Watchoutforthispaper-clipsymbolalongsidesomelearningoutcomesin the Language Curriculum. This symbol indicates that skills covered in this learningoutcomearetransferabletoalearningoutcomeintheschool’s otherlanguage.
2.Elements: For convenience this section is prepopulated.There arethreeelementsoflanguagethatareabbreviatedtoCommunicating, UnderstandingandExploringandUsing.Thesesameelementscanbe found in oral language, reading andwriting.
Thisdraftlong-termplanningframeworkispartofasuiteinsupportofthe newPrimaryLanguageCurriculum.Theseplanningframeworksareindraft formtoprovideteacherswiththeopportunitytofeedbackonhowfurther improvementscanbemade.Youcanshareyourfeedbackthroughtheonline survey here. You can customise the templates according to your planning preferenceandyourownclasscontext.
Thisdraftlong-termplanningframeworkconsistsoftwosections:Expected Learning and Supporting theLearning.
Expected Learning: To identify the learning, you may use thePrimary Language Curriculum document and/or access the curriculum at
1.Learningoutcomes:Forconvenience this sectionisprepopulated withallofthelearningoutcomesforthestage(s)/class(es)selected.
3.ProgressionMilestones:Thissectionisoptional.Youmayfindit helpfultoidentifywherechildrencurrentlyareintheirlearningand whereyouexpectthemtobebytheendofthelong-termplan.Ifyou areteachingchildrenwithmoderatetoprofounddifficulties,youmay alsofindtheSpecialEducationalNeedsSENpathwayshelpful.
Circlealltheprogressionstepsthatreflectchildren’slearningat thebeginningoftheperiodcoveredbythislong-termplan.Youmay identifyandcircleasmanygroupsasyouwish.ForchildrenwithSEN youmayfindithelpfultoalsousetheSENpathwaystorecognise theirprogress.Onthesecondrowcirclewhereyouplanforgroups ofchildrentobebytheendoftheperiodoftimecoveredbythe long-termplan.
Youmayfindithelpfultoreadtheprogressionmilestonesonlineand watchtheirassociatedexamplesoflearningtogetabettersenseof wherechildrenareintheirlearning.InthecaseofSENyoumayfind ithelpfultoreadtheSupportMaterial,SENpathwaysandviewtheir associatedexamplesoflearning.
Supporting the Learning: In this section, identify the topic/theme, learningcontent,methodologies,assessmentpractices,resources,linkageand integrationyouplantouse.
Topic/Theme:Youmaywishtorefertoatopicorthemethatyou plantousewiththechildren.
Content:Inbroadterms,identifywhatyouintendtoteach.Inthe interestsofclarity,thecontentmaybepresentedseparatelyunder the threestrands.
Methodologies/Assessment/Resources/Linkage and integration:Methodologies,assessment,resources,linkageand integrationmaybeplannedacrossthethreestrandssupporting connectionsbetweenorallanguage,readingandwriting.Youmay findithelpfultorefertoguidelines,methodologiesandassessmentmethods. Differentiation should be planned for and referred to throughout.
Other: You may wish to refer to other areas that need to be plannedfororconsideredsuchashomework,homesupport,whole schoolsupportandexternalservices.
Short-term plan and Cuntas Míosúíl (CM)Date: / Class(es): / Time-span:
ExpectedLearning
Learning Outcomes: please edit as you see fit for your own style, context and period of plan
Element / Oral Language / Reading / Writing
Communicating / 1.Engagement, listening and attentionStages1and2:Showinterestin,demonstrate jointattentionandactivelylistenandattendfor enjoymentandforaparticularTF1
2.and 3. Social Conventions andawareness ofothers
Stage2:Usesocialconventionsoflanguage appropriately in order to initiate, sustain and engagereadilyinconversationsonpersonaland curriculum-basedtopicsandusealanguagestyle andtonesuitedtotheaudienceTF2
Stages1and2:Uselanguagewithconfidenceto workcollaborativelywithothersandsharethe outcomes with familiar andunfamiliaraudiences. TF3 / 1.Engagement
Stages1and2:Takepartinandenjoylistening to,readingandtalkingaboutthemeaningand interpretationofwrittenwordsandillustrations with others.TF1
2.Motivation andchoice
Stage 2: Choose, read and communicate about textinarangeofgenresforpleasure,interestand specific purposesTF2 / 1.Engagement
Stage2:Takepartinandhavefunmark-making, drawingandwritingtocommunicatewithothers. TF1
2.Motivation andchoice
Stages1and2:Chooseappropriatetools,content andtopicsfortheirownwritingandselecttexts for sharing withTF2
Element / Oral Language / Reading / Writing
Understanding / 4.Sentence structure and grammarStages1and2:Usecoherentsentencesof increasingcomplexitywithcorrecttense,word order and sentence structure, while using connectives and producing compound and complexsentencestoelaborateappropriately.TF4
5.and6.AcquisitionanduseofvocabularyStages1and2:Usedifferentstrategiessuchasa speaker’sgestures,toneofvoice,knownwords, pictures, sentence structure, definitions and descriptionstoacquireandshowunderstanding of newTF5
Stages1and2:Usesophisticatedoralvocabulary andphrasesincludingthelanguageoftext,topic andsubject-specificlanguage,andexpressanduse decontextualizedTF6
7. Demonstration of understanding
Stages 1 and 2: Demonstrate understanding through the ability to give and follow instructions, comprehend narratives and explanations,
andclearlystateacaseincludingspeculating, hypothesising,justifying,negotiating,arguingand complaining.TF7 / 3.Conventions of print
Stage2:Useconventionsofprinttohelp understandTF3
4.Phonological and phonemic awarenessStages1and2:Playwithandrecognise sounds suchassyllables,rhyme,onset-rimeandphonemes inspokenwords.TF4
5.Phonicsandwordrecognition
Stage2:Usephonicknowledgeandarangeof word identification strategies with flexibility andconfidencewhenreadinginstructionaland independent-level textsTF5
6.Readingvocabulary
Stage 2: Use a range of vocabulary strategies andknowledgeofsynonyms,antonymsand homonyms, affixes and root words to clarify anddiscussthemeaningofunknownwordsand phrasesastheyarise.TF6 /
- Conventionsofprintandsentence structure
- Spelling
- Vocabulary
Element / Oral Language / Reading / Writing
Exploring and using / 8 and 9. Requests and questions
Stages1and2:Expresspersonalneedsand preferences, and make requestswithconfidence. TF8
Stages1and2:Askandansweravarietyofopenand closedquestionstoseekhelp,getinformation,develop understanding, clarify and extend thinking.TF9
10.Categorisation
Stages1and2:Name,describeandcategorisepeople, objects,andexperiencesshowingincreasingdepthof knowledge and improved understanding.TF10
11.Retellingandelaborating
Stages1and2:Tellandretellstoriesandpersonal and procedural narratives of increasing complexity to familiar and unfamiliar audiences using appropriate sequencing, tense and oral vocabulary.TF11
12.Playfulandcreativeuseoflanguage
Stages1and2:Listenandrespondtotheaesthetic, imaginativeandcreativeaspectsoflanguageanduse languageplayfullyandcreatively.TF12
13.Informationgiving,explanationand
justification
Stages1and2:Supply,explainandjustifypointsof informationtofamiliarandunfamiliaraudiencesusing topic-specificlanguage.
14 Description, prediction and reflection
Stages1and2:Describe,predictandreflectupon actions,eventsandprocessesrelatingtorealand imaginarycontexts. / 7. Purpose, genre and voice
Stage2:Experienceandrespondtotheaesthetic, creativeandimaginativeaspectsoftextanda widerrangeofgenresjustifyingpreferencesand opinions.TF7
8 and 9. Comprehension
Stages1and2:Recall,discussandsequence significantdetailsandidentifykeypointsof informationintext.TF8
Stage2:Drawonarepertoireofcomprehension strategies flexibly and interchangeably to engage with the text.TF9
10. Fluency and self-correction
Stages 1 and 2: Read instructional and independent-leveltextsinarangeofgenres withfluencyandunderstanding,andself-correct independently.TF10 / 6.Purpose,genreandvoice
Stages1and2:Drawandwritewithasenseof purposeandaudiencewhilecreatingtextsina rangeofgenres,anddevelopanindividualvoiceto share their thoughts, knowledge andexperiences.
TF6
7.Writingprocess
Stages1and2: Usethewritingprocesswhen creatingtextscollaborativelyorindependently.
TF7
8.Responseandauthor’sintent
Stage2:Elaborateonthemeaningoftheirown writinganddiscussthetextsofothersshowingan emergingrecognitionoftheauthor’sintent.
TF8
9.Handwriting
Stage 2:Write using cursive script
Progression Milestones This section is optional. The SEN pathways may also be of benefit.
1.Circletheprogressionmilestonesthatreflectwherethechildren/groupsofchildreninyourclassroomarecurrentlyintheirlearningatthebeginningofthe periodcoveredbythislong-termplan.Youcanidentifyandcircleasmanygroupsasyouwish.Forchildrenwithmoderatetoprofounddifficultiesyoumayfindit helpfultoalsousetheSENpathwaystorecognisetheirprogress.
2.Circlewhereyouplanforchildrentobebytheendoftheperiodoftimecoveredbythislong-termplan.
The table supports planning for learning groups within a class or multi-grade classes in one classroom. Please customise according to your context.
Class(es)/ groups / Progression Milestones for OralLanguage
Where the children/groups are currently in their learning and where they should arrive at by the end of the period in thisplan
Beginning of period / early a / a / b / c / d / e / f / g / h
End of period / early a / a / b / c / d / e / f / g / h
SEN pathways / Experiencing / Attending / Responding / Initiating / Acquiring / Becoming Fluent / Generalising
Class(es)/ groups / Progression Milestones for Reading
Where the children/groups are currently in their learning and where they should arrive at by the end of the period in thisplan
Beginning of period / early a / a / b / c / d / e / f / g / h
End of period / early a / a / b / c / d / e / f / g / h
SEN pathways / Experiencing / Attending / Responding / Initiating / Acquiring / Becoming Fluent / Generalising
Class(es)/ groups / Progression Milestones for Writing
Where the children/groups are currently in their learning and where they should arrive at by the end of the period in thisplan
Beginning of period / early a / a / b / c / d / e / f / g / h
End of period / early a / a / b / c / d / e / f / g / h
SEN pathways / Experiencing / Attending / Responding / Initiating / Acquiring / Becoming Fluent / Generalising
Supporting the Learning
Learning Experiences: In broad terms record a brief outline of what will be taught and how. Differentiation to be referred to throughout.
Strand / Topic/Theme / Content / Methodologies / Assessment / Resources / Linkage and integration
OralLanguage
Reading
Writing
Other: You may wish to refer to other areas which need to be planned for such as homework, parental involvement, whole school support, external services.