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English Plan St. Ita’s and St. Joseph’s

2011

St. Ita’s and St. Joseph’s Primary and Post-Primary School

Subject Plan for English: Primary, FETAC Junior and Leaving Certificate Classes

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English

Introductory statement and rationale St. Ita‟s and St. Joseph‟s is a special school which, caters for pupils with Mild

General Learning Disability. We endeavour to cater for the holistic needs of each pupil through Individual Education Planning. Life skills are a central element to the curriculum in our school. It is in this context that the teaching and learning of English

takes place in our school. We have written this school plan to ensure an approach which supports transition from class to class throughout the school. Our school advocates a whole school approach to the planning process and all relevant parties

were part of the development of our school plan for English. ___________________________________________________________________

Characteristic Spirit of St. Ita’s and St. Joseph’s

The characteristic spirit of the school is encapsulated in our motto “Through

Perseverance we Succeed”. We as a staff are cognisant of supporting pupils to achieve to the best of their ability. As our school is a special school we understand that both pupils and staff need to persevere so that each pupil succeeds to the best

of their ability. ___________________________________________________________________

School Vision St. Ita‟s and St. Joseph‟s endeavours to nourish the educational, social, emotional, spiritual and physical development of each student to his/her potential with the future

expectation of active participation in his/her local community. Our vision for this subject is encompassed in our vision for the school. By engaging with this subject we hope that all pupils will become active citizens in the community and achieve a level

of literacy in order to participate in their role in society.

Aims of the Plan

This school ideally hopes to achieve the following by introducing this plan:

To promote positive attitudes and develop an appreciation of the value of language - spoken, read and written

To create, foster and maintain the child's interest in expression and communication

To develop the child's ability to engage appropriately in listener-speaker

relationships

To develop confidence and competence in listening, speaking, reading and

writing and to develop their potential according to their strengths and needs

To develop cognitive ability and the capacity to clarify thinking through oral

language, writing and reading and to develop their potential according to their strengths and needs

To enable the child to read and write independently and to develop their potential according to their strengths and needs

To enhance emotional, imaginative and aesthetic development through oral,

reading and writing experiences

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To develop programmes in relation to the special needs of the pupils to enable them to communicate in different ways

To develop students language, literature and writing skills

To deepen the range and quality of educational experiences in terms of knowledge,

understanding, skills and competencies.

To develop a positive attitude towards English as an interesting and valuable subject

To encourage students to participate in class to develop and apply the knowledge

and skills they acquire in class to their own lives as well as in class and preparing for

examinations

Curriculum Planning

The Primary Teacher(s) are familiar with the Strand Units and Strand Unit units, content objectives for their class levels. These are outlined in the section below.

St. Ita‟s and St. Joseph‟s follow the Primary School Curriculum in conjunction with the Guidelines for Mild General Learning Disability as well as the Junior and

Leaving Certificate Syllabi.

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Strands and Strand Units: Primary School Curriculum and adapted for additional work in FETAC classes

Strand Unit: Receptiveness to language. Strand: Oral language

Pupils enter the school with a varied oral language experience and needs. Some

pupils have particular language needs which are addressed through their IEP.

Strategies used to develop an appreciation of the listener-speaker relationship,

learning to attend actively, responding to the verbal and non-verbal cues that are used to convey meaning include story telling, listening to CD‟s, DVD‟s, visual time

tables and cues and strategies to teach understanding of language.

Strategies used to develop and expand vocabulary are teacher modelling, word games, etc

Strand Unit: Competence and confidence in using language. Strand: Oral language

The specific approach this school takes to the development of oral fluency and

expressiveness, taking into account the language needs of the children as follows: o Extensive use of guided talk and discussion, structured Play and games,

Poetry, Story and Improvisational drama o Strategies used to develop children‟s social use of language e.g. giving and

receiving greetings, making introductions, using a telephone, making an inquiry

and giving directions o Strategies are used to improve children‟s expressive use of language are

recitation of poems, readers theatre, role play and drama etc

o A thematic approach is adopted with continuity and progression based on the themes such as: seasons, festivals, personal experiences.

o A variety of organisational settings are provided for pair work/working

collaboratively/working in whole class settings, formal and informal circle work, individual tuition and other activities

o Opportunities are provided for the children to present their work to a variety of

audiences, class classmates, other classes, teachers, visitors to the classroom and parents.

Oral language activity is used as a basis for all reading and writing activities.

In order to develop knowledge of grammar and its accurate use teachers model appropriate use of language and also use appropriate resources such as Alpha to

Omega and other phonic programmes

Specific programmes or resources used to support activities for oral language

include Fuzzbuzz, Wonderland, Magic Emerald, Reading Zone. Strand Unit: Developing cognitive abilities through language. Strand: Oral language

Strategies used to develop children‟s higher order thinking skills are using questions in order to gain maximum information; seeking and giving explanations; discussing

different possible solutions to problems; arguing a point of view; persuading others; examining fact and fiction, developing bias and objectivity.

We use oral language to develop children‟s comprehension skills through greater

use of oral language as an alternative to written exercises.

We use oral language to develop children‟s confidence and as a means to express

themselves.

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Strand Unit: Emotional and imaginative development through language. Strand: Oral language

Children are encouraged to explore experiences and feelings through talk, writing,

play and drama, circle time, story and drama. Discrete oral language time:

Discrete oral language time is allocated each week.

All aspects of language are developed through a range of oral language activities

and games.

Oral language across the curriculum:

o Maths: Guided discussion in developing Strand Unit units, the problem-solving

process, and reporting on the process. o P.E.: Use of terminology, e.g. soccer/basketball/swimming terms. Use of

sports‟ events to promote language development.

o SPHE/SESE: Exploring relevant themes through the medium of talk and discussion

o Visual Arts/Music: Developing extended creative language vocabulary.

________________________________________________________________ Strand Unit: Receptiveness to language. Strand: Reading

Children are encouraged to appreciate the usefulness and pleasures of reading.

Strategies used to develop literacy include acquiring an appreciation of the

conventions of text, knowledge of the terminology and conventions of books, an ability to use a range of reading and comprehension skills appropriate to the pupils individual needs and abilities.

The approach to reading is based on the children‟s general language development, their interest level, functional reading and the social reading vocabulary.

Strand Unit: Competence and confidence in using language. Strand: Reading

The school and the class teacher provide for an appropriate print rich environment that includes: labels, posters, charts, both school and class library, ICT resources,

dictionaries, school news letter, canteen menus, catalogues, Interactive Board, job charts, weather charts, magazines and newspapers, writing display and writing corner.

The reading schemes available include: Ginn 360, Fuzz Buzz, Oxford Reading Tree, Reading Zone, Red Rocket.

Alternative reading material includes Trog Readers, Zoom Readers, Gigglers and Sparklers from Nelson Thornes, Robinswood Teenage Series, textbooks from other

areas of the curriculum, big books, ICT programmes, novels, magazines and newspapers.

There is a reading culture in the school. There is a class and school library and

pupils are encouraged to read regularly from both. Special reading times are allocated during the week.

Book related events are held in the school, e.g. book fairs, book week, celebration of

World Book Day.

Pupils enjoy visits to Siamsa Tíre where authors, journalists and other writers

entertain them.

A selection of poems is available that lend themselves to individual and group

recitation.

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Key elements of emergent reading

The school supports the emergent reader by providing a varied selection of age

appropriate reading material through the use of formal reading schemes and informal reading time.

The school encourages functional and non-functional reading.

The school has a variety of resources which include, Class readers, Workbooks,

School/Class library, array of posters and signs.

Through the build up of a sight vocabulary of common words, the children then

progress to the appropriate reading scheme. The phonics programme is integrated with their reading scheme in order to develop their word attack skills.

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Key elements of instructional reading in the school (Level 1 and Level 2 of the PSC)

Fuzz Buzz does not have any class distinction, therefore each child progresses

through the reading scheme at their own pace.

The children are exposed to a range of expository, narrative, diagrammatic,

representational texts through S.E.S.E, S.P.H.E, Maths and Story Time.

Poetry/fiction are used as a springboard for activities in other curriculum areas.

Key elements in developing independent reading in the school

One to One reading in class each day, reading aloud the texts of their particular workbooks.

Independent, guided and shared reading in class either with class novel or own reading scheme book

Reading their news and other stories aloud from the board.

Quiet reading of library books.

A class novel may be used as a reading aloud and listening exercise for the children‟s pleasure.

Strand Unit: Developing cognitive abilities through language. Strand: Reading

Strategies used to develop the children‟s cognitive abilities are: to re-read and re-tell

parts of stories. Recall and talk about significant events in stories. Interpret information. Predict future outcomes.

Oral language activity is emphasised in the development of comprehension skills.

Comprehension skills are developed through a combination of reading the text, reflecting on it, discussing it, writing about it. Strategies used to develop higher-order

comprehension skills include: scanning, skimming, search-reading and reflective reading.

Strand Unit: Emotional and imaginative development through language. Strand: Reading

Strategies used to foster emotional and imaginative development through story,

poetry, drama include: listening to and enjoying stories and poems being read aloud, respond to characters and events in stories, explore different attitudes and feelings

by imagining what it would be like to be certain characters, engage in informal discussion of books and have ready access to reading material.

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Strand Unit: Receptiveness to language. Strand: Writing The child should be enabled:

To experience a classroom environment that encourages writing

To observe the teacher as she models stories

To experience how a story structure is organised by reading and listening to fiction

To write regularly for different audiences

To choose topics to write about

To explore different genres

To have writing valued

Strand Unit: Competence and confidence in using language. Strand: Writing

Topics to include: personal concerns everyday experiences, life at home and in school, stories, social needs, personal reading, poetry and drama.

Conventions to be developed are: grammar and punctuation and spelling.

In planning and writing the children are introduced to a variety of strategies, e.g.

brainstorming, webbing, research.

Strategies used to develop the ability to use different registers of language include:

writing regularly, using questions to develop the story, learning to revise and redraft, use of dictionaries, use of ICT.

There is planning for continuity and progression from Junior Infants to Sixth Class

through the school plan and teachers‟ notes.

Children‟s written work is valued by having it read aloud, seeing it displayed and

taking it home and reading it to parents.

Through Drafting, Editing and Redrafting of work children develop expressive and

communicative abilities, improve through self-correction, become independent writers.

Key elements in the early writing stage in the school

A print rich environment in the classroom.

Teacher modelling writing for the children.

Copying letters and words from the blackboard

Learning to write own name.

Providing appropriate writing equipment.

Key elements in the development of handwriting skills in the school

The agreed handwriting style in the school is print.

Its development is supported by school-devised resources and/or commercial material/workbooks.

The agreed print format for use in the school is Comic Sans 22.

Cursive writing may be introduced in senior classes.

A variety of writing equipment is used in the classrooms

Provision is made for left-handed children.

Thirty minutes is the recommended allocation for handwriting practice.

The teacher corrects the pupil‟s handwriting.

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The development of spelling skills The focus of planning is on the child‟s acquisition of spelling skills and his/her progress

with spelling.

Teachers generally follow specific spelling programmes that progress through the

classes.

Spellings are generally examined through oral work and weekly spelling tests.

Parents are involved in the learning process.

FETAC Classes

(FETAC Classes will ensure the inclusion of all the PSC objectives also)

FETAC

Level

Objective

Level 1 Reading

The learner will be able to: (R1) Recognise some familiar words independently including some that are commonly used and personally relevant

(R2) Interpret some common symbols and signs in familiar contexts (R3) Demonstrate awareness of text conventions, print material and the alphabet, e.g. reading from left to right, top to bottom, concept of a sentence,

brand names and logos on print materials, recognizing cues and clues, seeking the amount payable on a bill (R4) Make sense of simple personally relevant sentences containing familiar

words (R5) Use word identification strategies, e.g. context of words, sight sounds, word endings

(R6) Identify the nature of familiar documents, e.g. bills, junk mail, instructions

Writing

The learner will be able to: (W1) Write some familiar words for different purposes, e.g. own name and address

(W2) Transcribe simple information in specific order, e.g. phone number, days of the week (W3) Write for different personal and socially relevant audiences, e.g.

personal shopping list/reminder, sending a card/postcard, sending a text message, competition entry (W4) Use some rules of writing appropriately, e.g. use of capital letters to start

a sentence, write a sentence correctly Listening and Speaking

The learner will be able to: (LS1) Listen to obtain information, e.g. weather forecast, talking clock, traffic report

(LS2) Follow clear succinct instruction in familiar contexts (LS3) Explore ideas and new vocabulary that is relevant and appropriate to a personal situation, orally e.g. planning a holiday or social event

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(LS4) Interact appropriately in a narrow range of formal and informal social situations, e.g. in relation to greeting, leaving, seeking information/assistance

from an employer/doctor/family member/friend (LS5) Express opinions, facts and feelings in response to familiar and/or personal situation, e.g. using speech, gesture or signing as appropriate

(LS6) Communicate about the past, present and future activities

Level 2 Reading The learner will be able to: (R1) Read familiar words that are commonly used and personally relevant,

e.g. read a list of items relating to a personal interest/sport/hobby (R2) Use simple rules and text conventions that support meaning, e.g. punctuation, common abbreviations

(R3) Interpret different forms of writing and text, including social sight signs and symbols, e.g. common formats of bills, menus, forms, timetables, road and other signs, simple food preparation instructions, short piece of

personally relevant writing (R4) Find key information from different forms of writing, e.g. locating factual information in forms/bills, time and dates of appointments

(R5) Use reading strategies, e.g. clues context, sound, prediction and decoding

Writing The learner will be able to: (W1) Write notes and messages needed for simple tasks, e.g. addressing an

envelope, writing a cheque (W2) Write, including drafting, at least five sentences so that they convey meaning or information, e.g. to a friend arranging a meeting or giving

directions (W3) Use the rules of writing appropriately, e.g. spelling familiar words accurately, checking the spelling of less familiar words, using capitals and full

stops (W4) Use a range of different forms of writing to suit purpose and audience, e.g. instructions involving three steps, a short journal entry on an event or

experience

Listening and Speaking The learner will be able to:

(LS1) Listen to obtain information relating to more than one option, e.g. using a speaking timetable to get a train arrival and departure time and ticket prices (LS2) Ask questions to obtain information, e.g. to check dates/prices/other

facts, face to face and by telephone (LS3) Follow a series of spoken instructions, e.g. top up a mobile telephone, follow directions to a familiar place

(LS4) Express opinions, facts and feelings appropriately, e.g. expressing an opinion on a television programme within a small group, give directions, leave a voice-mail message

(LS5) Practical formal and informal communications, e.g. an interview or parent teacher meeting, and chatting while out with friend

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Non-Verbal Communication The learner will be able to:

(NVC1) Identify a range of non-verbal communications methods, e.g. facial expression, tones of voice, symbols, clothing, colours to signal mood/appropriate action

(NVC2) Use appropriate non-verbal behaviour in communication a simple idea, e.g. disappointment or joy, tone of voice to seek/assistance/complain (NVC3) Relay a response or request non-verbally, e.g. hitching a lift, signaling

a phone call (NVC4) Respond to non-verbal signal and signs encountered in daily life, e.g. road signs, traffic signs, hazardous materials

(NVC5) Follow the sequence of non-verbal instructions or directions for a frequent activity, e.g. using household equipment with three or more operations, putting a battery in a toy, finding safety exits/following fire-drill

Level 3

Learners will be able to:

1 Reading 1.1 Outline a limited range of reading techniques to include scanning, skimming

1.2 Read a limited range of different texts, including work-related, personal and social or community life material, for a variety of purposes, to include identification of bias, genre, key features, learning context, entertainment

1.3 Use a limited range of reading techniques to locate specific information in reference materials and short pieces of text, to include scanning, skimming and reading for more detailed understanding

1.4 Extract the main facts, ideas and opinions from simple written material, to include media articles, information pamphlets, fiction.

2 Writing 2.1 Use drafting, proof reading, spelling and sentence structure that is fit for purpose to include simple instructions, personal and formal correspondence

2.2 Write to support learning to include note and message taking, expressive writing, and learning aids such as learning journal or mind-maps 2.3 Interact with others through a limited range of current electronic and social

networking technologies taking appropriate consideration of the benefits and risks of such technologies.

3 Interpersonal Communications

3.1 Interpret common signs, symbols and non-verbal messages to include traffic and road signs, hazard signs, care labels 3.2 Identify the principal factors affecting everyday interpersonal

communication, to include effective listening and speaking, body language, social, physical, relational, mood/state of mind, purpose, speech, genre, status

3.3 Use non-verbal signals and visual aids to convey different messages 3.4 Initiate a conversation in different settings to include active listening skills whilst face to face and on the phone, using small talk or ice-breakers,

expressing personal opinions, feelings, facts and disagreement 3.5 Narrate observations, events, experience, feedback and procedures using appropriate vocabulary within a small group, to include a story or anecdote,

arts or media related issue, a situation of enquiry, local event, conflict or

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personal concern 3.6 Use questioning techniques for a range of formal or informal purposes, to

include learning, and matters of fact, inference, interpretation and fiction 3.7 Use the vocabulary appropriate to a range of public contexts, to include personal health care, working life, financial transactions.

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Junior Certificate Syllabus

Content Area Objectives

Novel

Goodnight Mister Tom or Boy or Stanley

Short Stories: Suggestion of one a month – others are in books): First Confession Christmas

Morning

Uncle Ifor‟s Welsh Dresser – told through

letters

(from New Odyssey) The Story Teller, The

Champ, Jethro, The Sniper, Games people

play, The Gift of the Gab.

That pupils will be able to identify and describe in detail character forms the story in oral and written

format

Pupils will be able to justify their

like or dislike of characters in oral and written format

Pupils will be able to describe in

details events from the story in oral and written format

Pupils will be able to summarise parts of the story in oral and written format

That pupils will be able to

summarise stories verbally and in written format

That pupils will be able to

describe the main events in detail both orally and in written format

Experience a shared response to

fiction through the use of a class

novel

Experience different types of text

Develop basic information retrieval

skills

Use table of contents

Poetry (month covered) September : Happiness(good poetry writing

workshop where students can write their own poem - what makes me happy) October: Big Lunch

November: Claims and It Makes Me Furious December: Snow Storm and If the Earth Should Fall Tonight

January: Smithereens February: Millers End and Take One Home for the Kiddies

March: Daffodils and Sheep Killer April: The Hunter and Body Builders Contest May: Tich Miller and Mother to Son

June: Hiaku, In Spectrum or New Odyssey

Objectives:

Discuss issues that directly affect

students life

Discuss stories, poetry and drama

being read

Discuss reactions to poetry

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Creative Writing: which includes

Recounts and Narratives Essay Title suggestions:

The Big Match

I scored the Winner

My Best Holiday

The Day I Got Into Trouble

When I Was Small

What I Really Think About School

A True Friend

My Best Memory

I Would Like to Swop Places With..

Then I Realised The Brakes Weren‟t Working

The Funniest Show on Television

My Favourite TV Programme

A Beautiful Place

The Day I was Stronger Than My Fear

My Favourite Pet Functional Writing:

Reports: About me – fact sheet

In paragraph format

Typed, edited and printed in class)

What I Want to be / When I leave School

organising of ideas and thoughts

what I want to be

how I will train etc

where will I work / live

How long will it take

Then What? Etc or an accident report

Persuasive Writing: Why Our Town Needs a Park

Procedural: how to write a procedure which was completed in Art or

Cookery Class

Letters: to a friend, public representative, home

Form Filling: Driving Theory Test forms, Medical Card Application,

Passport Application Descriptions: describing what is seen

Objectives:

Listen to, retell and write summarise

of stories read aloud and covered in

class

Discuss events, characters, favourite

moments, sad or happy events etc.

in stories

● Use key words in questions to locate

answers in text

Develop Personal writing skills

(going from writing about him/her self

to more imaginative type essays and

stories

Write about him/herself – start with

facts, family, school, likes and

dislikes and hopes for the future

Work towards more imaginative

type essays

Develop Functional Writing Skills –

Letters, Reports, descriptions, form

filling

Re read own work

Re draft work taking comments and

corrections into account

Oral Language

New vocabulary found in novels

Use of adjectives

Dictionary Activities

As described for primary level above

Objectives:

Give and take turns

Initiate conversations and respond to

initiatives of others in talking about

experiences and activities (some

students find it very difficult to initiate

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conversations or volunteer

information or answers in class)

Find words in dictionary

Grammar: As described for Primary Level Above

Objectives: as above

Spellings:

Dolch list

Spellings of words in Novels

(there is a spelling list / new word list

in spectrum which can be done with new words being looked up in dictionary and put in sentences to

demonstrate understanding

As above for primary

Objectives:

As above

Media studies Advertising

Advertising Newspapers Book Covers

DVD Covers CD covers etc

Study mass media to become aware of the means through which information, ideas, entertainment or persuasion is

passed on to the public.

Leaving Certificate

The foundation components of the Leaving Certificate are included above. However extra components covered are available on the server as an appendix.

Approaches and methodologies for all Levels

The Gradual Release of Responsibility which is advocated by First Steps will also

be used to teach literacy in St. Ita‟s and St. Joseph‟s. This strategy advocates that the teacher will base learning in the personal experience or interests of the pupils and will use the following steps when teaching reading and writing however this

methodology should be used for teaching any new content or curricular objective:

Gradual Release of Responsibility in Reading

Process Actions of the teacher/pupil

Example

Real Life Experience Teacher reading from the big book/novel

Models aloud for the pupil the „chunking strategy‟ to

break up a word so that it can be read

Scaffolding: Whole class The teacher gets the pupils to try this with him/her together

Whole Class support

Scaffolding: Independent The pupil practices doing this with the support of the

SNA or a peer while they

SNA/Peer support

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read together

Independent Reading The pupil practices the skill independently

The pupil uses the skill independently and can

teach it to others. The pupil can read for an audience.

Gradual Release of Responsibility for Writing

Process Actions for the Teacher/pupil

Example

Real Life Experience The pupils makes a ham sandwich and the teacher

takes photos of each step

Making a Ham Sandwich

Scaffolding: Whole class The teacher writes the

procedure aloud while observing the photos taken to recall each step

The teacher uses the

photos to demonstrate to the pupil how to write a procedure

Scaffolding: Independent The pupil writes the procedure with the visuals

and a cloze procedure for support

Scaffold writing with support materials

Independent Writing The pupil writes independently

The pupil writes independently and can teach others. The pupil

can write for an audience

Active learning methodologies: we endeavour to contextualise the learning

experience for every pupil by integrating their learning with activities in the local community and life skills in school.

Approaches which support the learning style of the pupil: auditory, visual or tactile

kinaesthetic are used in every classroom.

We promote the development of thinking skills and problem solving in every

classroom and the student council participate in this regularly as part of the

management team in the school.

We promote assessment as an integral part of teaching and learning.

We recognise the centrality of language and the importance of discussion for

students with mild general learning disabilities as oral language is central for

accessing the curriculum.

We support co-operative and group learning and we also encourage quiet time

where students work alone, trying tasks themselves (after they have been read and

discussed), and develop the ability to work and try things themselves and develop

their self efficacy.

We incorporate the social and personal dimension to every aspect of teaching and

learning in our school.

Our school promote learning skills and the development of self-directed learning.

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We use mind-maps and words webs to support the visual learner as well as others in

our school.

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Children with different needs

As this is a school for pupils with special needs catering for pupils needs is a central element of the education in this school. Each pupil has an Individual Education Plan,

which is devised by a multi-disciplinary team each year.

______________________________________________________________________

Linkage and integration The English curriculum is closely linked and integrated with all other subjects. Our

school has a school server where the teacher‟s plans are updated regularly. In this way teachers can collaborate their planning to ensure the best education for every individual pupil.

Assessment and Record Keeping

Teachers include o Teacher observation

o Teacher designed tasks/tests o Portfolios of children‟s work o Checklists/profiles

o The school psychologist administers a range of Standardised and diagnostic tests throughout the year as required.

Junior Certificate Examination at the end of 3rd year

Assessment records are securely stored in the psychologist‟s office in individual

pupil folders

The class teacher and principal have access to these records

Records are released to relevant parties with parental consent

See policy on assessment and recording for further details.

___________________________________________________________________

Equality of participation and access

Equal opportunities are given to boys and girls to participate in discussions and presentations

Equal opportunities given to boys/girls to participate in reading activities.

reading materials are carefully selected to avoid being deemed sexist

All pupils have equal opportunities to participate in writing activities.

Boys/girls have equal access to, and opportunities to use, ICT.

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All children have access to services, facilities or amenities in the school environment.

Specific provision as and where necessary, for the following o Members of the Traveller community

o Children experiencing any form of disadvantage o Families with literacy problems o Families for whom English is not the first language.

This provision is addressed through support form the school psychologist, principal and/or individual tuition.

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Organisational Planning

Timetable

The classes for English each day vary – some classes are longer than others depending on year of study and demands on timetable hours: please see the teacher‟s time tables in server for exact time. However overall teachers adhere to

the three hours a week for each class as recommended in the Primary School Curriculum.

language learning can be developed through integrated activities, thematic/cross

curricular approach, such as in SPHE, CSPE and other classes

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Homework

Homework is to be completed each week night

Homework is prepared in class and is similar to work covered and discussed so

that pupils can complete it themselves

All pupils are usually assigned the same homework however special

consideration is given to some pupils with specific needs.

Please see homework policy for further details.

______________________________________________________________________

Library

There are class libraries and a central library in the school where there is a wide range of books available including variety of fiction, non-fiction and poetry. A

range of abilities catered for at all levels: o Juniors – big books, books with graded levels of difficulty, books covering

a wide range of interests, audio books, books based on favourite television

programmes, poetry books, supplementary readers, books with ICT software …

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o Seniors – books covering a wide interest level, fiction, factual, reference, poetry, joke books, puzzle books, books suitable for different reading ages, books written by children

o There is a reading corner in most classrooms.

Resources

A wide range of resources are being utilised including reading schemes, videos,

resource books and charts. There is a central unit for shared resources in the school such as:

Text book - Spectrum

Other texts Odyssey

Argosy

Drama – Burning Everest

Revise your English (blue book)

Words 4 – English every activity book (comprehension, grammar, poetry)

Novels– for Junior Certificate – Goodnight Mr Tom

Other reading - Boy

Activity sheets

Interactive Whiteboard

Newspapers, magazines, Everyday forms to Fill, Book Covers, Advertisement,

Television, Internet etc.

ICT to enhance presentation of work

Technology such as tape recorder, video camera, digital camera etc.

School/local environment as a teaching tool

Notice boards are used to display good work. ___________________________________________________________________

ICT Resources

There is an IWB or projector system in the classrooms.

There are three PC‟s available in the classrooms.

Staff can research new software and arrange for demonstrations, opportunities to try out material and assess whether or not it should be purchased.

Teachers encourage interaction and dialogue during use of computers in the classroom.

ICT is used to help students present their work

ICT is used to develop writing in differing genres, e.g. project-work, displays,

poetry, make presentation etc.

Students research famous authors, poets, scientists, others, using the Internet.

No unsupervised internet access is recommended in our school and we also have a filtering system in operation.

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Individual teachers’ planning and reporting It should be borne in mind that in planning for the teaching of English in the classroom, the teacher needs to take account of the integrated nature of the subject. This entails

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thinking about the curriculum and planning its implementation, not in terms of the three Strand Units, oral language, reading and writing but a cohesive approach which integrates all of the stands and connecting them with functional daily literacy activities

throughout the school. It is by teaching toward the Strand Units that the teacher can provide an integrated language learning experience for the children.

The whole school plan and the curriculum documents for English provide

information and guidance to individual teachers for their long and short-term planning with teachers looking to it for structure and guidance

The monthly progress report is available in office or on the server for reference to inform future planning.

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Staff development

Teachers are encouraged to avail of relevant courses. Expertise acquired is shared among staff.

Team teaching may be used as a strategy.

Teachers undertake personal research pertinent to the programme being

implemented in the class. _________________________________________________________________

Parental involvement

Parents can support their child‟s reading, e.g. paired reading, shared reading,

story reading, reading environmental print, ICT programmes, homework – hearing reading and talking about reading, involvement with the school library, local library, book fairs, book week, other?

the school can support parents in accessing suitable reading materials.

Parents can assist their children in developing reading and writing and oral

language skills by taking an active interest in their work: o Check that homework is completed and discuss it with them

o Check the homework diary daily for teacher notes/comments o Ensure students attend school regularly and on time o Ensure students have all necessary books, copies, pens and pencils

o Ensure students are in uniform when they attend. ●Parents are invited to the Book Fair held in our school each year.

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Community links

Because of the school‟s widespread catchment area attention is paid to the different communities of the children. The pupil‟s own local events are discussed

in class and the children are encouraged to speak and write about events in their local area.

Pupils may attend homework or after school clubs as a way of supporting their

language development.

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Roles and Responsibilities The plan will be implemented by the teachers. These teachers are assigned classes by

the Principal each year. The plan will be constantly monitored and updated to keep up to date with what is required for each class.

Timeframe

This plan is to be reviewed as necessary, see school action plan for details. Success criteria

This plan will make a difference to the teaching and learning of English in our school.

Success will be best achieved if:

o Teachers‟ preparation is based on this plan

o Procedures outlined in this plan are consistently followed

We will know that the plan has achieved its aims from: o Feedback from teachers/parents/pupils/community o Inspectors‟ suggestions/report

o End of term assessments and exam results

The plan will enhance pupil learning when: o Children have a positive attitude and appreciation of the value of

language-spoken, read and written o Children have an interest in expression and communication o Children have an ability to engage appropriately in listener-speaker

relationships o Children have confidence and competence in listening, speaking, reading

and writing

o Children are engaging with a variety of genre in reading and writing o A process approach is evident in writing o Comprehension and higher order thinking skills are developed through oral

language, reading and writing o Children‟s emotional, imaginative and aesthetic development is enhanced

through oral, reading and writing experiences.

Review

It will be necessary to review this plan on a regular basis to ensure optimum implementation of the English curricula and syllabi in the school.

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Ratification and Communication

This subject plan was ratified by the Board of Management on the 29/09/11.

This plan is available on the school server for all staff to access. All parents are welcome to view this subject plan on our website.