Scoil Iósaf N.S.
Baile na Martra
Uimhir Rolla: 13647B
PLEAN SCOILE
VOLUME II
Curriculum Statements.
“Let the Rooms be Full of Happiness”
Acknowledgements
On January 6th 2014, at a Planning Day, the teaching staff in Scoil Iósaf Ns, Castlemartyr, 1347B, set about the task of redrafting the Policy Documents and Curriculum Statements. They are Jane Flannery, Principal, Elma Wade, Deputy-Principal, Úna McKevitt, Special Duties Post-holder, Ellen O’Neill, Fiona O’Callaghan, Barra Ó Tuama, Eleanor Murphy, Chrys Quirke, Úna O’Brien, Fiona Santry, ( Permanent Staff in descending order of seniority), and Maria Sheehan, Substitute teacher.
A programme of work and a time-frame was agreed. Every Monday afternoon, at Croke Park time, the staff came together to discuss the documents and at that time they crafted and re-crafted them. These times were for discussion. The editing and amending, in effect the work, however, was undertaken by the staff working in pairs over many undocumented hours after school contact time and at night. I feel strongly that this be stated and acknowledged.
Thanks to the Board of Management who read the documents, asked questions and made suggestions and recommendations. The policy documents were placed on the school website www.castlemartyrns.ie where they were accessed by the parent body. Their feedback was invited.
On March 17th 2014 I, Jane Flannery, undertook the placing of the entire two Volumes on the website for easy access. The Policy Documents and Curriculum Statements will be available as separate files by title on the website. Access will be restricted by access code made known to all concerned by letter and available by request to the parents of Scoil Iósaf at the school office. Five printed copies will be available, on request, in the school.
Jane Flannery, Príomh Oide, 17/03/2014
Table of Contents
Page
1. English 4
a) Handwriting 9
2. Gaeilge 10
3. Mathematics 13
4. Social, Personal & Health Education. 20
5. S.E.S.E.
a) Science 25
b) Geography 28
c) History 32
6. Drama. 35
7. Visual Arts 38
8. Music 41
9. Physical Education 44
10. Special Education Needs Policy 48
a) Learning Support Policy 48
b) Resource Teaching Policy 52
English
Introductory Statement and Rationale
This policy on the teaching of English was compiled by the staff of Scoil Iósaf.
It was reviewed by Fiona O’Callaghan and Barra Ó Tuama in January 2014.
Vision and Aims
Vision: In Scoil Iósaf we regard oral language, reading and writing to be of equal importance.
Aims:
Ø To comply with the revised curriculum.
Ø To stress the importance of language both oral and literal for effective communication.
Content of Plan
These are the Strands of the English Language Programme.
Ø Receptiveness to language
Ø Competence and confidence in using language.
Ø Developing cognitive abilities through language.
Ø Emotional and imaginative development.
In Scoil Iósaf, all Strand Units will be covered within the Strands.
Oral Language, Reading and Writing will be taught in all classrooms at every level including supplementary teaching.
Language Programme
In Scoil Iósaf, Oral Language is developed through a variety of methods including the use of story, formal storytelling, news reporting, themes and topics, expanding vocabulary and the use of language across all of the subject areas. All classes (as part of School Self Evaluation plan 2013) complete language lessons from ‘Twenty Steps Towards Language Development’ which is a series of language lessons produced by the Teachers’ Centre, Drumcondra. The Aistear Curriculum Framework is used in the infant classes to aid the development of children’s oral language skills. Children are encouraged in the classroom and in the whole school situation to express ideas, share information and share learning experiences with others. The children’s language development is stimulated by the use of pictorial stimuli, books, poetry, art, drama and spontaneous English classes.
Reading
In Scoil Iósaf, a variety of reading materials are used within the classroom and throughout the school.
Reading Zone Reading Programme is the basic reading scheme in the classrooms (Junior and Senior Infants, 3nd -6th class). Starways reading programme is used in 1st and 2nd classes but is due to be phased out over the next two school years. This is supplemented by the use of class novels (1st—6th), shared reading books (Junior Infants -2nd), and library. There is an organised Paired Reading fortnight for all classes. Children are encouraged to bring in reading material of interest in the classroom. Teachers strive to use charts, diagrams, flashcards, word boxes and labelling to encourage a print rich environment. There is a formal time for library work in each classroom from 3rd-6th at least once a week.
Building Bridges of Understanding is a whole school approach used to teach comprehension strategies. Eight key comprehension strategies are identified, namely, prediction, visualisation, making connections, questioning, clarifying, determining importance, inferring and synthesising. Each strategy is explicitly modelled through a think aloud process using high quality fiction and non-fiction picture books. Children’s understanding of each individual strategy is supported by Comprehension Process Motions which are hand movements that help to concretise abstract unseen cognitive processes thus reinforcing the learning through a kinaesthetic pathway. The Building Bridges of Understanding programme is co-ordinated within the school by Úna McKevitt (learning support teacher).
Phonics Programme
The Jolly Phonics programme is taught in the three lower classes. This programme aims to teach children to read and write through an early systematic approach. The 42 main sounds of English are taught, not just the alphabet sounds. The children are taken through stages of blending sounds to form words and then to readings. Teaching is divided into the following five basic skills:
*Learning the letter sounds
*Letter formation
*Blending- for reading
*Identifying the sounds in words for writing
*Tricky words- irregular words.
Though separate, the skills are taught at the same time. The programme is multi-sensory activity based and particularly suitable for young children.
Phonics in second class includes “magic e”, vowel sounds, initial blends, final blends, word families, consonant digraphs, vowel digraphs. Spellbound and Treasury B cover this.
Phonics in third class involves a revision of the phonics covered in second class. It also covers silent letters, three letter blends and compound words.
Phonics in fourth class adds to the above tricky words, homophones, syllables, prefixes and suffixes.
In fifth class, new patterns are encountered weekly, in Spellbound, through digraphs, onsets and rhymes. Colour is used to highlight these patterns.
In sixth class, the children are enabled to achieve proficiency in word identification by refining the different word identification skills: graphophonic, syntactic and contextual. The children’s ability to recognise and understand words by using root words, prefixes, suffixes and syllabification is also developed.
Writing
In Scoil Iósaf, children are given a variety of ways in which to develop their writing skills and express their ideas, feelings and opinions. This is achieved by giving structural exercises based on reading material and topics covered in many areas of the Curriculum particularly SESE, SPHE, and Religion as well as in formal language classes. Accuracy in descriptions, proper sentence structure, grammar and punctuation are all covered in both formal and informal exercises. The structure of paragraphs, essays and stories is especially important in the senior classes.
Children use print from Junior Infants to First Class and begin the joined writing programme in Second Class.
Spellings:
In Scoil Iósaf NS formal spelling is taught in Classes 1st – 6th.
Spelling is see as an integral part of the writing process. Pupils who spell with ease are able to concentrate on the content of their writing and the making of meaning. Confidence in spelling often has a profound effect on the writer’s self-image. Spelling is a developmental process. The stages through which children pass as they develop as spellers are the following: pre-communicative, pre-phonetic, phonetic, transitional and 'correct'. Spelling s a visual motor skill and children will therefore need to develop visual strategies in order to spell correctly. Phonic knowledge alone will be inadequate.
· The 'Look, Say, Cover, Write and Check' approach to learning the spelling of words is taught and encouraged in Scoil Iósaf NS..
· Children are taught to look for common letter strings, patterns in words and spelling rules.
· Spelling games will encourage children to look closely at words.
· Where possible, children will be encouraged to identify their own spelling errors and edit accordingly.
· Sound out words phonemically and by syllables.
· Draw on analogies to known words, roots, derivations, word families, and familiar spelling patterns.
· Identify words, and word endings, which pose a particular challenge and learn them by using mnemonics, multi-sensory re-enforcement and memorising critical features.
· Use a dictionary and thesaurus to find words.
· Make effective use of spell checker and recognising that it might not be always accurate or appropriate.
The learning of spelling will be encouraged as part of the homework. Weekly spellings will be sent home to practise, in readiness for a test in school. Children will be given words according to their developmental needs, so the amount and level of difficulty will vary. Classes First – XX use a Spelling Workbook Most spellings will be set as part of a list, others might be in the form of a sentence/s and may include the learning of definitions of words and punctuation.
Assessment and Record Keeping
In Scoil Iósaf, The MIST, MICRA-T and Drumcondra Standardised Reading Tests are administered annually to all children from Senior Infants up to Sixth Class. The standard score result of all assessments are written in the end of year school reports. When required (when there is a significant difference in the standard score between the current school years result and lasts years result) results are given to parents orally prior to receiving the end of year report.
A record of these results are kept on file and included in each child’s individual file.
Class tests are administered regularly, at end of term and at the end of the school year by class teachers as an assessment of work completed and an appraisal of the children’s progress. Children’s copybooks and folders are also a record of work completed during the year.
Children with Different Needs
In Scoil Iósaf, children with specific needs attend Resource and Learning Support classes. Programmes of need are drawn up at this level.
Individual class work is tailored to meet the needs of these children.
Children’s work and progress is monitored formally and informally by the class teacher’s observation, supplementary teacher’s observation and the sharing of information between teachers. Children’s copybooks and folders also serve as a record of the child’s individual development and progress in supplementary classes.
Equality of Participation and Access
In Scoil Iósaf, the staff is sensitive to and plan for the individual needs of all children, ensuring that all children have equal access to learning experiences in the classroom and school environment.
Collaboration between class teachers and Resource and Learning Support Teachers on a regular ongoing basis, ensures access to the optimum learning opportunities for each child.
Organisational Planning
Timetable: In Scoil Iósaf, English Class is given the recommended time per week for all classes. At times when necessary extra time is given, and we try to ensure that any child who receives supplementary teaching is not constantly withdrawn from English Class.
Homework
English Homework is given four nights a week from Monday to Thursday, (c/f Homework Policy Volume 1). It may include reading, spelling, written work, oral language activities and at times research work, depending on the age level of the children.
Library
In Scoil Iósaf, we have a school library and individual class libraries. We have weekly monitoring of books being read and recorded in library copies from 3rd class through to 6th class. Record cards of the books read by Junior Infants to Second class are kept by the children in these classes. Regular reviews of books are recorded at senior level.
Resources
Reading Zone Reading Programme is used in Junior and Senior Infants, 3rd-6th Classes. Starways Reading programme is used in 1st and 2nd Classes. Shared Reading Books are available in the Junior classes and the school library is available to all teachers and pupils. All classes from 1st to 6th use a class novel. In Scoil Iósaf, we have a Book Scheme in place. Our Parent’s Association are very generous with funding and they have assisted in keeping our whole school library collection up to date.
Individual Teacher’s Planning and Reporting
Fortnightly notes and Cuntas Míosúil notes are sent to the office by each teacher at the end of each month.
Staff Development
Summer courses, online courses, and seminars are available to all teachers to up-skill themselves.
Parental Involvement
In Scoil Iósaf, we encourage a collaborative process between the parents and the children in fostering a love of reading. Parents are encouraged to take an active part in their child’s reading development.
Induction meetings are held for parents of new pupils.
Parent/Teacher meetings and homework provide links between home and school.
Parents are also welcome to discuss with teachers their child’s progress at any stage of the year.
Shared Reading is another opportunity for parents to be involved with their child’s language development.
Community Links
Parents or representatives of local groups are welcome to give presentations on local, national and international events.
Reading of local papers and community publications is encouraged.
Cork Education and PDST provide support for English Curriculum Development.
Success Criteria
The following criteria will be used to assess the success of the English Plan.
Ø Constant revision of all areas will be evident in teacher’s work.
Ø Continuity of content and methodology will be maintained in teacher’s preparation, monthly notes and the children’s work.
Ø Ongoing assessment, formal and informal, will show that pupils are acquiring competency in the English Language both oral and written, appropriate to their age and ability.
Implementation / Roles and Responsibilities