta2.1: Pleanaíl an mhúinteoraTá dualgas ar gach múinteoir ranga a phleanáil gearrthéarmach/fadthéarmach féin a dhéanamh. Déantar cuntas míosúil ag deireadh gach mí agus coimeádtar iad san oifig.2.2: ?iseannaTá muid ag baint úsáide as ‘Bua na Cainte’ o Na Naoínáin Shóisearacha go dtí Rang a Ceathair. Sa phacáiste seo tá:Leabhar an MhúinteoraLeabhar an PháisteCDRom le háiseanna don chlár bán idirghníomhach (póstaeir, scéalta, amhrán, dánta, cluichí)Sna hardranganna úsáidimid éagsúlacht leabhar:Bualadh BosTreo NuaAm don LéamhLéigh sa bhaileInis DomAn Béal BeoTwinkl/Múinteoir.ie/Seomra Ranga*(Táimid ag fanacht le Bua na Cainte sna hardranganna)(Tá na h?iseanna sin le fáil sna seomraí ranga agus áiseanna eile chomh maith.)2.3: ?agsúlacht cumaisSa scoil seo déanfar iarracht freastal ar éagsúlacht chumais na bpáistí trí úsáid a bhaint as stráitéisí éagsúla múinteoireachta a oireann do pháistí éagsúla sna ranganna.2.4: Comhtháthú le h?bhair eileDéanfaimid iarracht roinnt Gaeilge a úsáid chomh minic agus is féidir in ábhair dhifriúla sa scoil i rith na bliana. Bainimid úsáid as gach deis an Ghaeilge a labhairt i rithan lae. Déanann múinteoirí iarracht na snáitheanna a mhúineadh as Béarla agus as Gaeilge ag an am chéanna, mar shampla trí dráma nó ‘Aistear’, mar atá leaghta amach igCuraclam Teanga na Bunscoile.2.5: MeasúnúTá an measúnú mar chuid lárnach den phróiseas teagaisc agus foghlama na Gaeilge. Seo iad na modhanna measúnaithe atá in úsáid againn:Liosta na bhfeidhmeanna teanga (Aguisín 1)Dírbhreathnú an mhúinteoraTascanna/trialacha deartha ag an mhúinteoirBailiúchán d’obair an pháiste.Scrúduithe caighdeánaithe samhraidh i Rang 3-6.2.6: Obair BhaileDe ghnáth tugtar obair bhaile sa Ghaeilge sna meán/ardranganna atá bunaithe ar an obair ranga. Dá bhrí sin,ní chuirfear aon stró ar na tuismitheoirí cuidiú leis na páistí murar féidir leo. Braitheann an méid obair bhaile ar éagsúlacht chumais na bpáistí.2.7: Forbairt FoirneOibríonn na múinteoirí comhranganna le chéile chun plean oibre a chur le chéile.Beidh forbairt foirne á lorg againn nuair a bhéas an churaclaim nua ar fáil do na ranganna ar fad.2.8: Tuismitheoirí agus an GhaeilgeMolann an scoil do thuismitheoirí dearcadh dearfach a bheith acu don Ghaeilge chun cuidiú linn grá a chothú don teanga agus suim a mhúscailt inti. Tá an-tábhacht ag baint le leanúnachas idir scoil agus baile. ?saidtear Seachtain na Gaeilge, tionóil agus suíomh gréasáin na scoile chun an Ghaeilge a chur chun cinn. Tugaimid suirbhé do na tuismitheoirí gach trí bhliana chun a ndearcadh a fháil amach.2.9: Comhionannas? am go ham, tágann páistí go dtí an scoil, i rith na scoil bliana, ó cheantar eile, ó scoile eile, nó ó thír eile. Tugtar cumas na bpáistí san áireamh nuair atá siad ag tabhairt faoi fhoghlaim na Gaeilge. Muna bhfuil líofacht Bhéarla acu, ní chuirtear an-bhéim ar fhoghlaim na Gaeilge ag an tús. ? sin ráite, bíonn an páiste ag glacadh páirte sa rang agus bíonn idirdhealú á dhéanamh ag an mhúinteoir.Critéir Rathúlachta(lena ndéanfar an polasaí a mheas)Páistí ag baint úsáide as Gaeilge gan nod.Páistí sásta páirt a ghlacadh sa rang.Páistí ag baint taitnimh as Gaeilge a úsáid sa rang.Gaeilge le feicéail agus le cloisteáil, ó am go chéile, timpeall na scoile.Torthaí na scrúduithe caighdeánaithe ag méadú.Cur i bhfeidhmA: Rólanna agus freagracht:Tá gach múinteoir freagrach as an phlean a chur i gcrích. Tá Orla Ní Mhonacháin freagrach as cothú na Gaeilge sa scoil mar seo a leanas:A dhearbhú go bhfuil frása na seachtainele feiceáil agus le húsáid i ngach rang.A dhearbhú go bhfuil na feidhmeanna teanga ar taispeáint i ngach rang sa scoil.A dhearbhú go bhfuil an plean scoile a chur i grích i ngach rang.A dhearbhú go bhfuil áiseanna oiriúnacha Gaeilge ag gach rang.Eolas a thabhairt do na múinteoirí faoi Chúrsaí/Seachtain na Gaeilge srlTaighde a dhéanamh faoi áiseanna a bheadh óiriúnach don scoil.B: Spriocdhátaí leis an bplean a chur i bhfeidhm:Nollaig 2018AthbhreithniúSpriocdháta don athbhreithniú Mionbhreithniú a dhéanamh i Mí na Bealtaine gach bliainMórbhreithniú a dhéanamh i Mí na Bealtaine 2021 le cinntiú go bhfuil leanúnachas idir na bunranganna agus na hardranganna sa scoil. Daingniú agus CumarsáidThug an Bord Bainistíochta aitheantas don bplean reatha ar an 19ú Feabhra 2019. Síniú: _____________________________ (Cathaoirleach) Dáta: 19-02-19Aguisín 1Feidhmeanna TeangaAguisín 2Frása na SeachtaineFrása na Seachtaine1Fáilte romhat2Dia duit/ Dia is Muire duit3Gabh mo leithscéal, a mhúinteoir…4Le do thoil/ Más é do thoil é5An bhfuil cead agam…?6An féidir liom…?7Ba mhaith liom…8Ta …uaim, le do thoil.9Slán leat10Go raibh maith agat11Caidé mar atá tú? Go maith, (buíochas le Dia)12Ta brón orm13An maith leat? Is maith liom/ Ní maith liom14B’fhearr liom…15Anseo/ Tá sé as láthair/ B’fhéidir go bhfuil sé tinn.16Tá orm…17Cé leis é? Is liomsa é.18Cá bhfuil tú ag dul? Go rang 2 srl19Cén Ghaeilge atá ar…20Níl a fhios agam.21Cad atá ort?22Ta tart/ ocras /tuirse srl orm23Cad é sin? Is … é.24Cén t-am é?25Tá sé fuar/ fliuch/ ag cur sneachta26Ta cnag ag an doras27Seo duit nóta ó…28Tóg go bog é.29Breithlá sona duit30 Nollaig shona /Cáisc shonaAguisín 3Teanga an LaeTeanga an LaeAm den láNaíonáinRanganna 1 + 2Ranganna 3 + 4Ranganna 5 + 6Ar maidinDia duit.Dia is Muire duit.Maidin mhaith.Dia duit.Dia is Muire duit.An bhfuil tú go maith?Tá mé go maith.Níl mé go maith.An bhfuil cead agam dul go dtí an oifig?Tá airgead agam.Cá mhéad?Euro amháin, srlSeo nóta duit.PaidreachaDia duit.Dia is Muire duit.Dia daoibh.Caidé mar atá sibh?An bhfuil cead agam…?Caint faoin aimsir.PaidreachaDia duit.Dia is Muire duit.Conas atá tú?/ Caidé mar atá tú?Fáilte romhaibh.Tá mé ar fheabhas!Níl mé ach go measartha.Tá muid go maith; Caidé mar atá tú féin?An bhfuil sibh réidh?Tá muid réidh.Ainmneacha na bpáistí a ghlaoch gach maidin as Gaeilge.Am rollaAnseo.Níl sé/sí ar scoil.Tá sé/sí tinn.Tá sé/sí sa bhaile.An bhfuil?Tá sé/sí…Tá … as láthair.Níl a fhios agam.Tá sí ag an bhfiaclóir/ dochtúir.Chonaic mé…Ní fhaca mé…Chuala mé…B’fhéidir go bhfuil sé tinn.Cén fáth?Tá beirt…Beidh sé déanach/ mall mar…Beidh sé ar ais amárach.Bhí mé tinn inné.Tá nóta agam.Seo duit nóta ó…Ceapaim/ Sílim go bhfuil…Bhí sé tinn aréir.Tá sí imithe go dtí…T á biseach air.Ní bheidh mé ar scoil amárach mar…Dúirt a … liom go/ gurAm loinTóg amach an lón.Oscail mo bhuidéal.A bhuachaillí, seasaigí suas.A chailíní, seasaigí suas.Líne díreachSiúlaigí amach.Dún/ druid an bosca lóin.Cuir ort do chóta.Bain díot do chóta.Tóg amach do lón.Cuir isteach do bhosca lóin.Tá páipéar ar an urlár.Téigh go dtí an líne.Oscail an doras.Cuir ort do chóta.An bhfuil cead agam mo chóta a fháil?An bhfuil cead agam mo lón a ithe?Tá sé ag cur fearthainne.An bhfuil tú/ sibh críochnaithe?Siúlaigí amach.Ná bí ag rith.An bhfuil cead agam dul amach chuig an leithreas?Tógaigí amach an lón.Osclaigí na boscaí loin.Tá mé críochnaithe.Déanaigí deifir.Cuirigí oraibh na cótaí.An bhfuil sé fuar amuigh?An bhfuil cead agam fanacht istigh?Sílim go bhfuil mé tinn.An bhfuil cead agam mo lámha a ghlanadh?Am imeachtaComhartha na Croise.Cuir ort do chóta.Cuir suas an chathaoir.Slán leat.Slán go fóill.LíneComhartha na Croise.Slán libh.Slán abhaile.Slán agus beannacht.Tóg go bog é!Comhartha na Croise.PaidreachaCaint faoi obair bhaile/ leabhar nótaí.Cuir ort do chóta.Cuirigí suas na cathaoireacha.Tá sé a trí a hartha na Croise.PaidreachaFeicfidh mé amárach tú le cuidiú Dé.Tabhair aire.Slán abhaile.Ná dean dearmad.Bígí cúramach.Go n-éirí an bóthar leat /libh.Aguisín 3Frámaí ScríbhneoireachtaRang a hAonAinm:Dáta:Cathain?Cé?Cén áit?Rang a DóAinm:Dáta:545465679450Cathain?457835679450Cé?Cén áit?11303066675Cad?______________________________________________________________________________________________________________________________Plean Scoile MathsMathematics PolicyIntroductory Statement and RationaleIntroductory StatementThe existing approach to Mathematics was reviewed and changes necessary to implement the Mathematics curriculum were identified. In collaboration with the teaching staff the following plan was drawn up.RationaleThis plan is a record of whole school decisions in relation to Mathematics in line with the Primary Curriculum, 1999. It is intended to guide teachers in their individual planning for Mathematics.Vision and AimsVision: In our school we recognise the potential of each child in our care and endeavour to develop those qualities that make each child unique. Aims: We endorse the aims and objectives of the curriculum for maths and, in addition, we aim: To develop a positive attitude towards mathematics and an appreciation of both its practical and its aesthetic aspectsTo develop problem-solving abilities and a facility for the application of mathematics to everyday lifeTo enable the child to use mathematical language effectively and accuratelyTo enable the child to acquire an understanding of mathematical concepts and processes to his/her appropriate level of development and abilityTo enable the child to acquire proficiency in fundamental mathematical skills and in recalling basic number facts Content of PlanCurriculum Planning1. Strand and Strand UnitsTeachers should familiarise themselves with the strands and ensure that each strand and both strand units are given equal prominence during the maths programme for the year. The content objectives are divided between the two classes at each level. .The contents of the Strand and Strand Units can be found in the following pages: Curriculum: Infants p.17-35; First & Second classes p. 37-59; Third & Fourth classes p.61-83; Fifth & Sixth classes p. 85-111The strands are:? Early Mathematical Activities (Infants)? Number? Algebra? Shape and Space? Measures? Data2. Approaches and MethodologiesThe following approaches and methodologies are used Talk and discussionActive learning and guided discoveryCollaborative and co-operative learningProblem solvingUse of the Environment The following approaches and methodologies will be used throughout the year2.1 Talk and discussionTalk and discussion is seen as an integral part of the learning process. Opportunities will be provided during the maths class for children to explain how they got the answer to a problem and discuss alternative approaches to solving it with the teacher, with other individual children and in groups.Where applicable the following strategiesGuided discussions and discussion skillsScaffoldingIntegrationLinkageMathematical Language in context. See separate Language List.Number Facts2.2 Active Learning & Guided DiscoveryConcrete Materials/ ManipulativesA hands-on approach is essential if children are to understand mathematical concepts. They will need a wide variety of materials when exploring tasks. This is important right through to sixth class and will require access to a considerable amount of equipment. Available equipment is listed at the end of this policy. The use of concrete equipment will be necessary in all strands. Working with equipment can be done individually, in pairs or in groups, depending on the task. Mathematical games are used formally and informally to support and consolidate learning i.e. matching, multiplication facts. Juniors -2nd class use Planet Maths. 1st and 2nd use new wave mental maths. The Busy at maths programme by is use by fifth and sixth class. Mathemagic for 3rd and 4th class. These texts cover all strand units in each class. Teachers do not rely totally on the textbook and use active learning wherever possible. The teacher’s manual, work cards and other texts are available at the teacher’s discretion for use with children who need more challenging exercises and also for the children who need reinforcement of concepts(e.g. busy at maths and mathemagic Satellite books). We use new wave mental maths from 3rd to 6th and tables champions in 3rd and fourth. Texts listed are under ongoing review and may be changed with the general consensus of the staff.Estimation Estimation must be seen as a strategy to be used throughout all the strands and not merely restricted to number alone. These skills must be developed and refined so that guesses can become more realistic and more accurate. Children should be encouraged to use the following strategies selecting which is most appropriate for the task in hand: ? Front end ? Clustering ? Rounding ? Special numbers These are explained in the Teacher Guidelines pages 32-34. In strands such as measure and shape and space, the hands-on approach is vital if children are to develop an understanding of quantities such as litres, metres, etc. It is important to teach the children to develop their own personal benchmarks to be used when estimating, particularly in the measures strand e.g. the width of their finger is close to a centimetre.Calculators Calculators are in use from fourth to sixth classes. Calculators must be stand alone i.e. not incorporated into a ruler and the keys must be of a reasonable size. Children must be taught to make decisions about when it is appropriate to use them such as checking answers or for particularly large numbers. Calculators must not replace competent computational skills. The children will learn that estimation and calculators work hand in hand. Pupils with specific learning difficulties may be given access to calculators when judged to be beneficial after consultation between the special needs teacher and the classroom teacher.2.3 Collaborative and Co-operative learning.The maths curriculum allows opportunities for the children to work inpairs/small groups. It provides opportunities to learn the skills needed forturn taking, listening to others and taking on responsibility for particulartasks within a group e.g. measurement. 2.4 Using the EnvironmentEach teacher will be responsible for creating a maths richenvironment in his/her classroom. The maths equipment will beeasily accessible within the classroom and the children’s maths work will be displayed where appropriate. Some Maths activities which involve use of our environment include:Numbers on doors, car registration numbers How many rooms/ windows, Observe shapes, angles.Maths trails. Trails will always be mindful of health & safety- See teachers classroom foldersMeasuring - drawing 1 metre on playground with chalk, Maths work is displayed in classrooms. Maths display: Problem of the week-Prizes are given ou during assemblyConcrete FridaysIn our Active flag Project we endeavour to integrate maths with many of our activities e.g. surveys, data representation.Class teachers can have “Problem of the week” at their discretionwhere and when appropriate.2.5 Skills through contentApplying and problem solving, e.g. selecting appropriate materials and processes in scienceCommunicating and expressing, e.g. discussing and explaining the processes used to map an area in geographyIntegrating and connecting, e.g. recognising mathematics in the environmentReasoning, e.g. exploring and investigating patterns and relationships in musicImplementing, e.g. using mathematics as an everyday life skillUnderstanding and recalling, e.g. understanding and recalling terminology, facts, definitions, and formulae All classes use mental maths.Language of MathsMathematics has its own vocabulary and grammar. It must be spoken before being read and read before being written down. It is important that there is an agreed strategy for teaching concepts. Consistency in the language used from class to class is important. See Language of Maths at the end of this policy. We have agreed the following:JUNIOR INFANTSintroduction to “and” then “+” Addition:Language: and, makes, add, is the same as, altogether, makes, plusInformal introduction of signs:+,-, =??????? SENIOR INFANTS???? 2+? 1??? 3Formal Introduction of signs: +,-, = Vocabulary to match this: plus, equals (and, makes initially used as in junior infants)1 and 2 makes 31 plus 2 equals 32+1 =3reads 2 and 1makes 3 2 plus1 equals 3?FIRST CLASS 34+17Addition :Add the units first. Top Down.Put down the units and carry the ten. Now add the tens.Rename units to ten and unitsSubtraction:Language: take away, less than, left, rename?16- 4Vertical: start from the top using the words ‘take away’16 take away 4 equalsInformally: 6units take away 4 units is 2, 1 ten take away 0 is 15 – 1=Horizontal: Read from left to right using the words ‘take away’ minus, subtract , less5 take away 1 equalsPlace Value: The word ‘Units” will be used rather than “ones”.Renaming will be the method used throughout the school. ? SECOND CLASSAddition:7+3+8= 187 plus 3 plus 8 equals 18? (7plus 3 equals 10 plus 8 equals 18)? 6? 3+6?6 plus 3 plus 6Encourage the child to choose the easiest method to add the three digits e.g. 6+6+3SubtractionLanguage: subtraction, decrease, subtract, take away, from, less than, minus, difference?27-187 take away 8, I cannot do so I rename a ten,?7+10= 17. 17 take 8 equals 9. 1 take away 1 leaves O.THIRD CLASS/ FOURTH CLASSMultiplication/ Division??Short multiplication(4th class) Long multiplicationMultiply by 10Multiply by 100÷ and x are introduced as symbols in Third Class. The following vocabulary will be used: ÷ division, divide, divided by, split, share, shared between, group, how many in …X.? multiplication, multiply, times, of?Start with 4 groups of 3 move onto… 4 times 3, 4 multiplied by 3, 4 threesStart at the bottom When doing long multiplication children will estimate answers. Start with the bottom number. Multiply by the units first. Then multiply by the tens. Any renamed units go on the line to be added on. Children will have lots of practice in the commutative and distributive properties of multiplication.Add a zeroAdd two zerosDivisionLanguage: goes into, Divided by, divisible by, share among? 12 ÷ 412 shared among 412 divided by 44 into 12 goes?Fractions?? of 32Share 32 among/between 4 and/or 32 divided by 4? is equivalent to 2/4 (4th class)? is the same as 2/4? is equal to 2/4Decimals1/10 is equal to 0.1???????????????? 1/100 is equal to 0.01Include zero before decimal pointFIFTH/SIXTH CLASSESNumber: ?Multiplication/DivisionDivisionLanguage: square, prime, composite, rectangular numbers, square root, units, tens, hundreds, thousands, ten thousands, hundred thousands, rename, relationship, combine, split, compareFinding common multiples by listing numbersFinding common factors by listing factors.HCF, LCMThe words ‘product’ and ‘quotient’ are introduced. Problems involving sum, difference, products, quotients. Times, groups of, remainderChildren will have practice in division by 10, repeated subtraction, importance of estimation, front end estimation, find the remainder.Fractions: Numerator, denominator, improper, mixed numbers, equivalence, simplify, relationship? + ? =__ + __? ?????__ ? Use the same denominator4????? ?4??? =?? 4 ? - ?__ ?_ ?__? ?????__ ? Use the same denominator4????? ???4??? =?? 4 Mixed numbers+ and – 3 ? - 1 ? =??Make sure the fractions have the same denominator. The process is based on equivalence of fractions. Do you need to rename a unit when subtracting? Make sure final answer is simplified .Multiplication3x1/3 1? X? ?1? ????3?????? 2Use of repeated additionX means “of”, 1/3 of a 1/2, pupils will see a pattern emerge. Multiply numerator by numerator(multiply the top numbers) denominator by denominator (multiply the bottom numbers)Simplify/ break down?Division of whole number by fraction5 ÷ ? =? How many 1/4s are in 5? Pupils will see a pattern emerge.Rename the whole number as a fraction and turn the divisor upside down and multiply. How many quarters in 5 units???? ?5? X? 4? =? 20Visual aids used by teacher???????? 1?????? 1?? ???????????Decimals1/10, 1/100, 1/1000 – tenths, hundredths, thousandths, order, decimal point, decimal placeAdditionSubractionRounding decimals?Multiplication of decimals?Division of decimals?Converting a fraction to a decimal?to 3 decimal places (with/without calculator)to 3 decimal places (with. without calculator) Pupils are directed to correctly align the numbers. to the nearest whole numberto 1 decimal placeto 2 decimal places.Multiplying a decimal by a whole numberMultiplying a decimal by a decimalHow many digits are after decimal point in the sum? Make sure there are the same no. in the answerImportance of estimation and alignment of decimal points in the answer.You divide the numerator by the denominator orif possible you change the fraction to tenths/ hundredths and then convert to decimal. Look out for ?, ?, 1/5, 1/10, 1/100Percentages expressing a fraction as a percentage?Percent, percentagesYou multiply by a 100/1 or if possible you express the fraction as a hundredth.2.7 TablesNumber facts up to 10 will be memorised. Addition facts up to 10 will be memorised by the end of Second Class and multiplication facts up to 12 by the end of 3rd Class. Both will be revised up to the end of Sixth Class. Multiplication is a natural progression from extended addition. Pupils say tables like this: 1 time 4 is 4, 2 times 4 is 8, 3 times 4 is 12.A variety of methods will be used including counting 2s, 3s, 4s …, reciting, using music tapes etc. Subtraction and division tables will be learned as the inverse of addition and multiplication. Skip counting, nusery rhyme tunesChildren from 1st – 6th classes recite their tables regularly and tables are reinforced every day. Children are encouraged to memorise tables and tables are given every night for homework. Teachers keep a record of tables that have been learnt and identify children having difficulties with tables and will set them realistic targets ensuring steady progression. Skip countingJunior and senior infants2’s=205’s=5010’s=1001st revising and adding in 3’s + 4’s2nd revising and 6’s 7’s, 8’s and 9’sProblem solvingThe ability to solve problems is at the heart of maths. It makes the learning of maths more interesting and enjoyable. It allows them to use the mathematical skills and knowledge they have already acquired. Problems can come in many different forms.Types of problem solving used in school:Real life problems.Word problems.PuzzlesMaths games.Open problem solving – more than one way of doing it.Maths trail.Children need to be taught strategies to problem solve. The following are strategies that teachers might choose:Strategies for solving:Personalise story/problem.Visualise – draw it out.Act it out.Estimation.Solve simpler version.The ROSE Approach1. Read the problem. Paraphrase the problem Try substituting simplernumbers for larger numbers or fractions or decimals. This makesestimating easier.2. Organise the mathematical operations you will use3. Solve the problem4. Evaluate your answer. Was it the best method? Does it match theestimate?RucsacReadUnderstandChooseSolveAnswer CheckThe RUDE Approach (Used in Junior infants)1. Read the problem.2. Underline key words3. Draw a picture or diagram4. Estimate the answer.Evaluate the answer (Used in Junior Infants2.9 Presentation of WorkRecording of maths work in infants is done in the maths text book and copies.In 1st and 2nd classes the work is done in the Maths text book and copies.In senior classes the presentation of written work inMaths is as follows:? Each page is to be divided into two categories/columns. The order of writing sums is to be written vertically down the page, as opposed to horizontally.? A variety of options for presentation will be availed of where appropriate at teacher’s discretion for example drawing pictures to show result, concrete materials, diagram, verbally etc.IntegrationMaths is a living subject with endless possibilities for integration such as in art and science e.g. measuring temperature. We believe that the integration of mathematics with other subjects is an important factor in broadening the child’s education. Elements of number, time and measure – length can be applied to activities in physical education. Work in mathematics is needed when conducting surveys for the Active Flag School Project. Artwork is a very effective way of consolidating learning in shape – e.g. tessellations. A thematic approach to mathematics brings cross-curricular activities into play – e.g. in Aistear, SESE, SPHE, Language, Physical Education, Arts education.3.Assessment and Recording KeepingAssessment is an essential element of the school plan for mathematics. It is used to monitor pupil progress and to inform future planning. The following assessment tools are in use. Knowledge, skills development and participation levels are assessed by teachers. Teachers select from the following range of assessment approaches:Teacher observationTeacher-designed tests and tasksWork samples, portfolios and projectsCurriculum profiles Mastery recordsDiagnostic tests (mainly resource/learning-support)Standardised testsSelf Assessment. As part of our whole school assessment the Sigma are used from first class to sixth class. In junior infants a section of E.Y.E.S. is completedIn Senior Infants: Early Drumcondra numeracy These standardised tests are carried out once a year by the class teachers. A copy is given to the Learning Support Teacher and is kept on file in the Principal’s office. ? Teacher observation provides ongoing assessment of oral and writtenclass work and homework. The children’s work in their copies and foldersis a record of his/her progress.See Assessment Policy..4. Children with Different Needs(a) Class Teachers use the following strategies to ensure the participation of children with special needs in relation to mathematics:? Use of concrete materials? Oral explanation and discussion to ensure pupils with literacy difficulties can participate in the maths class.? Direct teaching, demonstration and explanation by the class teacher.? Teaching of the language of mathematics? Discussion between the teacher and pupils.? Group Activities? Opportunities to practise and consolidate fundamental skills and routines using oral as well as written examples.(b) Children with special needs are provided with access to all strands of the mathematics curriculum.(c) Teachers in mainstream classrooms provide a differentiated programme to cater for children with learning difficulties.Supplementary teaching in mathematics is available for children with learning difficulties. Where children have a STEN score of 3 or less in the Drumcondra standardised test, then one to one assistance is offered.This could be in a group setting or one to on, depending on the need.See Learning Support Policy.Mata Sa Rang in First classEarly interventionStation teaching (5th Class)Team teaching (First Class)Withdrawal of pupils for supplementary teachingIt is important that there is collaboration between class teacher and resource/learning support teacher so as to ensure the child was not consistently absent for maths instruction. Team teaching is also encouraged, where teachers can work with smaller groups5. Equality of Participation and AccessThe school plan for Mathematics is designed to allow all children full access to all aspects of the Mathematics Curriculum. Equal opportunity is given to boys and girls to access all parts of the curriculum. Pupils whose first language is not English are given extra help within the school. Children with special physical needs catered for to the fullest possible extentOrganisation6. TimetableIn line with our numeracy & literacy strategy, maths time has been increased by 70 minutes per week:Junior/Senior Infants: 3 hours 25 mins.1st-6th Class: 4 hours 10 minutes. This extra time will be achieved by: Numeracy will be increased by 70 minutes by supplementing regular maths time by doing mental maths for 10 minutes every day. This will be done using discretionary time..7. Homework? Homework is based on the concepts and content covered in class.? Homework allocated should take account of the differing levels of ability in the class and should be a positive experience for all. Maths homework will generally involve both a written and oral element i.e. computation/problems and tables/mental maths? Practical activities should be given from time to time (e.g. measuring) bearing in mind the age and level of the class? Time should be given for the correcting of the maths homework and an opportunity to discuss any problems that arose.See Homework policy.8. ICTSoftware is stored in each classroom and the tablets are used .There is an Internet connection in each classroom and the pupils underthe supervision of an adult can use the Internet to enhance learning inmathematics.Websites:topmarksmathletics.ieschoolhub.ie9. Individual Teacher’s Planning and ReportingTeachers should base their yearly and short term plans on the approaches setout in this whole school plan for maths. Work covered will be outlined in theCuntas Miosuil which will be submitted to the principal.10. Staff DevelopmentAn atmosphere of open communication exists between all the staff members and ideas and expertise is shared. Discussion and planning in class groupings is encouraged. Teachers are informed of maths related courses and encouraged to rmation acquired on these courses is made available to other staff members.Time is allocated at staff meetings for the discussion of maths related business when necessary.11. Parental InvolvementThe school recognises the importance of parents in a child’s education and welcomes their involvement in the implementation of the Mathematics programme. Such involvement could be as follows:Metting with Junior infant parents to give them examples of what type of homework the children will get and how best to support them.? A letter to infant parents with examples of number formations and recommendations on how to develop their child’s mathematical awareness through everyday activities is provided.? Parents are encouraged to supervise and be involved in maths homework.? Annual parent teacher meetings provide maths assessment information. Further meetings could be arranged at the request of the parents or teacher.? Annual written reports are forwarded to all parents in June of every year. These provide details of the child’s progress in maths.Regular assessment results are sent home and signed by parents.Success CriteriaThe success of this plan will be measured using the following criteria:Continuity of content and methodology through the strands and class levelsOn going assessment will show pupils are developing a level of appreciation of Maths appropriate to their age and ability.Feedback from Inspectors, Parents, Second level schoolsImplementationRoles and Responsibilities: Class teachers are responsible for the implementation of the Maths programme for their own classes. This policy shall be implemented with immediate effect. Review It is envisaged that this policy is reviewed over a 2-3 year period. Ratification This plan was ratified by the Board of Management on 29th of Nov 2018Plean Scoile MusicIntroductory Statement and RationaleIntroductory StatementThe existing approach to Music was reviewed and changes necessary to implement the Music curriculum were identified. In collaboration with the teaching staff the following plan was drawn up.RationaleThis plan is a record of whole school decisions in relation to Music in line with the Primary Curriculum, 1999. It is intended to guide teachers in their individual planning for Music.Vision and Aims Vision: We believe that music education is part of a balanced curriculum which aims to develop the whole spectrum of the pupil’s intelligence. We are committed to maintaining a wide-ranging music curriculum, which we believe is an essential part of the whole curriculum, contributing in a major way to the spiritual, moral, emotional, cultural and intellectual development of all the pupils. Through music education we seek to provide opportunities for pupils to understand themselves and relate to others, forging important links between the home, school and the wider community. Aims: We endorse the aims and objectives of the curriculum for Music and, in addition, we aim: To enable the child to enjoy and understand music and to appreciate it criticallyTo develop the child’s openness to, awareness of and response to a wide range of musical genres, including Irish musicTo develop the child’s capacity to express ideas, feelings and experiences through music as an individual and in collaboration with othersTo enable the child to develop his/her musical potential and to experience the excitement and satisfaction of being actively engaged in musical creativityTo nurture the child’s self-esteem and self-confidence through participation in musical performanceTo foster higher-order thinking-skills and lifelong learning through the acquisition of musical knowledge, skills, concepts and valuesTo enhance the quality of the child’s life through aesthetic musical experience Underpinning PrinciplesThe guiding principles which inform the teaching and learning of music in our school are:Music is for all teachers, special needs assistants and pupils.Active enjoyable participation is fundamental to the music curriculum with lessons kept short to avoid situations where pupils lose enthusiasm or concentration.The three strands of the curriculum are equally important – 1) Listening and Responding, 2) Performing and 3) Composing, and can be explored over periods of time.Music lends itself easily to integration with other areas of the curriculum and planning for this integration in advance allows the teacher to reinforce musical concepts in other areas of the curriculum.Content of PlanCurriculum Planning1. Strand and Strand UnitsThere are three main strands in our music curriculum: Listening and Responding, Performing and Composing. The guiding principles which inform the teaching and learning of Music in our school are:Music is for all teachers and all childrenThe three strands are equally important – (i) Listening and Responding (ii) Performing and (iii) ComposingActive enjoyable participation is fundamental to the Music curriculum.Music enhances and enriches the child’s life.Teachers should familiarise themselves with the strands and ensure that each strand and both strand units are given equal prominence during the Music programme for the year. The content objectives are divided between the two classes at each level. Teachers are given a copy of the content objectives for their class at the beginning of the school year.The content of objectives for each class is at the back of the policy and musica overview for each class are attached at the end of this policy.2. Approaches and methodologiesListening and responding The Listening and responding strand of the music curriculum aims to give children opportunities to experience a wide range of musical styles, traditions and cultures. Through enjoyable and varied listening experiences the children are encouraged to listen actively and to focus on what happens in the musicAll classes will explore sound - vocal, body, environment and percussion – as per the objectives for that class levelAll classes will listen to a minimum of 6 pieces/extracts from a variety of genres, and respond in a variety of waysThe teacher will choose the pieces for his/her class, and will endeavour to ensure a balance between Irish, classical, world, modern and other musicOpportunities will be supplied for multiple opportunities to listen and respond to each piece, and pieces will be revisited at different times of the year, where a different response is elicitedFor the next year we will focus on performing and using an instrument such as the tin whistle.PerformingIn the Performing strand the following can be emphasised:Active enjoyable participationDevelopment of skills, understanding, knowledgeFostering of children’s attitude and interestsDevelopment of creativity.Songs can be taught using the following:Using voice, recording, instrument, sheet musicTeaching by earSelecting the songMatching the vocal range of the childrenResources. The following could be considered in effective singing skills being developed: (See Teacher Guidelines pp. 76-81).Methodology of teachingConductingImproving vocal qualityVocal exercisesEncouragement of the following can be found in the Teacher Guidelines pp. 84-85part singing, teaching rounds, partner songs (duet) and part songs? ComposingThe following could be used to encourage children to improvise and/or compose in a variety of contextsAccompany a nursery rhyme, song, poem or story Explore the musical concepts/elements Experiment with sound Portray a character, mood or settingIllustrate eventsConvey an abstract conceptExplore melody.3. Linkage and integration The linkage of all strands (Performing, Composing, Listening and Responding) in Music is encouraged, as there are opportunities to develop themes that cover the strands. We recognise the inter-related nature of the Music curriculum, and acknowledge that while the children are engaged in the other strands, Performing and Composing, they will frequently be Listening and respondingThe Music curriculum can be integrated with SPHE, Visual Arts, Mathematics and the Language programme. 4. Assessment and record keepingThe main assessment tool used for music will be teacher observation and teacher designed tasks. See also Assessment and Record Keeping Policy.5. Children with Different NeedsThe Music programme aims to meet the needs of all children in the school. This will be achieved by teachers varying the pace, content and methodologies to ensure learning for all pupils.6. Equality of participation and accessAll children shall have equal access to all Music activities. In line with our inclusive school policy, different cultures are affirmed through discussion, activities and music from various cultures and traditions. No child will be excluded from the Music programme.8. TimetableTeachers can decide to allocate time for Music on a weekly basis or block basis over a month or term.9. Resources and ICTFull set of chime barsSet of hand bellsSet of boom whackersA box of percussion instrumentsICT: In addition, each class has a computer with internet access. Teachers may use these to access useful sites to support the music programme, such as:pcsp.ieteachnet.YoutubeMusic generation Out of the ArkThe use of the internet will be governed by the schools Acceptable Use Policy, which is available to all teachers. Resources and supplies are checked at the beginning and end of every school year by the post holder with responsibility for Music. Requests for additional resources should be made to the post holder, who will coordinate purchases in consultation with the principal.10. Health and Safety See Health and Safety Policy 11. Individual Teachers’ planning and reportingEach teacher’s planning reflects a balanced approach to all strands. Work is then recorded in the Cúntas Míosúil and this record is passed on to the next teacher at the end of the school year. This ensures that concepts and skills are developed from year to year and that activities are not repetitive for children.12. Parental InvolvementParents are seen as a useful resource and are welcomed and encouraged in a supportive and reinforcing role.Parents with musical talents can be encouraged to support the curriculum when and where appropriate.13. Staff DevelopmentTeachers attend courses, in service training and carry out research as required. Teachers have carried a tin whistle course.13. Community LinksParents are encouraged to support the school’s Music educationThe school will seek to invite parents who play an instrument to play for school events such as Holy Communion, Confirmation etc.Musicians in the community may also be invited to play for the children. All such visits will be discussed in advance with the post holder and/or principal, and the teacher will be present in the class at all times.Bringing in outside musicians to do workshops: Jabba Jabba Jembe, Jam Music, Music in the ClassroomAttending concerts-Music in the Classroom, Hallelujah Chorus, National Concert Hall, The Ark, Tallaght TheatreSuccess CriteriaThe success of this plan will be measured using the following criteria:Continuity of content and methodology through the strands and class levelsOn going assessment will show pupils are developing a level of appreciation of Music appropriate to their age and ability.ImplementationRoles and Responsibilities: Class teachers are responsible for the implementation of the Music programme for their own classes. The post holder with responsibility for Music supports the implementation of the Music programme, and is responsible for the purchase, distribution and monitoring of resources.This policy shall be implemented with immediate effect. Review It is envisaged that this policy is reviewed over a 2-3 year period. Ratification This plan was ratified by the Board of Management on 18th of May 2015History PolicyIntroductory Statement and RationaleIntroductory StatementThe existing approach to History was reviewed and changes necessary to implement the History curriculum were identified. In collaboration with the teaching staff the following plan was drawn up.RationaleThis plan is a record of whole school decisions in relation to History in line with the Primary Curriculum, 1999. It is intended to guide teachers in their individual planning for History.Vision and AimsVision: In our school we recognise the potential of each child in our care and endeavour to develop those qualities that make each child unique. Aims: We endorse the aims and objectives of the curriculum for history and, in addition, we aim:To develop an interest in and curiosity about the past.To make the child aware of the lives of women, men and children in the past and how people and events have had an impact upon each other.To develop an understanding of the concepts of change and continuity.To provide opportunities for the child to communicate historical findings and interpretations in a variety of ways.Content of PlanCurriculum Planning1. Strand and Strand UnitsTeachers should familiarise themselves with the strands and ensure that each strand and both strand units are given equal prominence during the history programme for the year. The content objectives are divided between the two classes at each level. Teachers are given a copy of the content objectives for their class at the beginning of the school year.The content of objectives for each class are at the back of the policy.2. Skills and concepts development Through completing the strand units of the history curriculum from Junior Infants to Sixth class the child should be enabled to: Time and ChronologyBecome aware of and discuss the sequence of events in simple stories about the pastRecord sequences of events in personal or family history and in stories using simple timelinesDistinguish between past, present and Future Using EvidenceEncounter some simple historical evidenceExamine and use a wider range of historical evidence, especially that which may be found in the localityDistinguish between primary and secondary sources CommunicationCommunicate an awareness of stories from the past in a variety of waysUse imagination and evidence to reconstruct elements of the past. Cause and EffectRecognise some factors which may have caused, prevented or delayed changes in the past For full list of skills and concepts see pages 18, 26, 40-41, 60-61 in the History Curriculum3. Approaches and methodologies Active learning, use of the environment, guided and discovery learning are the methodologies which will be emphasised in History lessons to ensure pupils are involved as much as possible in the lessons. Teachers select appropriate methodologies to accommodate the different learning styles of the children. They should involve:StoryDrama and role playOral EvidenceDocumentary EvidenceUsing ICT (Information and Communications Technology)Personal and Family HistoryUsing ArtefactsPictures and PhotographsUse of the environment4. Linkage and IntegrationThe linkage of all strands in History is encouraged, as there are opportunities to develop themes that cover the strands. The History curriculum can be integrated within SESE, particularly with Geography, but also SPHE, Visual Arts, Mathematics and the Language programme.5. Assessment and Record Keeping Knowledge, skills development and participation levels are assessed by teachers. Teachers select from the following range of assessment approaches:Teacher observation of knowledge, skills development and participation in activitiesTeacher designed tests and tasksWork Samples and projects6. Children with different needsThe History programme should provide opportunities for all children to experience success. Particular support will be given to children with special needs where discovery and experimentation in History can be very rewarding and may lead to the development of other skills and talents. 7. Equality of participationAll children shall have equal access to all History activities. In line with our inclusive school policy, different cultures are affirmed through discussion, activities and displays. No child will be excluded from the History anisational Planning8. Timetable Teachers can decide to allocate time for History on a weekly basis or block basis over a month or term. In the curriculum guidelines the minimum time that should be spent on S.E.S.E. (Social, Environmental and Scientific Education) 1st-6th Class 3 hours per week. Juniors and Senior Infants-2 hours and 15 minutes per week9. Resources and ICT (Information, Communication and Technology) See Resource List10. Health and Safety See Health and Safety Policy11. Individual Teachers’ planning and reportingEach teacher’s planning reflects a balanced approach to all strands. A thematic approach for some aspects of the programme-the seasons, school events, cross-curricular activities, celebrations and festivities has been agreed. This thematic approach should be reflected in each teacher’s long and short term planning. Work is then recorded in the Cúntas Míosúil and this record is passed on to the next teacher at the end of the school year. This ensures that concepts and skills are developed from year and that the looking and responding activities are not repetitive for children.13. Places of Historic interestAn Grianán AileachInch Castle Burt CastleElagh CastleWalls of DerryInch wild fowl reserveDoherty’s keepSwan parkTower meseum, DerryCourthouse LiffordMesueum and workhouse in Letterkenny14. Staff Development Teachers attend courses, in service training and carry out research as required.One Croke park hour a year is spent on one of the places of historical interest Skills are shared and teachers discuss with each other to ensure continuity15. Parental Involvement Parents are seen as a useful resource and are welcomed and encouraged in a supportive and reinforcing role.16. Community Links At any opportunity the follow could be used:Teachers Prior KnowledgeLocally Sourced ExpertsKildare County CouncilLibrarySuccess CriteriaThe success of this plan will be measured using the following criteria:Continuity of content and methodology through the strands and class levelsOn going assessment will show pupils are developing a level of appreciation of History appropriate to their age and ability.ImplementationRoles and Responsibilities: Class teachers are responsible for the implementation of the History programme for their own classes. This policy shall be implemented with immediate effect. Review It is envisaged that this policy is reviewed over a 2-3 year period Ratification This plan was ratified by the Board of Management on 15th May 2015. This is due for renewal in 2019/20Geography PolicyIntroductory Statement and RationaleIntroductory StatementThe existing approach to Geography was reviewed and changes necessary to implement the Geography curriculum were identified. In collaboration with the teaching staff the following plan was drawn up.RationaleThis plan is a record of whole school decisions in relation to Geography in line with the Primary Curriculum, 1999. It is intended to guide teachers in their individual planning for Geography.Vision and AimsVision: In our school we recognise the potential of each child in our care and endeavour to develop those qualities that make each child unique. Aims: We endorse the aims and objectives of the curriculum for geography and, in addition, we aim: To develop knowledge and understanding of local, regional and wider environments and their interrelationshipsTo encourage an understanding and appreciation of the variety of natural and human conditions on the EarthTo develop empathy with people from diverse environments and an understanding of human interdependenceTo develop the ability to use a range of communicative methods, especially those concerned with the development of graphicacyTo encourage the development of sense of place and spatial awarenessTo encourage the development of caring attitudes and responsible behaviour towards the environment, and involvement in the identification, discussion, resolution and avoidance of environmental problemsTo develop an understanding of appropriate geographical conceptsContent of PlanCurriculum Planning1. Strand and Strand UnitsTeachers should familiarise themselves with the strands and ensure that each strand and both strand units are given equal prominence during the Geography programme for the year. The content objectives are divided between the two classes at each level. Teachers are given a copy of the content objectives for their class at the beginning of the school year.The content of objectives for each class are at the back of the policy.2. Skills and concepts developmentThrough completing the strand units of the Geography curriculum from Junior Infants to Sixth class the child should be enabled to:A Sense of Place and SpaceBecome aware of, explore and discuss some of distinctive human an natural features of the localityDevelop some awareness of people and places in other areasRefer to or use simple locational terms-Discuss and record in simple ways journeys to and from places in the immediate environmentDevelop some awareness of the names and relative location of some European countriesBecome familiar with the distinctive natural and human features of some places in Europe and other parts of the worldUse and record directions and routes on mapsMaps, globes and graphical skillsRefer to use simple drawings of areasMake model buildingsBecome aware of globesRecord areas in the immediate environment and places in stories using simple picture maps, models and other methodsIdentify sea and land on mapsIdentify major geographical features and find places on the globeUse maps to record routes and directions in the locality and wider environmentCompare maps, globes, aerial photographs, satellite photographs and other remotely sensed imagesRecognise key lines of latitude and longitude on the globeGeographical Investigation SkillsQuestioning, Observing, Predicting, Investigation and Experimenting, Estimating and Measuring, Analysing, Recording and Communicating For full list of skills and concepts see pages 22-23, 34-37, 50-53, 68-71.3. Children’s Ideas All teachers are in agreement that learning in Geography begins from the pupils’ ideas about how things are, and they change and develop these ideas by testing them in practical investigations. During scientific activities children are encouraged to discuss, question, listen and problem solve through activities that try out, challenge, change or replace them.4. Approaches and methodologies Active learning, use of the environment, guided and discovery learning are the methodologies which will be emphasised in Geography lessons to ensure pupils are involved as much as possible in the lessons. Teachers select appropriate methodologies to accommodate the different learning styles of the children. They should involve:Active LearningProblem SolvingDeveloping SolvingTalk and DiscussionCo-operative LearningUse of the Environment4. Linkage and IntegrationThe linkage of all strands (Human Envrionments, Natural Environments and Environmental Awareness and Care) in Geography is encouraged, as there are opportunities to develop themes that cover the strands. The Geography curriculum can be integrated within SESE,(Social, Environmental and Scientific Education), particularly with Science, but also SPHE,Visual Arts, Mathematics and the Language programme.5. Assessment and Record Keeping Knowledge, skills development and participation levels are assessed by teachers. Teachers select from the following range of assessment approaches:Teacher observation of knowledge, skills development and participation in activitiesTeacher designed tests and tasksWork Samples and projects6.Children with Different NeedsThe Geography programme aims to meet the needs of all children in the school. This will be achieved by teachers varying the pace, content and methodologies to ensure learning for all pupils.7. Equality of participationAll children shall have equal access to all Geography activities. In line with our inclusive school policy, different cultures are affirmed through discussion, activities and displays. No child will be excluded from the Geography anisational Planning8. Timetable Teachers can decide to allocate time for Geography on a weekly basis or block basis over a month or term. In the curriculum guidelines the minimum time that should be spent on S.E.S.E. (Social, Environmental and Scientific Education) 1st-6th Class 3 hours per week. Juniors and Senior Infants-2 hours and 15 minutes per week.9. Resources and ICT (Information, Communication and Technology) See Resources List10. Health and Safety See Health and Safety Policy11. Individual Teachers’ planning and reportingEach teacher’s planning reflects a balanced approach to all strands. Work is then recorded in the Cúntas Míosúil and this record is passed on to the next teacher at the end of the school year. This ensures that concepts and skills are developed from year and that activities and lessons are not repetitive for children.12. Parental Involvement Parents are seen as a useful resource and are welcomed and encouraged in a supportive and role reinforcing role.13. Community Links Donegal.C.C Library Heritage Directing Locally Sourced ExpertsSuccess CriteriaThe success of this plan will be measured using the following criteria:Continuity of content and methodology through the strands and class levelsOn going assessment will show pupils are developing a level of appreciation of Geography appropriate to their age and ability.ImplementationRoles and Responsibilities: Class teachers are responsible for the implementation of the Geography programme for their own classes. This policy shall be implemented with immediate effect.Review It is envisaged that this policy is reviewed over a 2-3 year period. Ratification This plan was ratified by the Board of Management on15th May 2015Science PolicyIntroductory Statement and RationaleIntroductory StatementThe existing approach to Science was reviewed and changes necessary to implement the Science curriculum were identified. In collaboration with the teaching staff the following plan was drawn up.RationaleThis plan is a record of whole school decisions in relation to Science in line with the Primary Curriculum, 1999. It is intended to guide teachers in their individual planning for Science.Vision and Aims(a) The study of Science in our school is concerned with the development of knowledge and understanding of the biological and physical aspects of the world. We aspire to help the pupils’ curiosity and enjoyment so that they will develop a lasting interest in Science. Practical activities, focusing on the scientific process, are included as an important part of Science lessons.(b) Aims: We endorse the aims of the Primary Curriculum for Science as set out in the Curriculum:To develop knowledge and understanding of scientific and technological concepts through the exploration of human, natural and physical aspects of the environment.To develop a scientific approach to problem which emphasises understanding and constructive thinkingTo encourage the child to explore, develop and apply scientific ideas and concepts through designing and making activitiesTo foster the child’s natural curiosity, so encouraging independent enquiry and creative actionTo help the child to appreciate the contribution of science and technology to the social, economic, cultural and other dimensions of societyTo encourage the child to behave responsibly to protect, improve and cherish the environment and to become involved in the identification, discussion, resolution and avoidance of the environmental problems and so promote sustainable developmentTo enable the child to communicate ideas, present work and report findings using different media.Content of PlanCurriculum Planning1. Science ProgrammeStrands and Strand UnitsThe concepts and knowledge to be explored by the pupils are outlined in the four content strands and through the study of these areas the scientific and technological skills described in “Working Scientifically” and “Designing and making” are developed.Teachers select the topics/lessons from the curriculum objectives for their class ensuring that equal emphasis is given to each strand and that the full range of objectives are covered in a two year cycle. Thematic approaches are adopted at certain stages of the year. Certain aspects of the Science programme that relate to human growth, development and reproduction are addresses in line with the school’s plan for SPHE. (Social, Personal and Health Education)Included in this policy is an overview of each class groups lesson topics and their relevant strands and stand units.Children’s IdeasAll teachers are in agreement that learning in Science begins from the pupils’ ideas about how things are, and they change and develop these ideas by testing them in practical investigations. During scientific activities children are encouraged to discuss, question, listen and problem solve through activities that try out, challenge, change or replace them.Practical InvestigationsTeachers adopt an investigative approach or direct the scientific activities to ensure that the pails are provided with opportunities to use and apply concepts while solving scientific problems. The concept of a fair test is introduced from 3rd class with children encouraged to identify the conditions that make a difference to an experiment. In carrying out practical investigations in Science the children will be involved in: ObservingAsking questionPredictingHypothesisingInvestigating and experimentingInterpreting resultsRecording and communicating resultsClassroom ManagementTeachers may use a variety of strategies when structuring the Science lesson e.g. whole class work, group work, and individual work on chosen topics. Safety procedures as referred to below must be followed. Key MethodologiesActive learning, use of the environment, guided and discovery learning are the methodologies which will be emphasised in Science lessons to ensure pupils are involved as much as possible in the lessons. Teachers select appropriate methodologies to accommodate the different learning styles of the children.They should:Allow children the excitement for finding out for themselvesEnable the children to work on their own problems as far as possibleEncourage children to pose their own questionsUse children’s ideas as a basis for activities. Children should be encouraged to use their own ideas, test and perhaps change their ideas.Linkage and IntegrationThe linkage of the four strands in Science is encouraged, as there are opportunities to develop themes that cover the four strands. The Science curriculum can be integrated within SESE, particularly with Geography, but also SPHE, Visual Arts, Mathematics and the Language programme.Using the EnvironmentThe school is committed to making full use of its grounds and the habitats of the locality. The immediate environment will be the starting point for environmental education and as the pupils’ knowledge and understanding grow they will learn about other environments in Irish, European and global context.Balance between Knowledge and Skills The teaching of science encourages the development of two types of understanding-the development of scientific knowledge through the four strands and the development of scientific skills. The science skills falls under two headingsWorking scientifically which describes the Science skills that pupils should develop through their scientific investigationDesigning and making skills which involve the pupils in exploring materials, planning designs and making models that will enable them to apply skills learned to practical situations.2. AssessmentKnowledge, skills development and participation levels are assessed by teachers. Teachers select from the following range of assessment approaches:Teacher observation of knowledge, skills development and participation in activitiesTeacher designed tests and tasksWork Samples and projectsChildren with Different NeedsThe Science programme aims to meet the needs of all children in the school. This will be achieved by teachers varying the pace, content and methodologies to ensure learning for all pupils.3. Equality of Participation and AccessAll children are provided with equal access to all aspects of the Science anisational Planning4. TimetableTeachers can decide to allocate time for Science on a weekly basis or block basis over a month or term.In the curriculum guidelines the minimum time that should be spent on S.E.S.E. (Social, Environmental and Scientific Education)1st-6th Class 3 hours per week.Juniors and Senior Infants-2 hours and 15 minutes per week.5. Resources and EquipmentAn inventory has been drawn up of the Science equipment purchased.The main kit cover the following areas:Energy& Forces-light bulbs, wires, batteries, motors, magnets, thermometersLiving Things- Pooters. Compost, Charts, InternetMaterials-Sand, Containers, trays, Charts, InternetTeachers also source their own resources.6. SafetyThe teacher should be aware of the safety implications of any exploratory or investigative work to be undertaken.7. HomeworkSee Homework policy8. Individual Teachers’ Planning and ReportingTeachers have yearly and short term plans. Work covered will be outlined in the Cuntas Míosúil, which is submitted to the principal.9. Staff DevelopmentTeachers attend courses, in service training and carry out research as required.Skills are shared and teachers discuss with each other to ensure continuity10. Parental InvolvementParents are seen as a useful resource and are welcomed and encouraged in a supportive and reinforcing role11. Community LinksLocally sourced expertsDonegal County CouncilLibrarySuccess CriteriaThe success of this plan will be measured by the following:Implementation will be evident by the teachers’ workContinuity of content and methodology will be evident in teachers’ preparation and monthly reportsOn going assessment, formal and informal will show the pupils acquiring an understanding of concepts and skillImplementation(a) Roles and ResponsibilitiesClass teachers are responsible for the implementation of the Science programme.The post holder with responsibility for Science supports this implementation and also for the distribution and monitoring of resources.(b) TimeframeThe plan is to be implemented with immediate effect.ReviewIt is envisaged that this policy is reviewed over a 2-3 year period.Ratification Ratification by the board of management15th of May 2015Drama PolicyIntroductory Statement and RationaleIntroductory Statement and Rationale: The school plan for Drama was drafted by the staff of Straffan N.S. on a school based planning day. This plan is a record of our good practice in this subject and also conforms to the principles of the curriculum statements on Drama.Vision and AimsVision: In our school we recognise the potential of each child in our care and endeavour to develop those qualities that make each child unique. We promote creativity, imagination and aesthetic understanding in line with the school’s vision statement and as outlined in the curriculum statements.Aims: We endorse the aims and objectives of the curriculum for Drama and, in addition, we aim:to enable the child to create a permanent bridge between make-believe play and the art form of theatre to develop the child’s ability to enter physically, emotionally and intellectually into the drama world in order to promote questing, empowering and empathetic skills to enable the child to develop the social skills necessary to engage openly, honestly and playfully with others Content of the planCurriculum PlanningStrands and Strand UnitsTeachers should familiarise themselves with the strands and ensure each strand and both strand units are given equal prominence during the drama programme for the year. The content objectives are divided between the two classes at each level. Teachers are given a copy of the content objectives for their class at the beginning of the school year.The content of objectives for each class are at the end of the policy.Children With Different NeedsThe drama programme should provide opportunities for all children to experience success. Particular support will be given to children with special needs where discovery and experimentation in drama can be very rewarding and may lead to the development of other skills and talents. Linkage and IntegrationTeachers must plan for opportunities for linkage and integration of drama activities. A thematic approach may be taken for linking strands. Drama should be integrated with other subjects-English, Gaeilge, History, and Geography etc.Assessment and Record KeepingAssessment is an integral part of the teaching and learning processes in drama education. Teachers observe and discuss both work in progress and completed work. The primary form of assessment in our school is teacher observation where the teacher notes the quality of imagination, inventiveness and involvement of the child. The child’s ability to use materials and tools, the child’s contribution to group activities and the quality of his/her responses to activites can be observed and recorded. Use will also be made of teacher-designed tasks to assess areas of development. Projects, work samples and child portfolios will also be used to look at progression of skills development and as a record of achievement.Equality of Participation and AccessAll children shall have equal access to all drama activities. In line with our inclusive school policy, different cultures are affirmed through discussion, activities and displays. No child will be excluded from anisational PlanningTimetableTeachers shall be encouraged to place drama s as an intrinsic part of their timetable and as set out by the curriculum guidelinesResources and ICTAn inventory has been drawn up of all drama material and resources present in the school. These materials are stored in the cupboard. Health and SafetySchool personnel are mindful of the health and safety issues associated with drama. Individual Teachers’ Planning and ReportingEach teacher’s planning reflects a balanced approach to the strands. A thematic approach for some aspects of the programme-the seasons, school events, cross-curricular activities, celebrations and festivities has been agreed. This thematic approach should be reflected in each teacher’s long and short term planning. Work is then recorded in the Cuntas Míosúil and this record is passed on to the next teacher at the end of the school year. This ensures that concepts and skills are developed from year and that the looking and responding activities are not repetitive for children.Staff Development Teachers attend courses, in service training and carry out research as required.Skills are shared and teachers discuss with each other to ensure continuityParental Involvement Parents are seen as a useful resource and are welcomed and encouraged in a supportive and reinforcing roleCommunity Links At any opportunity the follow could be used:Teachers Prior KnowledgeDonegal County CouncilLibrarySuccess CriteriaThe success of this plan will be measured using the following criteria:Continuity of content and methodology through the strands and class levelsOn going assessment will show pupils are developing a level of appreciation of the visual arts appropriate to their age and ability. ImplementationRoles and Responsibilities: Class teachers are responsible for the implementation of the Drama programme for their own classes. This policy shall be implemented with immediate effect. Review It is envisaged that this policy is reviewed over a 2-3 year period. Ratification This plan was ratified by the Board of Management on15th of May 2015Drama Strand Strand UnitsJunior Infants and Senior InfantsStrandStrand UnitDrama to explore feelings, knowledge and ideas, leading to understanding > Exploring and making drama > The child should be enabled to :develop the instinct for make-believe play into dramadevelop the ability to play in role as an integral part of the actionexperience how the use of space and objects can help to create the reality of the make-believe worldexperience how the fictional past and the desired fictional future influence the present dramatic actiondevelop awareness of how he/she, as part of a group, helps to maintain focus in the dramatic actiondevelop awareness of tension in the dramaStrandStrand UnitDrama to explore feelings, knowledge and ideas, leading to understanding > Reflecting on drama > The child should be enabled to :develop the ability to reflect on the action as it progressesexperience the relationship between story, theme and life experienceshare insights gained while experiencing the dramaStrandStrand UnitDrama to explore feelings, knowledge and ideas, leading to understanding > Co-operating and communicating in making drama The child should be enabled to :develop the ability, out of role, to co-operate and communicate with others in helping to shape the dramadevelop, in role, the ability to co-operate and communicate with others in helping to shape the dramaDrama Strand Strand UnitsFirst Class and Second ClassFirst Class, Second ClassStrandStrand UnitDrama to explore feelings, knowledge and ideas, leading to understanding > Exploring and making drama > The child should be enabled to :use the ability to play at make-believe to enter fully into participation in dramause his/her emerging awareness of the differences in people in order to begin to develop an understanding of the relationship between role and characterexperience how context is built and a drama reality created through the use of space and objectsexperience how the fictional past and the desired fictional future influence the present dramatic actiondevelop the ability to help maintain the focus in the dramatic actionbegin to see how tension adds to drama the suspense that ensures the interest of the participantsStrandStrand UnitDrama to explore feelings, knowledge and ideas, leading to understanding > Reflecting on drama > The child should be enabled to :use reflection on a particular dramatic action to create possible alternative courses for the actionexperience, through drama, the relationship between story, theme and life experienceshare insights while experiencing the drama or insights that arise out of the dramaStrandStrand UnitDrama to explore feelings, knowledge and ideas, leading to understanding > Co-operating and communicating in making drama > The child should be enabled to :develop, out of role, the ability to co-operate and communicate with others in helping to shape the dramadevelop, in role, the ability to co-operate and communicate with others in helping to shape the dramadevelop fictional relationships through interaction with the other characters in small-group or whole-class scenes as the drama text is being madere-enact for others in the group a scene that has been made in simultaneous small-group workDrama Strand Strand UnitsThird Class and Fourth ClassStrandStrand UnitDrama to explore feelings, knowledge and ideas, leading to understanding > Exploring and making drama > The child should be enabled to :enter into the fictional dramatic context with the same spontaneity and freedom that he/she has earlier applied to make-believe playunderstand the relationship between role and character and develop the ability to hold on to either role or character for as long as the dramatic activity requiresdiscover how the use of space and objects can help in building the context and in signifying dramatic themesexplore how the fictional past and the desired fictional future influence the present dramatic actionbecome aware of the rules that help maintain focus in the dramatic actionbegin, as a member of a group, to include in drama activity the elements of tension and suspensebegin the process of using script as a pre-textStrandStrand UnitDrama to explore feelings, knowledge and ideas, leading to understanding > Reflecting on drama > The child should be enabled to :use reflection on and evaluation of a particular dramatic action to create possible alternative courses for the actionlearn, through drama, the relationship between story, theme and life experienceuse the sharing of insights arising out of dramatic action to develop the ability to draw conclusions and to hypothesise about life and peopleStrandStrand UnitDrama to explore feelings, knowledge and ideas, leading to understanding > Co-operating and communicating in making drama > The child should be enabled to :develop, out of role, the ability to co-operate and communicate with others in helping to shape the dramadevelop, in role, the ability to co-operate and to communicate with others in helping to shape the dramadevelop fictional relationships through interaction with the other characters in small-group or whole-class scenes as the drama text is being madeenact spontaneously for others in the group a scene from the drama, or share with the rest of the class a scene that has already been made in simultaneous small-group workDrama Strand Strand UnitsFifth Class and Sixth ClassStrandStrand UnitDrama to explore feelings, knowledge and ideas, leading to understanding > Exploring and making drama > The child should be enabled to :enter appropriately and with facility, whether watched or unwatched, into the fictional dramatic contextextend playing in role and in character to include the ability to accept and maintain a brief that has been decided on by either the teacher, the group or himself/herselfdiscover how the use of space and objects helps in building the context and in signifying the drama themeexplore how the fictional past and the desired fictional future influence the present dramatic actionbecome adept at implementing the ‘playing rules’ that maintain focus in dramatic actionhelp to plan dramatic activity to include the particular tension and suspense appropriate to the theme being exploredbecome comfortable with script and understand the basic processes by which script becomes actiondistinguish between various genres, such as comedy, tragedy, fantasyStrandStrand UnitDrama to explore feelings, knowledge and ideas, leading to understanding > Reflecting on drama > The child should be enabled to :reflect on a particular dramatic action in order to create possible alternative courses for the action that will reflect more closely the life patterns and issues being examinedlearn, through drama, the relationship between story, theme and life experienceuse the sharing of insights arising out of dramatic action to develop the ability to draw conclusions and to hypothesise about life and peopleStrandStrand UnitDrama to explore feelings, knowledge and ideas, leading to understanding > Co-operating and communicating in making drama > The child should be enabled to :develop, out of role, the ability to co-operate and to communicate with others in helping to shape the dramadevelop, in role, the ability to co-operate and communicate with others in helping to shape the dramadevelop fictional relationships through interaction with the other characters in small-group or whole-class scenes as the drama text is being madeenact spontaneously for others in the group a scene from the drama, or share with the rest of the class a scene that has already been made in simultaneous small-group workRSE PolicyIntroductionSt. Aengus’ National School is a co-ed mainstream primary school catering for pupils from infants to sixth class. The school is a Catholic primary school under the patronage of the Diocese of Derry. The ethos of our school is founded on Christian principles where tolerance and respect for others is paramount. It is our intention that everyone feels valued. Our pupils are encouraged to develop to their full potential in a caring and supportive environment. Relationships and Sexuality Education (R.S.E.) encompasses the acquisition of knowledge and understanding and the development of attitudes, beliefs and values about relationships, sexual identity and intimacy. In St. Aengus’ N.S. we seek to promote the overall development of the child which involves the integration of Relationships and Sexuality into personal understanding, growth and development within the context of our Catholic ethos.Development of this PolicyConsultations take place with staff, parents and Board of Management in the writing of this policy.RationaleSt. Aengus’ N.S. is committed to the education of children regardless of race, religion, gender or status. Relationships and Sexuality are integral parts of the human personality and impact biologically, psychologically, culturally, socially and spiritually. The Christian ethos of the school is the cornerstone of our Relationships and Sexuality Policy. RSE is a lifelong process that involves the acquisition of knowledge, understanding and skills, and the development of attitudes, beliefs, morals and values. While we believe that the primary responsibility for addressing these issues rests with parents, we acknowledge the vital part the school can play in supporting and complementing this.Definition of R.S.E.Relationships and Sexuality Education seeks to provide children with opportunities to acquire knowledge and understanding of relationships and human sexuality, through processes which will enable them to form values and establish behaviours within a moral, spiritual and social framework. RSE aims to help children learn, at home and in school, about their own development and about their friendships and relationships with others. This work will be based on developing a good self-image, promoting respect for themselves and others and providing them with appropriate information.Relationship of R.S.E to S.P.H,E.St. Aengus’ N.S. RSE will be taught in the context of Social, Personal and Health Education. SPHE is a subject in the primary school curriculum. SPHE contributes to developing the work of the school in promoting the health and well-being of children and young people. This happens in the context of their emotional, moral, social and spiritual growth, as well as their intellectual, physical, political, religious and creative development. SPHE is taught from Junior infants to Sixth class and is formally timetabled.RSE will be facilitated in the following ways within our school:In the context of a positive school climate and atmosphereAs part of timetabled S.P.H.E.On an integrated, cross-curricular basisThe RSE curriculum is a spiral curriculum. This involves revisiting key topics in a developmental manner at regular intervals. As it is a progressive programme it is taught annually over the 8-year primary cycle.Aims of our RSE ProgrammeTo enhance the personal development, self esteem and well-being of each childTo help children develop healthy friendships and relationshipsTo foster an understanding of, and a healthy attitude to, human sexuality and relationships in a moral, spiritual and social framework.A Health Visitor will facilitate in delivering the R.S.E. programme to 4th, 5th and 6th. This will be tailored according to the needs of each class: For 4th classFourth class will be taught the Growing and Changing section of the 4th Class R.S.E. programme.The aim is:To provide the children with the opportunities to understand the changes which take place in both males & females during growth to adulthood.For 5th & 6th Class:The programme Busy Bodies will be used in conjunction with the 5th & 6th Class R.S.E. programme.To enable the child to acquire an understanding of, and respect human love, sexual intercourse and reproductionTo develop and promote in the child a sense of wonder and awe at the process of birth and new lifeTo enable the child to be comfortable with the sexuality of oneself and others while growing and developing.Management and Organisation of the R.S.E. Programme in our schoolParental Involvement :Relationships and Sexuality Education is an ongoing process throughout life. Parents and the family are acknowledged as the primary educators of their children. We work in a supportive role with the parents of our school, by complimenting their role with a school based programme in R.S.E. Parents with particular concerns should then discuss these with the principal or class teacher. Withdrawal from RSE:Since RSE is an obligatory requirement of the Department of Education and Science, it should be inclusive. St. Aengus’ N.S. actively promotes the implementation of RSE and strongly discourages withdrawal. The school will, however, take account of parental concerns and a parent’s right to withdraw a pupil from themes pertaining to sensitive issues will be honoured on the understanding that the parent(s) is taking full responsibility for this aspect of education. Parents are obliged to inform the school in writing of their decision to withdraw the child from the sensitive issues classes. Any parent who wishes to withdraw their child should make arrangements for the supervision of the child while the RSE class is in progress. The school can take no responsibility for any information which the pupil may receive outside the direct teaching of the RSE lessons.Content :All the content objectives of the RSE Programme will be covered by the time the children leave sixth class. It is school policy that the content objectives are covered with each class level as outlined in the SPHE curriculum statement, within the context of the school’s Catholic ethos and without personal slants from the class teacher. One half hour period per week is timetabled in each class for SPHE, and RSE will be included in the programme taught during this time. The approach to the teaching of RSE will be kept as normal as possible and will usually be delivered within the child’s class by the teacher. Teachers will be encouraged and supported to teach the sensitive issues to their own class. The RSE policy committee felt strongly that treating RSE differently than the rest of the SPHE programme intimates to the children that it is “not normal” and may build barriers in the case of children who had a problem they wished to ics Covered In the RSE Programme.Junior and Senior Infants.Look What I Can Do.These are my Friends.I Can Be Safe.Other People Have Feelings Too.Caring for New Life. The word womb will be introduced.My Body. The words vagina and penis will be introduced.I Grow and Change.Making Decisions.First and Second Class.Things I Like To Do.My FriendsMy Family.Keeping Safe.Showing/coping with our feelings.The Wonder of New Life.My Body Works.Growing Means Changing.Decisions and their Consequences.Third and Fourth.Myself and Others.Bullying Behaviour.My Family.Reasons for Rules.Feelings and Emotions.The Wonder of New Life.Keeping Healthy.As I Grow I Change.Problem Solving.Growing and Changing. (4th class only. This includes menstruation, development of body hair, voice changes and skin changes. A Health Visitor will facilitate this topic)Fifth and Sixth Class.My Family.Feelings and Emotions.Growing and Changing:Physical Changes in girls: breasts develop, menstruation begins, underarm and pubic hair grows, hips broaden, perspiration may increase, oily skin and pimples may develop. The following vocabulary will be used: ovaries, fallopian tubes, womb, uterus, cervix and menstruation.Physical changes in boys: growth spurt occurs, testicles, scrotum and penis enlarge, pubic, facial and other body hair begins to grow, voice deepens, nocturnal emissions occur, perspiration may increase. Oily skin and pimples may develop. The following vocabulary will be used: penis, testicles, scrotum, sperm production, erection, wet dreams (nocturnal emissions).Relationships and New Life.A Baby is a Miracle.Choices and Decision Making.In 5th and 6th classes Busy Bodies DVD will be utilised to help the children gain an understanding of body changes and the creation of new life. The school also involves a Health Visitor while teaching RSE in 5th and 6th class.Teachers’ Opt Out Right :Notwithstanding the above (See section on Content), the teachers’ right to opt out will be honoured which will not affect the teaching of the subject. In such circumstances the Principal will make arrangements to have this section of the programme taught. Where possible arrangements will be made for team teaching for the entire SPHE curriculum for that class so that the RSE themes will be taught within the context of SPHE with a teacher with whom they are familiar.Mixed Groups :The delivery of the RSE programme will be co-educational within the context of the class group. Where multi class groups are concerned exceptions will be made to ensure that pupils are taught the appropriate class level objectives. Therefore the RSE lessons will be taught in conjunction with the corresponding class within the school and both class groups will come together for these lessons.Children With Special NeedsChildren with special needs will be supported accordingly and may have the programme adapted if necessary. Parental involvement may be required to facilitate this.Terminology :In teaching issues related to RSE, teachers will use the correct biological terms for parts of the body.Questions :Questions arising from curriculum content will be addressed by the teacher or by the visitor in a sensible, sensitive and age-appropriate manner. The class teacher cannot answer questions which do not relate to the particular curriculum objectives for a class. Pupils will be informed that that question/issue is not on the programme and they will be referred back to the parent(s). Teachers may exercise discretion to contact parents themselves if they feel that a question is very inappropriate.Confidentiality and Child Protection :Where there is disclosure by a child of abuse, the school will follow the Department of Education and Skills child protection guidelines as set out in ‘Children First’.Family Status :We acknowledge the different family units that are represented in school and will endeavour to treat all situations sensitively.Sources and Resources :The RSE and the Stay Safe Programme, Busy Bodies and other resources that are deemed suitable by the Principal/SPHE co-ordinator will primarily be used for the delivery of the RSE themes.Ongoing support, development and reviewThe Board of Management of St. Aengus’ N.S. supports and fosters the development of a R.S.E. school policy. The programme of work will be reviewed at regular intervals by teachers. St. Aengus’ N.S. will ensure access to in-career development opportunities for teachers and the policy committee in R.S.E. The policy and programme will be reviewed by the policy committee after the first year and every four years thereafter. Any amendments necessary as a result of reviews will be undertaken.Ratified by the Board of Management on May 2016Signed:_________________________________ Chairperson of the Board of Management.Relationships and Sexuality Education: Relevant Useful BooksYour Body – Usborne BeginnersFirst Fabulous Facts – My Body - LadybirdMy Body – Bloomsbury DiscoveryWhat’s Happening to Me – Usborne (Boy / Girl)Growing up for Boys / Girls – UsborneUnderstanding the Facts of Life – UsborneDr Christian’s Guide to Growing Up – ScholasticSt. Aengus N.SWhole School Plan forSPHEIntroductory StatementThe staff of St. Aengus’ N.S. formulated this school plan for SPHE, in consultation with our Board of Management and our Parents, as we believe that SPHE is a shared responsibility and their contributions and involvement will be essential to the effective implementation of the SPHE programme in the school. RationaleAspects of SPHE have been taught in St. Aengus’ N.S. for many years through various programmes and initiatives such as Stay Safe, Walk Tall, Relationships and Sexuality Education and through our involvement in the Health Promoting Schools Initiative. It has also been taught through integration with other subject areas such as Physical Education, Religion, Geography, etc. However, we wish to formalise our teaching of SPHE and plan for it on a whole school basis.VisionSPHE in St. Aengus’ N.S. should help to develop the whole child. It should foster self-worth, develop self-confidence and enable the children to make responsible choices for life. It will enable them to respect and relate to themselves and others and to become active and responsible citizens in society.AimsThe children of St. Aengus’ N.S. should be enabled to achieve the aims outlined in the SPHE curriculum page 9-10, which include:to promote the personal development and well-being of the childto foster in the child a sense of care and respect for himself/herself and others and an appreciation of the dignity of every human beingto promote the health of the child and provide a foundation for healthy living in all its aspects to enable the child to make informed decisions and choices about the social, personal and health dimensions of life both now and in the futureTo develop in the child a sense of social responsibility, a commitment to active and participative citizenship and an appreciation of the democratic way of lifeto enable the child to respect human and cultural diversity and to appreciate and understand the interdependent nature of the world Content of PlanStrands and Strand Units:The curriculum is delineated at four levels—infant classes, first and second classes, third and fourth classes, and fifth and sixth classes—and is divided into three strands: Myself, Myself and Others, and Myself and the Wider World. Each of these strands is further subdivided into a number of strand units or topic areas that contain particular objectives. St. Aengus’ N.S. will teach aspects of all three major strand units each year and strand units will be chosen in such a way that the child will receive a comprehensive programme in SPHE over a two year period. St. Aengus’ N.S. have created this timetable to reflect this approach:StrandStrand Units (Year 1)Strand Units (Year 2)MyselfSelf-identity (Sept.–Oct.)Safety and Protection (Jan-Feb)-Stay SafeTaking care of my body(Jan-Feb)Making Decisions (March-April)*This strand unit is for third to sixth only. Infants to second complete the Safety Issues section of Safety and ProtectionGrowing and Changing (Mar-April)Myself and othersMyself and My Family (Nov.-Dec.)My friends and other people (May-June)Relating to others (Sept-Oct.)Myself and the wider worldDeveloping Citizenship (May-June)Media Education (Nov-Dec.)Contexts for SPHESPHE will be taught in St. Aengus N.S through a combination of the following contexts:Positive School Climate and Atmosphere St. Aengus N.S. has created a positive atmosphere by:building effective communication catering for individual needs creating a health-promoting physical environmentdeveloping democratic processes to encourage participation and foster a sense of equalityenhancing self-esteem fostering respect for diversity fostering inclusive and respectful language developing appropriate communication developing a school approach to assessment Fun Discrete time for SPHESPHE is allocated ? hour per week on each teacher’s timetable in St. Aengus N.S Teachers may allocate 1 hour per fortnight to allow for more in-depth exploration of a strand unit. However S.P.H.E may also surface at other times, as it cannot always be treated as an isolated curricular area. The teacher may choose to teach S.P.H.E during discretionary time. It may also be organised in block periods if appropriate.Integration with other subject areas and Linkage within SPHETeachers will endeavour to adopt a thematic approach to SPHE by integrating it with other subject areas such as Language, Geography, History, Religion, Visual Arts, Physical Education, etc. Themes/Projects: Friendship Week, Agri-Awareness, Lenten Campaign, Active school week, active playtime, active lines, mindfulness, food dudes, fun friends, friends for lifeApproaches and Methodologies:St. Aengus N.S. believes that the approaches and methodologies used in SPHE Teacher Guidelines (pp 54-99) are crucial to the effectiveness of the programme. Active learning is the principal learning and teaching approach recommended for SPHE. Therefore we will endeavour to teach SPHE using a variety of strategies which include:drama activitiesco-operative gamesuse of picturesphotographs and visual imageswritten activitiesuse of mediainformation technologies and looking at children’s workAssessmentAssessment is a central part of the everyday learning and teaching process in SPHE. It can provide valuable information on the child’s progress and on the effectiveness and suitability of the programme and the teaching methods being used.St. Aengus N.S. uses the following recommended informal tools for assessment in SPHE:Teacher observationTeacher-designed tasks and testsPortfolios and projectsChildren with Different NeedsTeachers will endeavour to adapt and modify activities and methodologies in SPHE to encourage participation by children with special needs. The learning support and resource teachers will supplement the work of the class teachers where necessary. St. Aengus N.S will liaise with trained professionals/appropriate agencies when dealing with sensitive issues such as bereavement or loss to ensure that the children involved are fully supported.Equality of Participation and AccessSt. Aengus N.S recognises and values diversity, and believes all children are entitled to access the services, facilities, or amenities that are available in the school environment. Ours is a mixed, rural school and we endeavour to challenge traditional stereotypes and ensure that equal opportunities are given to boys and girls to participate in discussion, debate, presentation, etc. Policies and Programmes that support SPHEPoliciesChild ProtectionAnti-BullyingRelationships and Sexuality EducationSubstance UseCode of BehaviourEnrolmentHealth and SafetyHealthy EatingInternet Acceptable Usage ProgrammesFood DudesGreen FlagActive flagHealth promotion flagStay safe/Walk tallFun friendsFriends for lifeHomeworkSPHE homework, if prescribed in SPHE, will reflect the active learning approach and will reinforce information already taught during class.Resources(PDST have developed a resource list, which is available on the SPHE page at pdst.ie. New resources are added to this from time to time.)Programmes and Other Materials:Books for PupilBooks for TeacherAudio / VisualPostersMedia & ICTRSE ManualsWalk TallStay SafeMaking the LinksBusy BodiesFood DudesVarious posters throughout the schoolWebwiseGuest SpeakersWhen a guest speaker addresses the children in SPHE, the class teacher will remain in the classroom (as per Circular 22/2010) and make the speaker aware of this school plan and attached policies.Individual Teachers’ Planning and ReportingThis plan in SPHE and the curriculum documents will inform and guide teachers in their long and short term planning in SPHE. Each teacher will keep a Cuntas Míosúil and this will inform our progress and needs when evaluating and reviewing our progress in SPHEStaff DevelopmentTeachers are encouraged to attend SPHE related courses and will share information/skills acquired at these courses with other members of staff during staff meetings. Training opportunities may include the following areas and this training will support an effective implementation of the SPHE programme:training in the Child Abuse Prevention Programme/ Stay Safe training in the Substance Misuse programme /Walk Talltraining in the Relationships and Sexuality Education programme /R.S.E. PDST Advisor support and modelling of lessonsFriends for LifeParental InvolvementParental involvement is considered an integral part to effectively implement SPHE as St. Aengus N.S who believe that SPHE is a shared responsibility. This plan and the curriculum documents are available for parents to inform them of the SPHE munity LinksSt. Aengus N.S believes that the local community has a very important role to play in supporting the programme in SPHE and endeavour to liaise with the members such as:Church singing and carol singingCommunity Games/Cumann na mBunscoil/futsal/soccer league/basketball/AthleticsGreen schoolsVisits from the Health Nurse, Fireman, Gardaí.Success CriteriaThe success of this plan will be evaluated through teacher’s planning and preparation, and if the procedures outlined in this plan have been consistently followed. We will also judge its success if the children have been enabled to achieve the aims outlined in this planImplementationRoles and Responsibilities:St. Aengus N.S believes that the school community must be involved to successfully implement SPHE. Therefore the teaching staff will implement this plan with the support of the Board of Management, Parents and the Local Community.Timeframe:The plan will be implemented in January 2018.ReviewRoles and Responsibilities:It will be necessary to review this plan on a regular basis to ensure optimum implementation of the SPHE curriculum in the school. Cathríona NíMurchú is responsible for co-ordinating this review.Timeframe:This plan will be reviewed in January 2021.Ratification and CommunicationThe Board of Management of St. Aengus N.S ratified this plan on 7th of February 2019.Liam GallagherChairpersonSeamus McGowanPrincipalSigned: ________________________Date: ____________________Policy on the Stay Safe Programme?St. Aengus N.S. teaches the Stay Safe Programme, a teaching package designed for use in Irish primary schools. It was researched and developed by the Child Abuse Prevention Programme. The principal aim of the programme is to prevent both physical and sexual abuse of children.?Under Child Protection Guidelines all schools are obliged to teach the Stay Safe programme. The Stay Safe Programme has been updated and from the 2018-2019 school year onwards, the revised Stay Safe Programme will be implemented in its totality in each class in the school.?Stay Safe is taught as part of the SPHE (Social Personal and Health Education) curriculum and as per best practice recommendations it will be taught on a rolling two-year cycle in the second term of the year. In alternate years the RSE (Relationships and Sexuality Education) programme will be taught except in 6 Class where the sensitive topics are covered every year.?Children from Junior Infants to Sixth Class participate in formal lessons on the Stay Safe Programme.?Parents/Guardians are encouraged to become involved by discussing each lesson with their child and helping their child to complete each worksheet based on the lessons in the programme.?Parents are informed in advance of commencement of teaching the Stay Safe Programme. They are directed to?pdst.ie/staysafe?to see the content of the lessons and for any further information they might need.?In the event that a parent informs the school that they wish to withdraw their child from the Stay Safe Programme, a written record of their reasons for doing is required from the parent. This is retained on the child’s school file. ?Staff will be facilitated to attend CPD training on the revised Stay Safe programme.?This plan was ratified by the Board of Management at a meeting on: 07/02/2019?Signed: _________________________ Signed: ________________________Chairperson of Board of Management Principal/Secretary to the Board of ManagementDate: __________________________ Date: ___________________/Whole School Plan Physical EducationIntroductory Statement and RationaleIntroductionThe PE plan for St. Aengus’ N.S. has been updated this year, 2018-2019 as part of the ‘Active Flag Process’ by the principal and teaching staff. The plan has been approved by the teachers, BOM and supported by parents. It will be reviewed periodically.RationalePhysical education provides children with learning opportunities through the medium of movement and contributes to their overall development by helping them to lead full, active and healthy lives. Vision and Aims(a) Vision We seek to assist the children in our school in achieving their potential through the opportunities they receive to participate in activities drawn from the strands of the P.E. curriculum. We also seek to encourage children to lead active healthy lives by encouraging physical activity through out the school.(b) AimsWe endorse the aims of the Primary School Curriculum for PETo promote the physical, social, emotional and intellectual development of the childTo develop positive personal qualitiesTo help in the acquisition of an appropriate range of movement skills in a variety of contexts by implementing the ‘Move Well Move Often Programme’.To promote understanding and knowledge of the various aspects of movementTo develop an appreciation of movement and the use of the body as an instrument of expression and creativityTo promote enjoyment of, and positive attitudes towards, physical activity and its contribution to lifelong health-related fitness, thus preparing the child for the active and purposeful use of leisure time.To foster a culture of active participation from all students regardless of sporting ability.The Broad objectives of the PE curriculum have been considered. (See Appendix 1)1. Strands and Strand UnitsThe strands/strand units/content objectives for the relevant class level(s) are found on the following pages: Infant classes pp. 16-23First and Second classes pp. 24-34Third and Fourth classes pp. 38-46 Fifth and Sixth classes pp. 48-59Aquatics: Junior Infants-Sixth pp.62-64Each teacher will make him/herself familiar with the curriculum objectives for his/her class (The school will use the PE plans prepared by the Primary School Sports Initiative (PPSI). A list of teaching resources will be available which have been distributed to all class teachers.Teachers will choose a range of activities for all strands for each class. Where possible, children will have access to the following five strands each year – Athletics, Dance, Gymnastics, Games, Outdoor and Adventure Activities. Children in third class will complete the aquatics strand where they visit a local swimming pool.We will endeavour to create a PE rich environment in the school through the compilation of suitable Videos, DVDs, CDs, Websites, Posters, Photographs, Newspaper cuttings etc. These will be used to raise children’s awareness of various forms of physical activity and as a way of developing an understanding and appreciation of the strands of the curriculumWe will ensure there is continuity and progression from class to class by: Developing appropriate warm-up activities for indoor and outdoor work at each level – with strand specific mobility, strengthening and flexibility exercises appropriate to each class level.We will record the content covered at each level which will briefly detail the level of engagement with each strand (Cúntas Míosúil )2. Approaches and methodologiesWe will use a combination of the following approaches:Direct teaching approach Guided discovery approach Integration We will use methods that encourage maximum participation by the child through group work:Individual, pair, group and team play Station teaching Using a play area divided into grids Structure of a PE lesson:Warm Up pulse raising activities, stretches and mobility exercisesMain Activity – running, jumping, throwing, rolling, striking an object, kicking, playing small sided games, orienteering, dancing etc .This main activity will take place at Individual, pair and small group levelsStation teaching will be used to teach a specific skill and to enable the children experience a variety of activities in the PE lessonWe will divide our hall/play area into Grids to allow for small group activity to ensure all children will be involvedCool Down: slower activities to reduce heart rate and prepare children for their return to the classroom3. Assessment and Record KeepingThe School’s Assessment & Record Keeping Policies are available in the school office.(Refer to PE Curriculum pp. 68-74, Teacher Guidelines pp. 98-100)The teachers in the school constantly assess in the PE lessons delivered as we identify progress and difficulties. We will assess Willingness to participate in activitiesReadiness to engage with a certain activityThe level of competence of a child in carrying out an activityInterest in and attitude to activityWillingness to cooperate in individual, pair and group activitiesOur assessment tools are: Teacher observationTeacher-designed tasksAssessment is used to provide information on individual children, assist the teacher in planning a programme and facilitates communication with other teachers, parents and other professionals. Assessment for learning to provide feedback to children, improve learning and inform practiceAssessment of learning which helps to identify the milestones children reach and the progress they make to report to parents, other teachers and the children themselves.Assessment as learning involves teaching the children how to self assess and peer assess. It will be necessary for pupils to be reminded of what they are looking to assess e.g. types of jumps used, change of directions, arm and leg action when runningInformation gleaned from assessment is shared with children/parents/colleagues.4. Children with different needsTeachers will endeavour to support and ensure the participation of children with special needs by planning to include all children in PE activities. This will mean we have to focus on the abilities of each child. We will refer to the Draft Guidelines for Teachers of Students with General Learning Difficulties produced by the NCCA.SAMPLE: POTENTIAL AREAS OF DIFFICULTY FOR STUDENTS WITH MILD GENERAL LEARNING DISABILITIESPotential area of difficultyImplications for learningPossible strategies? fitness levelsIt may be necessary to set targets to improve fitness.? include active warm ups and drills for skills practice? vary activities in the lesson to include the use of gross motor skills; regular short periods of exercise daily; cooling down exercises and consultation with parents/guardians? listening and respondingThe student may have difficulty with short–term memory and concentration span.? keep instruction simple and clear. Students repeat instruction.? demonstration(s) of task; verbal analysis of task; student performs task; teacher affirms task? move to new instruction regularly? co-ordination and balanceThe student may have difficulties in fine andgross motor skills in all strand areas.? teach suitable gait for skill, for example, throwing and catching a ball, jumping and landing, balancing.? give good visual demonstrations? reaffirm good examples and practices? use additional equipment to suit the needs of the student, for example softer balls, larger target? provide physical support to student in performing skill, for example, jumping? spatial and body awarenessThere may be safety issues for students engaging in movement exercises.? provide suitable group arrangements; restrict area of movement; plan for the student to engage in follow the leader, and copying and contrasting exercises? use specific body parts in exercises e.g. make a shape with the upper part of the body? left–right orientationIt may be necessary to include regular exercises with these movements.? include warm-up exercises/stretches. Students mirror actions of peers or teacher: O’Grady says; Follow the leader? include exercises with equipment using both sides of the body? behaviourThis will necessitate the smoothprogression of lesson structure with clear instructions.? establish routine format for class and the expectations of desired behaviors? ensure that the student is suitably placed in the class for optimum learning? check that the student is attending by reinforcing and questioning? involve the student where possible in demonstration? encourage the student and assign tasks opportunities for success? social integration.Keep appropriate balance between cooperative and competitive activities. Foster enjoyment of activities with others. Encourage individual student’s interest in particular aspects of the strands.? group student(s) appropriately? use co-operative fun activities regularly? give encouragement and acknowledge good effort? set appropriate skill development level commensurate with students’ ability level? set reasonable targets for co-operative activities (individual and group).The School Enrichment Programme produced by Special Olympics Ireland to mark the occasion of the World Games in Ireland may be used as a useful reference – specialolympics.ie We will also plan to include children who may have physical disabilities by planning to include them in all PE activities and by adapting the activities as necessary.General Adaptation SuggestionsEquipment:Larger/lighter batUse of velcroLarger goal/targetMark positions on playing fieldLower goal/targetScoops for catchingVary balls (size, weight, color, texture)Rules Prompts, Cues:Demonstrate/model activityPartner assistedDisregard time limitsOral promptMore space between studentsEliminate outsAllow ball to remain stationaryAllow batter to sit in chairPlace student with disability near teacherBoundary/Playing Field:Decrease distanceUse well-defined boundariesSimplify patternsAdapt playing area (smaller, obstacles removed)Actions:Change locomotor patternsModify graspsModify body positionsReduce number of actionsUse different body partsTime:Vary the tempoSlow the activity paceLengthen the timeShorten the timeProvide frequent rest periodsBowlingSimplify/reduce the number of stepsUse two hands instead of oneRemain in stationary positionUse a rampUse a partnerGive continuous verbal cuesBasketball Use various size balls (size, weight, texture, color)Allow travellingAllow two hand dribbleUse larger/lower basketSlow the pace, especially when first learningIf student uses wheelchair, allow him/herself to hold ball on his lap while pushing wheelchairUse beeper ball, radio under basket for individual with visual impairmentSoccerUse walking instead of runningHave well defined boundariesReduce playing areaIf student uses a wheelchair, allow him/herself to hold ball on his lap while pushing the wheelchairUse a deflated ball, beeper ball, brightly colored ballUse a target that makes noise when hitVolleyballUse larger, lighter, softer, bright colored ballsAllow players to catch ball instead of volleyingAllow student to self toss and set ballLower the netReduce the playing courtStand closer to net on serveAllow ball to bounce firstHold ball and have student hit it TennisUse larger, lighter ballsUse shorter, lighter racquetsUse larger head racquetsSlow down the ballLower the net or do not use a netUse brightly colored ballsHit ball off teeAllow a drop serveStand closer to net on serveDo not use service courtUse a peer for assistance Children with exceptional ability/talent for PE will be encouraged and supported by acknowledging their talents and creating additional challenges for these children in the strands of the PE curriculum they excel in. These challenges will be based on the activity being pursued by the rest of the class. In addition, the children will be encouraged to maximise their talent by forging links with local clubs (if links have not been established already) so the child(ren) can bring their talent to a higher level. The children with exceptional ability will, on occasion, be encouraged to assist their classmates in achieving proficiency in the activities they are undertaking. All children will be encouraged to participate in all PE activities through the use of co-operative fun activities. We will also give encouragement and acknowledge good effort wherever possible. Our main aim is to set activities close to each child’s ability level but at the same time challenging them to improve their performance. Reasonable targets will be set for all children at individual, pair and small group levels.6. Equality of participation and access (Refer to school’s Equality Policy).Due to the increased enrolment of children from other countries in Irish schools, it is vital to help these children integrate. P.E. provides great opportunities for this integrationThe Dance strand of the curriculum will be used to introduce dances from other cultures in the area of folk dance. The children from other countries will also appreciate the folk dances which are an integral part of our Irish culture. Large sporting events such as the Olympics, World Cup, Special Olympics etc will be used to look at the customs and sporting culture of some of the participating countries.Introduction of games from different countries to children in the school, yet at the same time acknowledging the special place that Gaelic Games hold in our culture. Gaelic Games will be given particular consideration as part of the Games programmeEvery child will have access to all PE activities provided by the school and lack of financial resources on behalf of the child will not hinder their participation. In line with Department of Education and Science recommendations, it is the policy of St Aengus’ N.S. not to charge for in-school curricular activities. However, when organising the aquatics strand, this school is unable to meet the cost of running an adequate aquatics programme. As a result, the B.O.M. has given permission to charge a nominal fee to each child. 7. Linkage and integrationLinkage and integration:Linkage can take place within physical education in that many activities transcend strands and are of benefit to the child irrespective of the strands or subjects being covered. Within the content of the curriculum, footnotes below the strand units suggest where linkage and integration might take place in the PE class. Theme based activities will be used to support integration especially in the gymnastics strand where the language of movement can be developed in tandem with the practical activities under the theme of travelling. Further language development can take place under the theme of balance. Mathematical concepts in fifth and sixth class can be developed with the theme of symmetry and asymmetry in the PE class. Language:The effective use of questioning from the teacher will develop the vocabulary associated with PE. Allowing the children to analyse their own performance will allow them understand and appreciate the activities of PE better and thus physically educate themselves in a more meaningful way – as opposed to something that just happens with time. Bainfidh na muinteoirí usaid as gaeilge nuair atá said ag muineadh rince gaelach8. Timetable (In this school all classes will have one hour of PE per week . Below is an example of the grid used for all classes.The Outdoor and Adventure activities are done at a time when it is hoped the weather will be fine and will allow the PE lessons to be based outside.Specialist external coaches will be rotated evenly between all the classes.September-OctoberNovember-DecemberJanuary-MarchApril-JuneGamesDanceGymnasticsGamesAthleticsGymnasticsDanceOutdoor and Adventure activitiesAquaticsGamesAthleticsSample plan of work for PE for infant classesSeptember-OctoberNovember-DecemberJanuary-MarchApril-JuneGamesDanceAquaticsGamesAthleticsGymnasticsGymnasticsAthleticsAquaticsAquaticsDance/GamesAquaticsOutdoor and Adventure activities AquaticsSample plan of work for PE for first to sixth classesThe school will also use the PE lesson plans prepared by the Primary School Sports Initiative.9. Code of ConductThe school is responsible for ensuring that all those involved in teaching are aware of their different, although complementary, roles. The teacher must retain overall responsibility for planning, organisation, control and monitoring, to ensure that the child’s physical activity coherent, consistent, progressive and controlled. If coaches from a local or a national sporting organisation are invited into the school to work with the children as part of their PE class, they will be used to support the class teacher in the implementation of some of the PE curriculum strands in the school. They will not replace the class teacher and ultimate responsibility for the class lies with the class teacher. The class teacher will in turn support the coach on certain occasions when this will lead to maximum benefit for the children in the class. Any coaches working in the school context will be expected to adhere to the Code of Ethics of Irish Sport, produced by the Irish Sports Council. ‘Adults interacting with children in sport (referred to as Sports Leaders in this Code) are in a position of trust and influence. They should always ensure that they treat children with integrity and respect and that the self-esteem of children is enhanced. All adult actions in sport should be guided by what is best for the child and carried out in the context of respectful and open relationships. Verbal, physical, emotional or sexual abuse of any kind or threat of such abuse is totally unacceptable within sport, as in society in general’ If there is a suspected case of child abuse in the class (even if it becomes apparent in the context of a PE class), all teachers will adhere to the Department of Education and Science Child Protection Guidelines to be used with the ‘Children First Guidelines’ produced for all personnel working with children. 10. Extra-Curricular ActivitiesThe school provides opportunities for children to participate in a range of extra-curricular sporting activities which take place both during and after school, which are provided by teachers, coaches and parents. All children of relevant age to the activities being offered will be invited to attend. These activities will adhere to the general principles of the PE curriculum of the school as follows:The importance of enjoyment and playMaximum participation by all childrenThe development of skills and understandingA balance between competitive and non-competitive activitiesA balance between contact and non-contact activitiesProviding opportunities for achievement for each child* G.A.A. games trainingBoys and girls receive coaching from two external coaches who come to the school for two hours a week throughout the year. The children also trained by two teachers after school and they enter a number of competitions organized by Cumann na mBunscoil, including indoor and outdoor hurling and football.* Soccer trainingThe children receive training during the duration of games at the Aileach Football club.Lunchtime leagues are provided throughout the year for a range of class groups.* Athletics trainingChildren participate in cross-country and track athletics events at local, county and provincial levels. The children undertake trials to qualify for these events and receive training at lunchtime in the weeks leading up to the events.*Sports for All DayThis is held during the final term and is organized by the teaching staff and the children in his class. Various sporting activities are organized around the school grounds and the different classes come out to take part during the day.11. PE EquipmentThe school is well stocked with P.E. equipment, which can be found in the sports hall. A comprehensive range of equipment is necessary to teach a balanced programme of physical education. All teachers have equal access to the sports equipment to use in the course of their lessons, but it is the responsibility of each class teacher to ensure that all equipment is returned to sports hall after each lesson. Any breakages and losses have to be reported to the principal as soon as possible. Each teacher will be given a copy of the equipment list and will be informed of any changes to it throughout the year.The principal, in consultation with the staff, will have the responsibility to purchase the PE equipment for the school and to apply for equipment from different organisations who give free equipment to schools The BOM, on the recommendation of the Principal will sanction a budget for updating of PE equipment annually - subject to funds being available. The Principal will also request additional funds from the Parents Association.12. Health and SafetyIssues identified as being health and safety issues in a PE context include warm-up at the start of all physical activity, practising in confined spaces, use of equipment, accidents, supervision, activities involving the whole school yard, procedures for dealing with accidents …etc It is important to acknowledge from the beginning that while the following procedures will eliminate unnecessary hazards they cannot remove all risks due to the physical nature of the subject. When engaging children in PE all members of staff will ensure that the following safety aspects will be taken into considerationAll children have to wear suitable footwear and clothing during a PE lesson. Children will be encouraged not to wear jewellery during a PE lesson.The equipment used will be suitable in size, weight and design to the age, strength and ability of the child and be of good quality and in good repair.Children will be taught how to lift and carry all PE equipment safely In all PE lessons, children will warm up and cool down. This develops good practice and the children will return to class relaxed after activity.Should an accident occur in the PE lesson we will follow the procedures outlined for other accidents in our Health and Safety policy.A first aid kit is kept in the old kitchen. A second portable kit is available for children participating in sporting activities outside of the school.13. Individual teachers’ planning and reportingThe whole school plan and the curriculum documents for PE will lay out the structure and format that teachers will follow in addition to the aims and objectives of the primary school curriculum. While these documents are vital for planning, it is important that teachers do not rely on them exclusively as it is necessary to adapt the PE plan to their own class level and experience. It is vital that all teachers plan individually while at the same time ensuring that their class plans co-ordinate and feed into the overall school plan. Teachers will plan based on the strands as outlined on the yearly timetable in Section 8 and can explore the use of themes in their planning especially in Gymnastics where themes such as balance and travel can provide a great stimulus for lessons (Refer to pp. 34-35 Teacher Guidelines)The Cúntas Míosúil will be very relevant in reviewing and developing the school plan for the following years. Once the individual cúntas míosúil have been evaluated it should be obvious to the staff which elements of the curriculum are being implemented and which strands need more attention. 14. Staff developmentThe principal will take responsibility for monitoring developments in PE. Current research, reference books, resource materials and websites dealing with PE., such as pcsp.ie and have definite links to the curriculum and PE in Ireland. The school has relevant resource material which will aid the teachers in their development and implementation of the PE curriculum and we endeavour to build it. If the need arises, we will ask our local Education Centre if they can organise a course on a particular area of PE we think we need more training on. The staff members attending extra courses will be encouraged to share their new ideas with the rest of the staff. Like all other areas of the curriculum, time is allocated at each staff meeting for regular updates to all staff on the different areas and initiatives that are taking place inside and outside schoolTeachers can benefit from their interaction with the local sports coaches e.g. G.A.A. who provide coaching in the locality. Any coaches invited into the school will be there to support the teacher with a view to promoting good practice. 15. Parental involvementWe ask all parents to support their children to participate in all strands of the PE curriculum. We ask parents with recognised areas of expertise in the area of PE and/or Sport to support us in our efforts if their talents will be of benefit. At all times the class teacher will be present and will retain ultimate responsibility for the class. We encourage them to become involved in our Active School Week or any initiative we will organise. We will encourage sporting endeavour at all times. In order to partake in school sport, we may need the assistance of parents in supervising children at sporting events. In the event of an emergency, we may need the assistance of parents in transporting children. As with any curricular plan in the school, parents can inspect it in the office/online.16. Community linksWe are very much aware of the school’s role in the community and we are also conscious of the fact that the expertise of people in the community is an invaluable resource to any school. The school maintains links with a variety of local clubs. Local sports organisations offer to provide coaching of particular sports as part of the physical education programme. We avail of these services when the need arises and the coaches are made aware of the school policy regarding the implementation of physical education. The coaches are aware that they assist and support during physical education lessons, but the class teacher retains overall responsibility. How will we know that the plan has been implemented? Teachers’ preparation will be based on this plan and the planning of individual teachers will feed into the overall school plan. Therefore, the school plan needs to be reviewed on a regular basis. Teachers will also be more acquainted with the content and methodologies outlined in the plan. There should be clear progression as children move from class to class. Success criteriaThe importance of enjoyment and playMaximum participation by all childrenThe development of skills and understandingA balance between competitive and non-competitive activitiesA balance between contact and non-contact activitiesProviding opportunities for achievement for each childMeans of assessing the outcomes of the plan includeTeacher/parent/community feedbackChildren’s feedback regarding the activity level, enjoyment and skill development of the classesInspectors’ suggestions/reportSecond level feedback___________________________________________________________________________________IMPLEMENTATION (a) Roles and ResponsibilitiesB.O.M. - ratify plan & support implementation.Parents - be aware of content of school plan & support P.E. Principal - oversees implementation and supports staff.The principal will co-ordinate the progress of the plan, encourage and accept feedback on its implementation and report to staff on findingsTeachers - follow school plan and implement P.E. accordingly.Pupils - co-operate and participate in class lessons.Other staff - be aware of contents of this plan and follow procedures and support class teachers. (b) TimeframeStaff will review this plan under the guidance of the principal.RATIFICATION This school plan was formulated by the principal and staff and ratified by the Board of Management on: 15th January 2019. It was reviewed and ratified by BOM on 18 February 2019.Chairperson:___________________________Date:_______________________REVIEWThis plan will be reviewed on an ongoing basis and/or as the need arises.This plan was reviewed on ___________________.This plan was reviewed on ___________________.This plan was reviewed on ___________________.This plan was reviewed on ___________________.Appendix 1 PE Curriculum Objectives When due account is taken of intrinsic abilities and varying circumstances, the physical education curriculum should enable the child toSocial and personal developmentexperience enjoyment and achievement through movement interact and co-operate sensitively with others, regardless of cultural or social background or special needs develop qualities of self-esteem, self-awareness, confidence, initiative and leadership through movement develop an understanding of fair play and team spirit through participation and competition develop positive attitudes towards participation in movement activities experience adventure and challengePhysical and motor developmentdevelop strength, speed, endurance and flexibility through engaging in a wide variety of activities develop agility, alertness, control, balance and co-ordination through movement develop personal competence in the athletic skills of running, jumping and throwing perform dances with confidence and competence, including simple folk and Irish dances develop personal competence in a range of gymnastic movements develop personal competence in the games skills of sending, receiving and travelling using a variety of equipment, and to apply these skills in games situations apply the skills needed to live and move with confidence in the environment build water confidence near, in, on and under water develop personal competence in a variety of strokes and water agilityKnowledge and understandingdevelop an understanding and general knowledge of movement activities and derive benefit as a participant and as a spectator develop an understanding of travel and weight-bearing as the basis of efficient body management and control, both on the floor and using apparatus experience and develop an understanding of the use of space, speed, effort, direction and level in the performance of actions develop an understanding of the appropriate basic rules, tactics and strategies of movement activities observe, discuss, analyse, interpret and enjoy the performance of movement gather, record and interpret information on achievement in movement activities be inventive, make decisions, solve problems and develop autonomy through movement activities participate in and develop a knowledge, understanding and appreciation of cultural activities through movement develop an appreciation of and respect for the environment through participation in activities outdoorsCreative and aesthetic developmentuse the body as a means of expression and communication, using a range and variety of stimuli create and perform simple dances create and play simple games develop artistic and aesthetic understanding within and through movementDevelopment of health-related fitnessmaintain and enhance health-related fitness through vigorous physical activity that helps to promote a healthy life-style understand and practise good hygiene and posture appreciate the benefits of relaxation and cope with challengesDevelopment of safetyadopt safe practices in all physical activities.Teachers ResourcesPSSI foldersMove Well Move Often Resources Busy BreaksGo NoodleLiteracy and Numeracy TrailsPDST Gymnastics pack ................
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