.
Scoil Cholmcille,
Cill Mhic nEanain
POLASAÍ GAEILGE.
Réamhráiteas.
Tháinig foireann na scoile le chéile le pleanáil in-sheirbhíse a dhéanamh maidir le polasaí na Gaeilge de sa scoil. Rinneamar athbhreithniú ar ár gcleachtas agus phléimear an curaclam. Chuir muid tús leis an bplean Gaeilge seo.
Bunchúiseanna.
Tá gá le plean Gaeilge a bheith ann chomh maith le pleanáil sa dóigh ‘s go mbeidh leanúnachas, struchtúr agus treoir ann ó thaobh múineadh na Gaeilge de ó ranganna Naíonáin go Rang a Sé. Déanfar forbairt ar an gCuraclam sna ceithre snáithe thíosluaite.
– éisteacht.
– labhairt.
– léitheoireacht.
– scríbhneoireacht.
An Plean i gcomhthéasc na scoile.
Tá ocht n-oide ranga bunaithe go lánaimseartha sa scoil chomh maith le beirt mhúinteoir Foghlaim Tacaíochta, beirt mhúinteoir acmhainne agus an Príomhoide. Mheasamar mar fhoireann gur seo thíos na príomhláidreachtaí agus laigeachtaí a bhain le múineadh na Gaeilge inár scoil.
Láidreachtaí
– tá foireann buan, lánaimseartha again; is í an Ghaeilge an ghnáth-theanga labhartha i measc na múinteoirí féin.
– tá ardchaighdéan Gaeilge ag na múinteoirí; agus cainteoirí Gaeilge ina measc.
– tá suim ar leith ag an fhoireann an Ghaeilge a chuir chun cinn sa scoil agus is í a bheith in úsáid mar ghnáth theanga cumarsáide.
– bhí béim láidir ariamh ar labhairt na Gaeilge sa scoil.
Laigeachtaí.
– is beag Gaeilge atá sa cheantar.
– go minic, ní léir do na páistí go bhfuil tábhacht leis an teanga taobh amuigh d’obair na ranga.
– cé go raibh plean Gaeilge sa scoil go dtí seo, mheasamar go raibh gá le athbhreithniú a dhéanamh air.
– shíl muid go bhfuil easpa acmhainní Gaeilge sa scoil.
Is iad aidhmeanna an Churaclaim Gaeilge sa scoil ná
– úsáid na Gaeilge mar ghnáth-theanga cumarsáide a chur chun cinn.
– dearcadh dearfach i leith na Gaeilge a chothú.
– taitneamh a bheith le baint as foghlaim na Gaeilge.
– cumas éisteachta agus labhartha an pháiste a fhorbairt agus a m(h)uinín chun an Ghaeilge a úsáid a chothú.
– cumas léitheoireachta agus scríobhneoireachta an pháiste a chothú.
– éisteacht, labhairt, léitheoireacht agus scríobhneoireacht a fhorbairt ar bhealach comhtháite ag leibhéil a oireann do na páistí.
– cúram a dhéanamh d’fhorbairt shóisialta, chognaíoch, mhothúchanach, shamhlaíoch agus aeistéitiúil an pháiste.
– Seans a thabhairt do na paistí dántaí/amhráin a rá os comhair na scoile
Ábhar agus modheolaíochta.
Feidhmeanna Teanga.
Is iad na feidhmeanna teanga croí-lár an Churaclaim. Tá sé tábhachtach na feidhmeanna teanga a roghnú, a fhorbairt, a mhúnlú agus a úsáid. Beidh feidhmeanna teanga i gceist mar chuid lárnach de gach snáithe den Churaclaim.
Tá siad roinnte ina sé chatagóir feidhmeanna
– ag déanamh caidreamh sóisialta.
– eolas a thabhairt agus eolas a lorg.
– dearcadh a léiriú agus a lorg.
– dul i gcion ar dhuine.
– struchtúr a chur ar chómhrá.
– soiléiriú a lorg i gcómhrá.
(féach Aguisín 1).
Snáitheanna an Churaclaim.
Déanfar forbairt ar na snáitheanna ar bhealach comhtháite agus luaitear anseo na príomhghnéithe a bhaineann le gach snáithe.
ÉISTEACHT.
tá gá le cluas an pháiste a oiliúint conas éisteacht i gceart. Beidh na páistí ag éisteacht go neamhfhoirmiúil i rith an lae agus ag éisteacht go foirmiúil i rith ceachta, mar shampla le
– rannta & amhráin
– dánta
– bainisteoireachta ranga.
– tascanna éisteachta
Ranganna Naíonáin.
Baineann tábhacht faoi le cúrsaí éisteachta sna ranganna naíonáin mar tá na páistí ag brath ar an mhúinteoir don Ghaeilge, mar shampla
– ainmneacha na nithe sa seomra ranga.
– ceisteanna beaga fúthu féin; ainm, aois srl’
– rainn agus amhráin bheaga shimplí a chabhróidh leo seilbh a fháil ar an teanga.
– dánta le geaitsíocht.
– abairtí ar nós ‘ Sin ___’.
Rang a hAon agus a Dó.
– Treoracha le leanúint as Gaeilge.
– nathanna beaga le cloisteáil.
– forbairt ar na ceisteanna a múineadh sna naíonáin.
– biongó le huimhreacha a imirt.
– biongó le focail a imirt.
– pictiúir a chríochnú ó treoracha tugtha.
– sraith phictiúr chun eachtra a léiriú a chur in ord.
– aithint foclóra ó chairteanna nó nithe sa seomra.
– feicim rud éigin ag toiseacht le ‘g’ m.sh
Rang a Trí agus a Ceathair.
– Cluichí a imirt a chuireann iachall ar na páistí tuiscint a bhaint as an éisteacht; ceisteanna a chuir atá bunaithe ar shliocht léitheoireachta, mar shampla.
– ceisteanna ‘fíor nó bréagach’.
– feicim rud éigin ag toiseacht le ’g’ m.sh
– éisteacht i gcomhair eolas faoi leith.
– cluichí le treoracha; pictiúr a thabhairt do na páistí agus tabhairt orthu nithe breise a chur leis de réir treoracha an mhúinteora.
– Biongó
– Deireann an múinteoir abairt atá ar eolas ag na páistí le botúin amháin ann agus beidh orthu an botún sin a aimsiú.
– téip a thabhairt isteach le daoine ag labhairt air agus bíonn ar na páistí eolas a bhailiú uaidh nó ceisteanna a fhreagairt.
Rang a Cúig agus Rang a Sé.
– Gníomhaíochtaí inár gá do na páistí éisteacht le chéile agus eolas a bhaint as a gcuid cainte.
–deis a thabhairt dóibh éisteacht leis an nuacht agus iarracht a dhéanamh ar chiall a bhaint as.
– Cláracha Gaeilge a thabhairt isteach sa seomra ranga agus ligint dóibh amharc orthu.
– Cluichí le treoracha arís ach iad níos deacra ag brath ar fhoclóir na bpáistí.
– ag éisteacht le scéalaí.
Beidh páistí ag úsáid Gaeilge chomh minic agus is féidir i rith an lae. Páistí ag labhairt go simplí faoi na rudaí a bhfuil spéis acu iontu, trí chluichí teanga, scéalaíocht, agallaimh, ról-imirt srl.
Bainfear úsáid as an Ghaeilge
– mar theanga bhainistíochta ranga.
– mar theanga chumarsáide idir na múinteoirí.
– mar theanga chumarsáide idir múinteoirí agus cuairteoirí chun na scoile, chomh fada agus ‘s féidir.
– i bhfógraí ar crochadh ar fud na scoile.
– i scéim leanúnach neamhfhoirmiúil ag baint úsáid as na sé chatagóir feidhmeanna sna feidhmeanna teanga.
LÉITHEOIREACHT.
Cuirfear tús leis an léitheoireacht foirmiúil i Rang a hAon agus beidh dúshraith láidir acu sa teanga labhartha roimhe seo.
– rannta.
– dánta.
– cluichí éisteachta.
– pictiúir leabhair.
– leabhair mhóra.
– nuacht phearsanta srl.
Ins na hArdranganna, beidh na scileanna léitheoireachta a fhorbairt ag na múinteoirí
– scéalta ins na leabhair.
– scríbhneoireacht an pháiste.
– leabhair fíor scéalta agus finscéalta.
Naíonáin go Rang a Dó.
– prionta sa timpeallacht, fógraí agus lipéid sa seomra ranga.
– cairteanna bunaithe ar ábhar éagsúla, slite beatha, an aimsir, míonna, laethanta, ainmhithe srl.
– scéalta a léamh do na páistí.
– leabhair mhóra le téacs.
– rainn, dánta, amhráin.
– cluichí boird.
– tascanna léitheoireachta.
– leabhair léitheoireachta ranga ó Rang a hAon ar aghaidh.
– leabhair le pictiúir agus focail, bunaithe ar na téarmaí.
Rang a Trí go Rang a Sé.
– prionta sa timpeallacht.
– cairteanna bunaithe ar ábhar éagsúla; slite beatha, an aimsir, bia srl.
– léitheoireacht a shamhlú le taitneamh trí éisteacht le scéalta agus dánta tarraingteacha a léamh os ard ag an mhúinteoir.
– léitheoireacht sa seomra ranga ó leabhair léitheoireachta agus ó chinéalacha éagsúla téacs.
Cártaí Liostaí Litreacha Tuairisci Filíocht
Dialainn Ailt Fógraí Nótaí Biachláir Am Cláracha
Cuirithe Teachtaireachtaí Scéaltaí Treoracha.
SCRÍBHNEOIREACHT.
Arís cuirfear tús leis an scríbhneoireacht foirmiúil i Rang a hAon.
Sna ranganna naíonáin beidh cúrsa réamhscríbhneoireachta a úsáid ag na páistí ag baint úsáid ag na craíon, scuabanna péint, a méara agus pinn luaidhe chun patrúin scríobhneoireachta a dhéanamh. Nuair a bheidh siad réidh, beidh siad ábalta dul ar aghaidh chun litreacha, focail agus frásaí a scríobh, a n-ainm
féin a scríobh agus abairtí shimplí a scríobh.
Rang a hAon agus a Dó.
– Nuacht laethúil a scríobh.
– Abairtí agus ailt simplí.
– Lipéidí a chur le pictiúir.
– Cártaí d’ócáidí áirithe.
– Foghlaim conas foclóir simplí a úsáid chun cuidiú le cruinneas sa scríobhneoireacht.
Rang a Trí agus a Ceathair.
– Abairtí agus ailt.
– Abairtí a chur le pictiúir.
– Liosta focail.
– Scéaltaí.
– Freagraí ar cheisteanna.
– Ceachtanna graiméir.
– Cártaí d’ócáidí áirithe.
Rang a Cúig agus a Sé.
– Abairtí agus ailt a scríobh.
– Scéalta a scríobh.
– Liostaí foclóra ag baint leis na téamaí.
– Freagraí ar cheisteanna.
– Ceachtanna graiméir.
– Taithí ar scríbhneoireacht cinéalacha éagsúla teacs;
Cártai Liostaí Litreacha Tuairisci Filíocht
Dialainn Ailt Fógraí Nótaí Biachláir Am Cláracha
Cuirithe Teachtaireachtaí Scéaltaí Treoracha.
Chun cabhrú leis na páistí ina gcuid scríobhneoireachta beidh na nithe seo a leanas ar fáil i ngach seomra;
Luaschártaí
Cairteanna bunaithe ar ábhair éagsúla; siopaí, an aimsir, bia ….
Leabhair nótaí le liostaí focail le haghaidh gach téama nua.
Foclóir Gaeilge/ Béarla, Béarla/ Gaeilge.
Liostaí focail ar crochadh a bhaineann le téamaí éagsúla.
Cairteanna ag múineadh poinntí graiméir (RANG 3-6).
FILÍOCHT
Baineann na múinteoirí úsáid as an bhfilíocht chun aidhmeanna na ceithre snáithe a bhaint amach.
NAÍONÁIN.
Rainn a úsáid chun litreacha, uimhreacha, dathanna…. a mhúineadh.
Aithris agus athrá.
Dánta ar théamaí na míosa.
Dánta geatsaíochta.
RANG A HAON AGUS A DÓ.
Dánta ar théamaí na míosa.
Cleachtadh scríbhneoireachta.
Pictiúir a tharraingt bunaithe ar dháin.
Cómhrá.
Dánta ar son an rithim, rím agus ceol atá iontu.
Aithris agus athrá.
RANG A TRÍ AGUS A CEATHAIR.
Dánta ar théamaí na míosa.
Aithris agus athrá.
Dánta a fhoghlaim de ghlanmheabhair.
Pictiúir a tharraingt bunaithe ar an dán.
Téamaí an dáin a phlé.
RANG A CÚIG AGUS A SÉ.
Dánta ar théamaí na míosa.
Aithris agus athrá.
Dánta a fhoghlaim de ghlanmheabhair.
Pictiúir a tharraingt bunaithe ar an dán.
Téamaí an dáin a phlé.
Dánta a chur i gcomparáid le chéile.
Dán simplí a chumadh.
Scrúdu ar dhánta file faoi leith.
DRÁMAÍOCHT.
Tá an drámaíocht ar cheann de na modhanna is éifeachtaí agus is fearr is fearr dá bhfuil ann chun an Ghaeilge a mhúineadh do na páistí agus baineann na múinteoirí úsáid as seo.
Samplaí drámaíochta.
Mím; míniú a thabhairt ar fhocla dheacra.
Rainn/amhráin le geatsaí
Gníomhaíochtaí a mhúineadh.
Mím beag faoi ábhair éagsúla.
Scéal na Maidine; Ag muscailt, ag éirigh, ag ithe bricfeasta….
Páistí a chur i ngrúpaí ag iad i mbun ról-imirt agus suíomh a chur in iúl.
Drámaí simplí a léiriú.
Múinfear gramadach go foirmiúil ins na hArdranganna agus beidh béim ar an litriú ó Rang a Trí ar aghaidh.
GAEILGE NEAMHFHOIRMIÚIL.
Beidh na múinteoirí ag baint úsáid as deiseanna chun an Ghaeilge a úsáid chomh minic agus is féidir, mar shampla
Ag am rolla
Am teachta
Am imeachta
Paidreacha
I bhfógraí ar crochadh ar fud na scoile
I bhfógraí an tseomra ranga.
I bhfrásaí na seachtaine.
COMHTHÁTHÚ NA SCILEANNA
Déanfar na ceithre scileanna thuasluaite a chómtháthú chomh minic agus is féidir i rith ceachta.
COMHTHÁTHÚ LE hÁBHAIR EILE.
Déanfar iarracht an Ghaeilge a chomhtháthú le hábhair eile, mar
– Corpoideachais.
– Ealaíon.
– Ceol.
– Drámaíocht agus agallaimh.
– O.S.P.S.
– Ceol an Aifrinn
PLEANÁIL RANGA.
Pleanáil fhadtéarmach sa Scéim Bliana.
Pleanáil ghearrthéarmach; Aonaid Teagaisc agus Foghlama.
TÉAMAÍ, STRAITÉISÍ, MODHANNA MÚINTE
Tá deich dtéama sa churaclam iad ar fad mar an gcéanna ó naíonáin go rang a sé. Ag smaoineamh ar shuim na bpáistí múinfear na feidhmeanna teanga faoi na téama áirithe sin
Téamaí: Mé Féin, An Scoil, Sa Bhaile, Siopadóireacht, Caitheamh Aimsire, An Aimsir, Bia, Éadaí, Téilifís, Ócáidí Speisialta,
agus baint acu go léir le saol an pháiste agus leis na daoine a dhéanann sé/sí teagmháil leo gach lá.
Beidh gach grúpa sa scoil ag obair ar na téarmaí céanna, ar bhealach leanúnach, i dtrátha an am céanna.
Sa Churaclam seo, tá an bhéim ar an chumarsáid. Tá cumarsáid i gceist sna ceithre snáithe, san ábhar teagaisc agus foghlama agus modhanna múinte a úsáidtear.
Straitéisí: Agallaimh, Drámaíocht, Filíocht, srl.
ÁISEANNA
Seo a leanas na háiseanna atá in úsáid sa scoil- ‘Bun go Barr’ mar scéim lárnach ó naíonáin go rang a sé. Tá Ceartlitriú in úsáid freisin chomh maith leis an scéim léitheoireachta ‘Soilse’ mar acmhainn breise léitheireachta ó rang a do go rang a sé. Tá liosta iniata in Aguisín a trí do na háiseanna nua atá ar fáil.
ÉAGSÚLACHT CUMAIS.
Cé go ndéanfar iarracht an Churaclam a mhúineadh ina iomláine, díreofar go speisialta ar chumais éisteachta agus labhartha an pháiste le éagsúlacht cumais.
MEASÚNÚ AR FHOGHLAIM NA BPÁISTÍ
Tá measúnú ag dul ar aghaidh ó lá go lá sa seomra ranga.
Glacfaidh an measúnú neamhfhoirmiúil seo foirm breathnú an mhúinteora ar an pháirt a ghlacann an páiste sa rang; cómhrá leis an pháiste; ceisteanna ó bhéal; obair scríofa agus obair baile.
Déanfaidh gach múinteoir measúnú ar a rang féin ag deireadh gach téarma ag baint úsáid as réimse d’uirlísí measúnaithe;
Dírbreathnú an mhúinteora ar an pháiste.
Tascanna agus trialacha leagtha amach ag an mhúinteoir.
Bailiúchán d’obair agus de thionscail an pháiste.
Beidh toradh an mheasúcháin seo curtha ar fáil do thuismitheoirí gach bliain.
Déanfar athbhreithniú ar an Pholasaí Gaeilge seo ag aon am más gá ach féachfaidh foireann na scoile air roimh Shamhain 2011, ar an dáta is deireannaí.
Rinneadh sin ar an Luan, an 10ú lá de mí Dheireadh Fómhair 2011.
Rinneadh é athuair ar an 11ú Aibreán 2013. Ar dtús, phléimear cur i bhfeidhm ár bplean, aon athruithe ar an cleachtas atá ann faoi láthair agus féidearachtaí don todhchaí.
Athbhreithniú 2013.
I measc na dtuaraimí agus moltaí do thréimhse an phlean seo
Go bhfuil ‘Bun go Barr’ mar bhunús scéim do na ranganna uilig, ach go bhfiosróimid scéim nua Gaeilge a aimsiú le linn an plean seo/ scéim le acmhainní digíteacha.
Gur ghlac an scoil páirt i gcomórtaisí taobh amuigh de am scoile le bliain/dhá bhliain anuas
-‘Féile Scoildhrámaíochta’,
-Comórtaisí Céim Aniar sna Dúnaibh agus in imeachtaí ‘Réalt Uladh’ in LYIT
– Scríobh Leabhair Gaeilge
agus gur bhain na páistí sult as seo. Phléimear seo, agus cé nach mbeimear páirteach i ngach imeacht, ba mhaith linn díriú ar bheith páirteach in imeachtaí faoi leith. Mheasamar go bhfuil ról tábhachtach ag an nGaeilge i dtionóil na scoile agus gur deis é le ranntaí, dántaí, ceol ‘s eile a chur i láthair agus go ndíreoimid ar an ngné seo i dtréimhse an phlean seo.
Beidh deis amhráin, paidreacha, beannachtaí coitianta Gaeilge a chanadh ‘s a rá ag na tionóil seo.
Díriú ar abairtí iomlána;
‘An bhfuil cead agam dul go dtí an leithreas?’ in áit an focal ‘leithreas’ amháin;
‘An féidir liom leabhar leabharlainne a fháil?’
‘tá m’obair déanta’
‘tá ceist agam’
‘tá a fhios agam’
Mheasamar go bhfuil tábhacht le Gaeilge mar theanga neamhfhoirmiúil sa rang, agus ag na páistí ag dul ar theachtaireachtaí go dtí an oifig, idir ranganna….
Clár scríbhneoireachta Gaeilge le bunadh sna ranganna.
Polasaí maidir le scrúdú cumas Gaeilge na bpáistí le forbairt.
Féidearachtaí acmhainní Gaeilge don clárbán a fhiosrú, www.scoilnet.ie, www.seomraranga.ie, Bun go Barr ar chláridirghníomhach.
Athbhreithniú déanta ag cruinniú foirne/ Cruinniú Boird ar an 18ú Aibréan 2013.
I bhfeidhm go dtí Bealtaine 2016, nó níos luaithe más gá.
Athbhreithniú 2016-‘17
Rinneadh ath-bhreithniu ar ár bplean Gaeilge ag cruinniú foirne i mBealtaine 2016 agus cuireadh i gcrích é ag cruinniú i Méan Fómhair 2016.
Buaic-phointí
D’éirigh linn na príomh-spriocanna sa phlean deireannach a bhaint amach. Measann foireann na scoile go bhfuil dul chun cinn mór a dhéanamh maidir le labhairt agus scríbhneoireacht na Gaeilge sa scoil.
Clár nua digíteacha ‘Bua na Cainte’ tugtha isteach sna bunranganna.
I measc na bpríomh bua-phointí a mheasamar ná go bhfuil dul chun cinn mór a dhéanamh maidir le amhráin, paidreacha, beannachtaí coitianta Gaeilge a chanadh ‘s a rá ag na tionóil scoile agus in sna ranganna.
Táimid ag díriú go mór ar na páistí ag rá abairtí iomlána agus feicimid dul chun cinn mór anseo.
Táimid ag déanamh dul chun cinn dearfach maidir leis an Ghaeilge a chomhtháthú le hábhair eile, mar Corpoideachais/ Ealaíon./ Ceol / Drámaíocht agus agallaimh/ O.S.P.S/ Ceol an Aifrinn, agus ár dtionóil scoile a bhainistiú tré Ghaeilge.
Táimid ag déanamh measanú foirmiúil ar chumas na bpáistí i nGaeilge; trialacha Gaeilge Dhroim Conrach sna ranganna. Cuirtear toradh an mheasúcháin seo ar fáil do thuismitheoirí gach bliain.
Thosaíomar ar úr-scéalta agus leabhairí breise Gaeilge a aimsiú do rang a trí go rang a sé. (Bun os cionn le Ruairi, Cad a tharla don Eolaí Óg, An Múinteoir Nua…..)
Táimid ag glacadh páirt i gcomórtaisí taobh amuigh de am scoile le roinnt blianta anois. I 2016, ghlac timpeall caoga scoláire páirt i gcomórtaisí Céim Aniar sna Dúnaibh agus in imeachtaí ‘Réalt Uladh’ in LYIT.
Ghlac iomlán na ndaltaí páirt i ‘Scríobh Leabhair Gaeilge’ le roinnt blianta anuas
Tréimhse an Phlean seo.
Tá súil again cur leis an dul chun cinn atá thuasluaite.
Le cur le háiseanna Gaeilge na scoile/ ‘anmúinteoir.ie’ a thriail againn…..
Cuirfimid leis na h-úrscéalta a thugamar isteach faoin bplean dheireannach agus leathnú a dhéanamh ar áiseanna léitheoireachta Gaeilge sa leabharlann agus sna ranganna. (Bun os cionn le Ruairi, Cad a tharla don Eolaí Óg, An Múinteoir Nua…..)
Tuilleadh forbairt faoi snáithí difriúla, mar shampla, Filíocht ranga, le filíocht de ghlan-mheabhair san áireamh.
Ag díriú ar dhearcadh fábharach a chothú i measc na ndaltaí uilig, agus acmhainne san áireamh…….daltaí a bhfuil eisceacht faighte ag cuid acu ó bheith ag foghlaim teanga sa bhreis ar scoil. Daltaí ag bronnadh Gaeilgeoirí na Seachtaine ‘is eile.
-an Ghaeilge a thabhairt isteach mar theanga teagaisc oibre in Ealaín agus i Corpoideachais i dtréimhse an phlean.
Freisin, tá scéim phíolóta nua ‘Gaelbhratach’ a reachtáil ag Gael Linn do scoileanna na tire. Fuaireamar deis páirt a ghlacadh sa scéim agus ghnóthaigh muid teastas don obair a rinneamar i mBliain a hAon den scéim. Measann foireann na scoile go raibh tionchar dearfach ag an scéim se ar an nGaeilge sa scoil agus tá uainn leanúint le Bliain a Dó agus a Trí den scéim.
Táimid ag díriú ar roinnt spriocanna don scéim seo
-Rannta, Amhráin, Cluichí Fáinneacha, Cluichí Bos’ Lámh
-An Tionól Scoile
-Amhrán na bhFiann
-Bainistíocht ranga
-Tráthanna Ceisteanna & téarmaíocht/ cén sliabh/cnoc/tír/abhainn…….is mó/is airde srl/ ag cumadh ceisteanna/ag obair i ngrúpaí
-Frásanna/ Nathanna na Seachtaine
-Gaeilgeoir na Seachtaine a bhronnadh
-Fógraí scoile i nGaeilge/ fógraí ar an idir-chom/ leathnú ar úsáid na Gaeilge ar chlár digíteacha na scoile/ blag gaeilge do Gaelbhratach
-Karaoke tré Ghaeilge
Sínithe
Sínithe
Dáta 24ú Méan Fómhair 2016.
Scoil Cholmcille, Kilmacrennan
Whole School Plan for
Visual Arts
Title: Whole School Plan: Visual Arts
.
Introductory Statement and Rationale
(a) Introductory Statement
The school plan for the visual arts was formulated by the staff, Board of Management and parent.
(b) Rationale
This policy was formulated to provide for creative and aesthetic experiences through exploring, investigating, inventing, designing and making in a range of media.
It promotes observation and ways of seeing and helps the child to acquire sensitivity to the visual, spatial and tactile world and to aesthetic experience.
We believe it channels the child’s natural curiosity for educational ends and conforms to the principles of the curriculum statements on visual arts.
Vision and Aims
(a) Vision:
In our school we recognize 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 as outlined in the curriculum statements.
(b) Aims:
• To foster senitivity towards the enjoyment and appreciation of the visual arts.
• To enable the child to develop the skills necessary for expression, inventiveness and individuality.
• To enable the child to experience the excitement and fulfilment of creativity and the achievement of potential through art activities.
• To help the child develop sensitivity to the visual, spatial and tactile world and to provide for aesthetic experience.
• To help the child express ideas, feelings and experiences in visual and tactile forms.
• To enable the child to have enjoyable and purposeful experiencse of different art media and to have opportunities to explore, experiment, imagine, design , invent and communicate with different art materials.
• To promote the child’s understanding of and personal response to the creative processes involved in making art.
• To provide opportunities for the child to explore how the work of artists and craftspeople might relate to his/her own work.
• In addition to these aims as outlined in the curriculum statements we also aim to create an atmosphere of enjoyment and allow a sense of fun to permeate our visual arts classes. We aim to exploit the positive effect purposeful visual arts activities can have on the child’s learning and provide activities that promote shared exploration and discovery of the elements and aspects of visual arts education
Content of Plan
Curriculum:
1. Strands and Strand Units:
Teachers should familiarise themselves with the six strands (Drawing, Paint and Colour, Print, Clay, Construction, Fabric and Fibre) and ensure each strand and both strand units are given equal prominence during the visual arts programme for the year. The content objectives and sample activities for each class are included in the plan and colour coded for easy reference. All teachers can have access to same.
2. Children with Different Needs:
The visual arts programme will provide opportunities for all children to experience success. Particular support will be given to children with special needs where discovery and experimentation in visual arts can be very rewarding and may lead to the development of other skills and talents.
Children who display a particular ability in the area of the visual arts will be encouraged to develop their talents through a range of school activities. Parents will be made aware of their child’s talents at the annual parent teacher meeting. These children will be encouraged to avail of opportunities to engage with the visual arts such as entering competitions etc.
3. Linkage and Integration:
Teachers will plan for opportunities for linkage and integration of visual arts activities. A thematic approach may be taken for linking strands e.g. at Christmas construct a crib, make figures from dough/clay, use fabric and fibre to dress figures. The visual arts should be integrated with other subjects – English, Gaeilge, History, Music, Geography
4. Assessment and Record Keeping:
Assessment is an integral part of the teaching and learning processes in visual arts 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 artwork will be observed . Projects, work samples and scrapbooks will also be used to look at the progression of skills development and as a record of achievement.
5. Equality of Participation and Access:
All children will have equal access to all arts activities. No child shall be excluded from the visual arts programme for failure to pay the arts and crafts contribution. Visits to galleries and exhibitions may be arranged during the year.
Organisation:
6. Timetables:
Time allocated to visual arts in every class will be as outlined in the Introduction to the Primary School Curriculum. Some discretionary time may also be allocated periodically to work in the visual arts, particulary in the context of integrated project work or celebration occasions. At certain time of the year teachers may block time…
7. Displays:
Childrens work is displayed in each classroom and should be regularly updated to ensure that the children are inspired by a colourful and constantly changing classroom environment. The school corridors, the entrance hall, notice board are used to display artwork completed by the children. Public display space is rotated between classes on a monthly basis to allow for the exhibition of work by all children in the school. The class teacher, using the school’s digital camera, will be encouraged to take a photograph of the finished product. The photo then will be placed in a resource folder for the visual arts.
8. Resources and ICT:
Consider these under the following headings:
Materials, publications, human resources, financial resources, environmental resources.
Materials
Each teacher will be responsible for purchasing and maintaining an adequate stock of basic materials in his/her own classroom. The post holder for visual arts will maintain a central store for materials that are not required in class on a regular basis. It will be the responsibility for individual teachers to inform the post holder when supplies of these are running low so that further stock may be purchased.
Publications:
The following publications are already in use as reference for members of staff:
1. Primary Art by Dianne Sterrett Book Book A, Book B, Book C, Book D, Book E, Book F, Book G
2. A compliation of ideas for all classes covering all strand areas.
In each classroom these will be a selection of age appropriate books available to children. These will have a variety of stimuli, colour plates of art works, and some information on proceses.
Human Resources:
Artists living locally or those with talen in the visual arts in the schol community, includeing parents will be asked to sulpport the school in tis efforts to develop arts education in Kilmacrennan School. The post holder for visual arts will liaise with the Arts Centre in Letterkenny with local galleries and museums to ascertain when exhibititions and events of interest to children will take place. Every effort will be made to have children visit some of these.
Financial Resources:
An appropriate amount to money will be requested from the BOM annually to fund our visual arts programme. Money will be also be made available from school draws. Contributions may also be requested from the Parents Association.
Environmental Resources:
Every effort will be made by teachers in the school to develop environmental awareness in the children. As often as possible, stimuli will be drawn from the local environment, both on a large scale and in the detail that may be used in some work. In particular, children will be taken on frequent visits/walks to …….. and will be encouraged to work from observation on location.
9. Health and Safety:
School personnel are mindful of the health and safety issues associated with the visual arts. Every care will be taken in using glue, scissors, craft knives, clay and other materials.All art materials used should be non-toxic and safe for children to work with. The children will be encouraged to wear old clothing during practical classes to protect uniforms.
Plastic containers must be used for water. Glass jars are not permitted. Classroom should be well ventilated.
10. Individual Teachers’ Planning and Reporting:
Each teacher’s planning reflects a balanced approach to the six strands in relation to Making and Doing. 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.
11. Staff Development:
Teachers are supported, where possible by the BOM to develop their range of skills and expertise in the visual arts. Attendence at courses in the education centres promoted and the sharing of knowledge and skills facilitated at staff meetings or at school planning days.
12. Parental Involvement:
Parents with particular skills and interest are invited to support the visual arts programme. They may also be invited to assist in other school events such as Arts week.
Parents are encouraged to avail of any further learning opportunities for their children and can also encourage children to enter local exhibitions and community events.
13. Community Links:
The school runs art fair every few years where the children get the opportunity to display their work for parents and the local community. We also enter local competitions e.g. Credit Union, Garda art competition, local festivals, road safety, seasonal etc.
14. ICT:
Information and communication technologies will also be used to broaden and enhance children’s experience and understanding of art. Computer art will be an existing addition to the art media available to them.
Success Criteria
The success of this plan will be measured by the following criteria:
¯ Implementation will be evident in teaching and learning in the classroom
¯ Continuity of content and methodology will be evident in teachers’ planning and monthly reports
¯ On going evaluation should demonstrate that pupils are acquiring an understanding of the artistic skills and concepts.
Implementation
(a) Roles and Responsibilities:
Staff members will pool information on sources of support for implementing the visual arts programme. These sources of support may include :
– parents as partners in education
– parents as links with the community
– artists in residence
– museums and galleries
– craft centres
-television and video
– ICT
– art reproductions
– education centres
(b) Timeframe:
Ratification and Communication
This school plan for visual arts has been ratified by the Board of Management of Kilmacrennan National School. The plan was reviewd again in June 2012. The plan will be reviewed as required and all the teachers and staff will be responsible for informing the visual arts post holder of any amendments they think should be made.
Signed: _______________________
_________________________
Scoil Cholmcille,
Kilmacrennan
Maths Policy
INTRODUCTION:
Our school plan has been formulated to provide a framework to ensure that the school meets the learning needs of each pupil and that there will be continuity and uniformity of attitude and approach with regard to the teaching of Maths.
Following our in-service we reviewed the teaching of maths throughout the school to conform to the principles outlined in the Maths Curriculum.
OUR VISION:
· We see Maths as being very important in relation to our school and very necessary in the development of all our pupils. It is a subject that has many values including practical and aesthetic and can benefit all our pupils.
· We hope to enable each child in our school realise his/her full mathematical potential in Mathematics.
· We hope to foster a love and enthusiasm for maths in our pupils.
· We hope to provide each child with mathematical knowledge, concepts and skills required for everyday living.
· We will encourage parental involvement as much as possible to support the child’s learning in maths.
AIMS:
We endorse the aims of the Primary Curriculum for Maths as set out on pg.12 of the Curriculum.
· to develop problem-solving abilities and a facility for the application of maths to everyday life
· to enable children to use mathematical language effectively and accurately
· to enable children acquire an understanding of mathematical concepts and processes to his/her appropriate level of development and ability
· To enable children to acquire proficiency in fundamental mathematical skills and in recalling basic number facts.
Curriculum Planning
Strands and Strand Units:
The curriculum objectives are used as the objectives for each class level in our school:
Junior and Senior Infants: p. 20 – 35 Curriculum
First and Second Class: p. 40 – 59 Curriculum
Third and Fourth Class: p. 64 – 83 Curriculum
Fifth and Sixth Class: p. 88 – 111 Curriculum
At the start of each year teachers will familiarise themselves with the objectives for their class and make sure that their individual planning for the year incorporates all strands of the Maths Curriculum.
Approaches and Methodologies:
The following approaches and methodologies will be used throughout the year:
The Use of Manipulatives:
Children will have access to and use a broad range of mathematical equipment during lessons.
Talk and Discussion:
Maths has it’s own language that needs to be spoken before being read and read before being written. We include talk and discussion in our maths lesson to develop concepts, mathematical language and to assess pupils understanding. Our school promotes the accurate and effective use of mathematical language.
We will use the following to develop talk and discussion in our school:
(i) Maths Language in the Strands – we will identify and emphasise the key vocabulary in each strand.
(ii) Introduction of maths topics – we will draw out children’s prior knowledge, experience and language through open discussion.
(iii) Using children’s literature in maths – we will use stories such as Goldilocks and the Three Bears to develop maths language and concepts.
(iv) Number Rhymes and Stories – we will use number rhymes and stories in the junior classes to consolidate maths language and concepts.
(v) Maths in the Environment – at all levels and in all strand areas we talk about the maths in our classroom environment and maths in the children’s home environment.
(vi) Concrete Materials – at all levels and in all strand areas we use concrete materials to encourage children to communicate about what they are doing and what they see happening.
(vii) Board Games
(viii) Problem-Solving – we will encourage children to talk about their strategies.
(ix) Maths Trails – in the senior classes
(x) Parents and Maths – we will encourage parents to talk about maths in their homes and in the local environment – shopping, travelling distances, shapes in the environment, measures……
Active Learning / Guided Discovery:
Active Learning in our school is promoted through the use of concrete materials, ICT and maths games.
Collaborative / Co-operative Learning:
To meet the different learning styles in our pupils we vary our teaching styles. Collaborative / Co-operative learning is important in developing social skills, motivating children and fostering positive self-esteem. We see collaborative / co-operative learning as being promoted through the following mathematical areas:
(i) ICT
(ii) All aspects of strand of measures
(iii) Maths games
(iv) Problem – Solving (in pairs)
(v) Data
(vi) General use of equipment (sharing)
Problem –Solving:
Children are encouraged to use their own ideas as a context for problem – solving. To promote problem – solving in our school we have prioritised the following strategy:
(i) Attend to key mathematical words
(ii) Draw picture / diagram of problem
(iii) Use appropriate materials / resources
(iv) We will encourage estimation
(v) Solve simpler versions of problems
(vi) Act out problem
(vii) Break problem down and solve each part
(viii) Look for patterns in a problem.
Estimation:
Estimation will form part of every maths lesson. Emphasis will be placed on the development of estimation skills from Junior Infants to Sixth Class in all strand areas.
In teaching Measures at all levels we take every opportunity to have the children practise estimation of lengths, heights, widths, distances, weights, volume, capacity.
KEY STRATEGIES:
(i) Estimate
(ii) Discuss or consider
(iii) Measure or do
(iv) Record or report
In teaching Number we develop estimation skills by practising a variety of strategies including rounding strategy and the front end strategy.
In all strand areas children will be taught to investigate the reasonableness of their results.
Children from fourth class upwards will be encouraged to estimate when working with calculators so that each child can evaluate the validity of the result given by the machine.
Developing estimation skills will be one of our school strategies to develop problem skills.
Using the Environment as a learning resource:
The school building is used as a resource to support the Maths programme. In our school we promote a maths rich environment both inside and outside in the yard. Each teacher uses the local environment as well as the classroom and school environment to make maths more real to the children’s lives.
Skills:
Priorities in our school:
(i) Oral Maths
(ii) Mental Maths
(iii) Use of concrete materials
(iv) Promoting Problem Solving
(v) Standardising of Testing
(vi) Agreed ways of doing things.
The following number limits for each class will be adhered to:
Class Numerals
Junior Infants 0 – 5
Senior Infants 6 – 10
First Class 0 – 99
Second Class 0 – 199
Third Class 0 – 999
Fourth Class 0 – 9999
Fifth Class read, write and order whole numbers and decimals
Sixth Class read, write and order whole numbers and decimals
Data:
Children will be encouraged to collect real data i.e. infant classes collect personal information and represent it on a pictogram for example; older children will create and interpret bar charts and pie charts. Children in senior classes will create a database to show how information technology can be used to interpret large amounts of information. As part of this project they are made aware of the importance of entering relevant data and asking clear questions to extract the required information from the data.
Language – Concept Skills:
There is a strong link between language and concept acquisition. We feel it is important to have a common approach to the terms used and the correct use of symbol names. Our school has agreed the following:
Vocabulary:
Addition and Equivalence
“+” and “=” are introduced as symbols in Senior Infants.
Prior to this (i.e. Junior Infants) the vocabulary used to talk about operations will be
· “+”: “plus”, “and”, “more”, “altogether”.
· “=”: “the same as”, “is”
From First Class children will become familiar with the
Following:
· +: “addition”, “total”, “sum of”, and “increase”, “more than”.
· =: “equals”
Subtraction:
“- “is introduced as a symbol in First Class.
In the infant classes the vocabulary used will be:
· “take away”, “less than”, “left”
From Second Class children will become familiar with:
· “subtraction”, “decrease”, “subtract”, “take away”, “from”, “less than”, “minus”, “difference”.
Multiplication and Division:
“x” and “ “ are introduced as symbols in Third Class. The following vocabulary will be used:
“x”: “multiplication”, “multiply”, “times”, “of”.
“ “ : “division”, “divide”, “divided by”, “split”, “share”, “shared between”, “group”, “how…many…in…”
In Fifth and Sixth Class the words “product” and “quotient” will be included.
Place Value:
The word “unit” will be used rather than “ones”.
Written Methods:
To ensure a common approach to the teaching of subtraction and fractions we have agreed the following:
Subtraction:
Vertical: Start from the top using the words “take away”.
Horizontal: Read from left to right using the words “take away”.
Renaming/Regrouping will be the method used throughout the school.
Fractions:
In the addition and subtraction of mixed numbers the whole numbers are worked on first, then equivalence is used for the fraction part by finding the common denominator. In multiplication and division improper fractions are used.
Children will be afforded opportunities to verbalise and to use manipulatives to represent each of these activities before the written recording of symbols.
Tables:
Number facts up to ten will be memorised. Addition facts will be memorised by the end of Second Class and multiplication facts by the end of Fourth Class. Both will be revised up to the end of Sixth Class.
A variety of methods will be used including counting in 2s, 3s, 4s……., reciting, using music cds etc. Subtraction and division tables will be learnt as the inverse of addition and multiplication.
Skills:
The following skills will be acquired by the children through the study of the various strands of the Curriculum:
(i) Applying and Problem-Solving
(ii) Communicating and Expressing
(iii) Integrating and Connecting
(iv) Reasoning
(v) Implementing
(vi) Understanding and Recalling
(vii) Estimation.
ASSESSMENT AND RECORD KEEPING:
Assessment will be used by the teachers in our school to inform their planning, selection and management of learning activities so that they can make the best possible provision for meeting the varied needs of the children in our school.
Teachers will select from the following range of assessment approaches:
· Teacher observation of knowledge, skills development and participation in activities.
· Teacher designed tests and tasks.
· Work samples, folders and projects.
· Children will be encouraged to assess their own work on a continuous basis.
Teacher designed tests and tasks.
The following are used throughout the school to inform the Class Teacher of each child’s progress in Maths:
· Oral Tests (tables, continuation of number patterns etc….)
· Written Tests of numerical competence
· Problem – Solving exercises that use a variety of mathematical skills.
· Projects that require compilation of data or the drawing of diagrams.
Standardised Testing:
· Assessment Tests from the Maths scheme will be used throughout the school.
· Children will bring tests and results of such tests home for parents to see.
· Test results will be kept by the teacher and passed on to the next teacher.
The following procedure will be used for norm-referenced tests:
· Children will be formally assessed by means of the Sigma-T tests in the Senior classes and the Drumcondra Maths Tests in the Junior classes.
· All children will be tested each year.
· The results of each child’s tests will be kept in their school file to be stored in the school office.
· Sigma-T results will be communicated to parents at the parent-teacher meetings using the Sten Score result.
· In line with the school’s policy on record keeping school files will be kept until.
Children with Different Needs:
The Maths 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 children.
Those children who receive scores at or below the tenth percentile on the Sigma-T tests will have priority in attending the Learning Support Teacher for supplementary teaching for maths. The availability of supplementary teaching for maths, however, will depend on the case load of the Learning Support Teacher.
Diagnostic tests may be administered where the need arises. Parental permission will be sought before these tests are administered.
If there are children who qualify for supplementary teaching but for whom there is no possibility of receiving formal supplementary teaching the following will happen:
a) The Learning Support Teacher will liaise with the class teacher on resource books and materials that could be used by the class teacher and the child in the mainstream setting.
b) If the child is already attending the Learning Support Teacher for English, it may be possible, on occasion, for the child to receive some help with his/her Maths work as part of the supplementary teaching sessions.
The progress of such children will be reviewed on a regular basis.
The same provision will apply for children who do not qualify for supplementary teaching but yet demonstrate difficulty with Mathematical activities on an on-going basis or with particular concepts.
The requirements of children with special needs will be taken into consideration when planning class lessons and field trips. The SNA supports particular children or groups as directed by the class teacher. Grants as appropriate will be accessed to support the needs of individual children. Additional materials and resources may also be purchased by the school.
For children of exceptional ability opportunities will be provided to work on independent research projects, ICT and with other children who have a similar interest in Maths activities. Parents will be consulted and opportunities for further development will be explored e.g. Centre for Talented Youth. Teachers will be required to keep a record of the differentiated approach adopted for these children.
Equality of Participation and Access:
All children are provided with equal access to all aspects of the Maths curriculum. Boys and girls are provided with equal opportunities to engage in mathematical activities.
Organisational Planning:
Timetable:
The following time is allocated for Mathematics in this school:
· Infant Classes: 3 hours 25 minutes
· First Class – Sixth Class: 4 hours 10 minutes
Timetables must record this time allocation for Maths.
There is discretionary time available each week that teacher can occasionally use to support the Maths Curriculum.
· Infants: 1 hour
· First Class – Sixth Class: 2 hours
Homework:
In our school
· Homework should be in line with the approaches as set out in the curriculum for Maths
· Maths homework should be given each night homework is given
· Homework allocated should take account of the differing levels of ability in the class
· Children should generally be given a mixture of number work and the current concept being taught in class in a homework assignment
· Tables may be given for homework but children should be given an opportunity to begin the process of learning these in class
· Practical activities may be given from time to time (e.g. measuring, collecting data)
· Time should be allocated as part of the Maths lesson for correction of Maths homework and the review of any problems arising.
RESOURCES AND ICT:
Manipulatives:
We, in the school, acknowledge the importance of concrete materials in the development of mathematical concepts for children in all classes. Each class is supplied with equipment suitable for that class level.
Calculators:
From fifth class upwards children are permitted to use calculators alongside traditional paper-and- pencil methods. Calculators are particularly useful for handling larger numbers, to check answers, to explore the number system and to remove computational barriers for weaker children. They also allow the child to focus on the structure of problem-solving questions. It is important that the skill of estimation is developed along with the use of the calculator.
ICT:
Software used must include a variety of activities to develop the children’s conceptual knowledge and problem-solving skills in addition to drill and practice activities.
List of useful Mathematical Websites:
www.primaryresources.co.uk
www.bbc.co.uk/schools/numbertime/games
www.kidwaresoftware.com
www.multiplication.com/games/htm
www.teachingtables.co.uk
www.rainforestmaths.com
www.scienceacademy.com
www.kidsnumbers.com
www.primarymaths.ie/mathstrail1st2nd.pdf
www.ixl.com/maths
www.mathsisfun.com
www.topmarks.co.uk
Textbooks:
· Textbooks are selected in line with the school’s Textbook Policy and reflect the objectives of the Curriculum.
· The scheme currently in use throughout the school is “Planet Maths”. This scheme is used in all classes from Junior Infants to Sixth Class as the basic text. Mental Maths is used from First to Sixth Class.
· A table book will also be used throughout the school.
· Where a teacher deems necessary supplementary materials will be supplied/designed.
Individual Teachers’ Planning and Reporting:
Teachers should base their yearly and short term plans on the approaches set out in this whole school plan for Maths. Work covered will be outlined in the Cuntas Miosuil which will be submitted to the principal.
Staff Development:
Teachers are made aware of any opportunities for further professional development through participation in courses available in Education Centres and other venues. Skills and expertise within the school are shared and developed through inputs at staff meetings.
Parental Involvement:
Parents are encouraged to support the school’s programme for Maths. They will be encouraged to use real maths i.e. real objects when doing maths at home, use board games regularly and use the same methodologies as used in the classroom.
Individual parent/teacher meetings are held annually. Teachers and parents are afforded this chance to discuss each individual child’s progress in Maths and other areas and ways of assisting that progress. Parents and teachers are welcome to make individual arrangements to discuss matters of relevance at other times throughout the school year.
Success Criteria:
The success of this plan will be measured using the following criteria:
(i) Implementation of revisions in the Maths curriculum will be evident in the teachers’ work.
(ii) Continuity of content and methodology will be evident in teachers’ preparation and monthly reports.
(iii) On-going assessment, formal and informal, will show that pupils are acquiring an understanding of mathematical concepts and a proficiency in maths skills appropriate to their age and ability.
Review:
Progress made during this school year will be reviewed at the end of March 2013 (Croke Park planning hours) staff meeting and will be based on results of assessments across all classes and on teachers’ views as to the effectiveness of the plan.
