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An Clr Nisinta Ionduchtaithe do

Mhinteoir

The

National Induction Teachers

Programme for

ShortTerm Planning: Draft uidelines

Drafted !" re#resentati$es of:


1 2 3 4

Department of Education and Skills


National Council for Curriculum and Assessment Professional Development Service for Teachers National Induction Programme for Teachers

%ul" &'()
Draft document

Table of Contents
Page General introduction
3

What should be included in a teachers short-term plan?

5 5

date and class level .. content objectives and skills 5 learning objectives resources Differentiation 7 assessment linkage and integration reflection
! !
7 6 6

learning activities / methodologies

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Appendix A: Short term planning stages

"" "#

Appendix !: Support "hen "riting learning objectives Appendix #: $vervie" of methodologies Appendix D: Differentiation strategies
"5 "3 "$

Appendix %: Assessment methods Appendix &: Short 'erm (lanning 'emplate. Appendix ): 'eacher *eflection Document.. Appendix +: (lanning frame"ork for pla, Appendix -: (lanning frame"ork for pla,: )uidelines. Appendix .: (lanning frame"ork for pla,: $vervie" of pla, areas. #"

"6 "7 " "!

Appendix /: (lanning frame"ork for pla,: #ompleted sample... Appendix 0: Science third and fourth class 1Short term plan2 . Appendix 3: 3athematics senior infants 1Short term plan2 .. Appendix 4: 5isual Arts junior infants 1Short term plan2 .. #5 Appendix $: %nglish senior infants 1Short term plan2 .. #6 Appendix (: +istor, senior infants 1Short term plan2

## #3 #$

Short-term planning and preparation draft document

General introduction
Short-term planning assists you in clarifying the work to be completed in a defined period. As a probationary teacher you are required to prepare short-term plans for each week. The plan should identify the essential learning e periences to be pro!ided and the e pected learning outcomes for the children. "t should show the teaching strategies and methods you will use in this period. #our plan should also pro!ide a means of assessing whether the e pected learning outcomes ha!e been achie!ed and so pro!ide the basis for self-assessment of the appropriateness of the methods you decided to use.$ %uidelines for &robationary Teachers in &rimary Schools 1D%S6 78892.

As a teacher6 ,ou "ant to promote %ualit& learning and teaching for all pupils in ,our class. 'here is a clear link bet"een the :ualit, of learning achieved b, the pupils and the :ualit, of the teacher preparation. 'he D%S -nspectorate highlight a strong correlation bet"een lessons deemed to have satisfactor, learning outcomes and the :ualit, of the preparation for the lesson 1"ncidental "nspection 'indings ()*)6 D%S 78182. (lanning forms one part of teacher preparation. ;hile *ule 17< of the *ules for 4ational Schools sets out the general re:uirements for teacher planning6 teachers use their professional discretion to decide ho" to plan. Short-term planning draft guidelines is part of a suite of materials that offer practical support for this process.

Principles of good planning


Some suggested principles of good teacher planning are identified here. 'hese are presented under three %uestions that teachers ma, find useful to guide reflection on their planning.

1. Who is planning for? 1 )uides me6 the teacher 2. Wh& is planning needed? 1 )ives me clarit& about
"hat the pupils "ill learn ho" the pupils "ill learn ho" - "ill kno" "hat the pupils have learned 'he ke, :uestions ,ou ask ,ourself "hen planning are set out in 'ppendi( '. 3) *o+ is planning done?

1 'he length of m, plans is not an indication of their :ualit,. 'he detail and level of
planning re:uired ma, var, from teacher to teacher. &or example ne"l, :ualified teachers ma, draft more detailed schemes than their experienced colleagues.
Short-term planning and preparation draft document

3, plans are practical and purposeful and the format adopted is user-friendl&. -n other "ords6 it=s about +hat +or,s for me. 'he format used for short term planning ma, var, from school to school. -t is advisable that a school staff should consider using a similar format for all teachers. 1 3, short term planning is informed b, m, long term plan.

'hese suggested principles of planning underpin the notion that good teacher planning and preparation can never be reduced to a mere technical or mechanical process such as completing grids and templates. -t=s much more than that. %ver, class conte(t is uni%ue and the class teacher is best placed to assess pupils= learning strengths and needs6 and ho" these are best met. 'he process of planning presents the teacher "ith the space to reflect on :uestions relating to the next stages of the children=s learning: +hat will the pupils learn in this week,fortnight,term- .ow will they learn it- .ow will " know that they ha!e learned it;hat emerges in the plan is a practical record of the teacher=s decisions about the learning and teaching. 'hese guidelines and supporting templates offer support to the teacher "hen making and recording important on going decisions about the children=s learning and his/her teaching.

Short-term planning and preparation draft document

What should be included in a teachers -hort-Term Plan?

.or each sub/ect area the short-term plan should contain0 1. Date6 Subject6 #lass 0evel

2. Strand6 Strand >nit 3. #ontent $bjectives and Skills 1"here appropriate2 4. 0earning $bjectives 5. 0earning Activities 6. *esources 7. Differentiation 8. Assessment 9. 0inkage and integration 10. *eflection
'hese headings reflect those presented in the /urriculum Statement and the Teacher %uidelines for each subject area in the &rimary School /urriculum 1D%S6 1???26 the School (lan and long term plans. -n this "a,6 a clear link bet"een the &rimary School /urriculum 1D%S6 1???26 the "hole school plan6 individual teacher planning and teaching and learning in the classroom is established. 'hese headings are expanded belo" and illustrated through a series of vignettes based on the %nglish curriculum. -n addition to this6 some samples of short term plans are included in the Appendices.

") 1ate2 -ub/ect and Class 3e4el 'his section of the short term plan should include the class level/s and the period covered. %xperienced teachers are re:uired to prepare fortnightl, plans and probationar, teachers must prepare "eekl, plans in advance. 'he teacher=s name ma, be included and perhaps the recommended time allocation per subject if considered useful. #) Content 5b/ecti4es and -,ills 'he 4##A /urriculum &lanning Tool6 an on line database of all content objectives and skills in the &rimary School /urriculum 1D%S6 1???26 supports the eas, identification and selection of content objectives and skills. 'he number of content objectives and skills included should be realistic in terms of the overall time allocation available for a subject in ,our short term plan. 1 #hoose content objectives appropriate for the short term plan. *efer to long term/terml, plan.

Refer to the Primary School Curriculum and DES Circular 0056/2011 for information on the suggested time allocation for sub ects.

Short-term planning and preparation draft document

3) 3earning 5b/ecti4es 10ased on content ob1ecti!es and pupils2 prior learning3 Key question @What do 6 +ant the pupils to learn this +ee,? *efer to long term/terml, plan. #hoose the content objective1s2 appropriate for the short term plan. !reak do"n the content objective into manageable learning objectives including skills as appropriate. #learl, identif, the learning objective1s2. 5isit 'ppendi( 7 for practical support in ho" to "rite effective learning objectives. 'ppendi( 7 includes a list of useful verbs to help ,ou "rite the learning objective e.g. identify4 describe4 compare. %nsure that learning objectives are specific6 attainable6 realistic and support assessment 'he teacher=s professional judgement based on the uni:ue context of the class and the time allocation for ever, subject "ill inform decisions about ho" much should be included in the plan. +ereAs an example from the %nglish curriculum to illustrate ho" a broad content objective can inform the "riting of a learning objective.

%nglishBB Senior -nfants BB;ritingBB #ompetence and confidence in using language Content ob/ecti4e0 ;rite and dra" fre:uentl, 5et us refine this content ob1ecti!e by e pressing it as a learning ob1ecti!e. This will help to identify the specific learning that will be achie!ed in the period of time represented by your short-term plan: 3earning ob/ecti4e0 'he children "ill be enabled to: ;rite captions for a "all stor, based on a re tell of 'armer Duck.

When there is clarit& about +hat learning &ou +ant the children to achie4e in the time period represented b& &our short-term plan2 it is more li,el& that this learning +ill be successfull& achie4ed) Clarit& in the learning ob/ecti4es +ill also help &ou in ma,ing decisions about +hat learning acti4ities +ill be most effecti4e in achie4ing this learning)

$) 3earning 'cti4ities89ethodologies Key Question: *o+ am 6 going to support the pupils to achie4e the learning ob/ecti4es? 0earning activities should be selected on the basis of their potential to support pupils= achievement of the learning objectives identified in the short term plan. 'he learning objective1s2 "ill inform the learning activities. 'he activities "ill be based on the methodologies and strategies in ,our long term plan. An overvie" of methodologies for each subject available in 'ppendi( C "ill also be helpful. 'his section of ,our short term plan should also outline ho" the pupils "ill be organised e.g. "hole class "ork6 group "ork6 pair "ork and individual "ork

Short-term planning and preparation draft document

:(ample0 :nglish - -enior 6nfants ;-hort-term plan<

-tor&8Tal, and 1iscussion0 class listen to 'armer Duck and respond to it discussing characters6 predicting6 :uestioning to elicit retell and response 1+hat happened first,ne t,after2.ow do you think the duck felt when her friends helped her-

b,

32 3 4

"f you could be one character in the story which one would you be- Tell me your 6 reasons. 'cti4e 3earning8Pair Wor,: class retell stor, in pairs to develop comprehension -hared =eading "ith teacher of 'armer Duck using interactive "hiteboard

1irect Teaching0 #lass engage in activities to develop phonological a"areness rh,ming 7 -edC s,llabic isolation: upset4 'armerC phonemic blending: i,n4 u,pC phonics practice initial sound: d 5 6ndependent Writing0 children "rite captions for 'armer Duck "all stor,

-,ills through Content0 class practice "riting capital letter 1'3 from memor,.

5) =esources /e, resources that "ill enable pupils to learn6 should be recorded in the short term plan. 'his section ma, also include resources used b, an, other support teacher.

:(ample0 =esources0 :nglish - -enior 6nfants ;-hort-term plan< 1 Se:uencing cards for retell of 'armer Duck b, 3artin ;addell 2 'armer DuckD *ead E *espond -nteractive text. 3 0etter fans

4
6

AF paper for "all stor, 1ifferentiation

Key Question: *o+ +ill 6 differentiate the lesson for pupils +ith 4ar&ing abilities2 including pupils +ith special learning needs or e(ceptionall& able pupils?
Differentiation is supported b, a range of strategies. 'ppendi( 1 outlines a range of differentiation strategies informed b, the %uidelines for Teachers of Students with %eneral 5earning Disabilities 89//A4 ()):3 and the Draft %uidelines for Teachers of ; ceptionally Able Students 14##A6 788G2.

'he short term plan should detail the strategies a teacher "ill use to cater for the diversit, of pupil=s learning needs in his/her class/es. ;hen planning for differentiation the class teacher "ill regularl, collaborate "ith the learning support/resource teacher. 'he selected differentiation strategies should closel, relate to the learning activities and should also be appropriate to the needs of the pupils. -n the example belo" the teacher identified the differentiation strategies considered most useful for this specific lesson. 4ote ho" the pupils are referred to b, their initials onl,. 6t might not be desirable or feasible to use more than a small number of differentiation strategies at an& one time)

Short-term planning and preparation draft document

:(ample0 Planning for differentiation0 :nglish - -enior 6nfants ;-hort-term plan<

1 2 3

Pace - extra time "ill be allo"ed for #*6 H0 and *( to complete "ritten tasks.

-upport - provide #* "ith se:uencing cards to support her during her retell and give H0 'armer Duck in &rench to take home =esponse - #0 "ill present the finished task in pictorial form using single "orded labels. '$=3 "ill be encouraged to extend his "ork b, "riting t"o additional sentences. 7 'ssessment
*o+ +ill 6 assess +hat the pupils ha4e learned? *o+ +ill the assessment data inform future teaching and learning?

Key Questions:

'his section of the short term plan should indicate ho" pupils= achievement of the learning objectives "ill be assessed. '"o principal approaches to assessment Assessment for learning 1Af02 and Assessment of learning 1Ao02 "ill be used. Assessment of learning 1e.g. class test2 should inform Assessment for learning 1identif,ing next steps needed to improve the learning and teaching2. 'he learning objective1s2 "ill inform "hat assessment methods are most appropriate to use. Assessment support

1 &rimary School /urriculum 1D%S6 1???2 provides guidance on assessment for ever, subject. 2 Assessment in the &rimary School /urriculum7 %uidelines for Schools 89//A4 ()):3

provides practical support on using a variet, of assessment methods. See figure 1 belo".

3 """.ncca.ie/action provides practical Af0 supports including video of lessons and


samples of pupils= "ork.

4 'ppendi( : provides an @at a glance= overvie" of a range of assessment methods


&igure 1: A continuum of assessment methods 14##A6 788G2

Short-term planning and preparation draft document

-n the example belo"6 the class teacher identified the methods considered most useful for the specific lesson and class. 'he teacher "as supported b, the assessment section of his/her long term plan. A small number of "ell chosen assessment methods should be used.

:(ample0 'ssessment0 :nglish - -enior 6nfants ;-hort-term plan<

1 2 3

-elf-assessment0 (upils are encouraged to comment on their penmanship practice b, making reference to the displa,ed sample. Conferencing0 'ime is set aside on &rida, to talk separatel, to #* and +( about their "riting6 highlighting achievements6 suggesting "here and ho" learning can be improved. Teacher obser4ation: >se of Stor, *ecall checklist in the Drumcondra ;nglish &rofiles4 8;ducation <esearch /entre ()))3 1&igure D92 to evaluate pupils understanding of stor, elements as the, recall a stor,.

3in,age and 6ntegration0 3in,age0 *o+ +ill 6 ma,e connections +ith other learning +ithin a sub/ect area? 6ntegration0 *o+ +ill 6 ma,e connections bet+een learning in different sub/ect areas?

0inkage and integration should occur naturall, and not be contrived for the sake of inclusion in a plan. A thematic approach ma, be considered. 'he short term plan ma, include detailed planning for topics or themes that dra" on several subject areas or skills that might be developed. The &rimary School /urriculum 1D%S6 1???2 provides several suggestions for this t,pe of "ork.

:(ample0 5pportunities for lin,age and integration0 :nglish - -enior 6nfants ;-hort-term plan<

$ral retell to prompt "riting of captions for "all stor,6 use of 'armer Duck as context for phonological a"areness6 phonics and hand"riting.

1 2 3 4

*istor&0 chronolog, through stor, "ith particular emphasis on the language of time. Geograph&0 earl, mapping activit, tracing the journe, of 'armer Duck. -P*:0 3, friends and other people. 9usic0 #omposing D farm,ard s,mphon, using vocal and percussion sounds.

Aistear7 the ;arly /hildhood /urriculum 'ramework 14##A6 788?2 recommends the use of pla, as a teaching and learning methodolog, for one hour per da, in the infant classroom. 'his topic approach to pla, promotes linkage and integration of children=s learning. 'he teacher has a critical role in the @behind the scenes= "ork in resourcing and organising the pla, environment. 'his process is kno"n as the pedagogical framing. 'he planning frame+or, for pla& in Appendix + provides teachers "ith support "hen using pla, as a methodolog, and "hen @doing= the pedagogical framing. 'he frame"ork complements the @0earning activities/methodologies= section of the short term. 'he follo"ing appendices provide further support "hen planning for pla, as a methodolog,: o Appendix -: (lanning frame"ork for pla,: )uidelines o Appendix .: (lanning frame"ork for pla,: $vervie" of pla, areas o Appendix /: (lanning frame"orks for pla,: #ompleted sample !) =eflection *efer to Teacher <eflection Document in 'ppendi( G to support ,our short term planning.

Short-term planning and preparation draft document

'ppendices

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Short-term planning and preparation draft document

'ppendi( '0 -hort-term planning stages

's, &ourself What do 6 +ant the pupils to learn?

'ppropriate terms content objective/s skills and concepts learning objective/s

:(planation 'he teacher clearl, identifies "hat pupils are expected to kno"6 understand or be able to do at the end of the period of learning. (rimar, School #urriculum and the School (lan are the first points of reference. 'he teacher should consider these elements to ensure effective teaching and learning take place.

What needs to be in place for teaching and learning to ta,e place?

classroom management organisational settings teacher pupil interaction pupil pupil interaction use of resources classroom la,out

*o+ am 6 going to support the pupils to achie4e the learning ob/ecti4es?

learning activities informed b,: approaches methodologies strategies

'he teacher describes "hat he/she "ill do to ensure pupils engage "ith the learning.

What +ill the pupils do to enable %ualit& learning?

*o+ +ill 6 ,no+ to +hat e(tent the pupils ha4e achie4ed the learning ob/ecti4e8s?

learning activities/ experiences assessment for learning differentiated learning tasks pupil teacher interaction peer interaction independent pupil activit, pair/group tasks assessment of learning assessment for learning evaluation

'he teacher outlines learning activities to be undertaken b, the pupils "hen engaged in the learning.

;hat assessment method1s2 "ill support me in identif,ing "hat the pupils have learnedI +o" "ill - use this data to inform the next stage of the

pupils= learningI +o" effective "as the teaching and learning process used to achieve the learning objectivesI

11

Short-term planning and preparation draft document

'ppendi( 70 -upport +hen +riting learning ob/ecti4es


89ote - 5earning ob1ecti!e refer to the specific learning children will achie!e in the time period represented by a short-term plan. 5earning ob1ecti!es are deri!ed by the teacher from broadly stated content ob1ecti!es3.

Think about 1 ;hat exactl, do ,ou "ant the pupils to learn in the period of time represented b, ,our short term planI "t is important to= 1 see the learning objective as a "a, of breaking do"n a broadl, stated content objective into more specific learning objectives for the time period of ,our plan. 2
begin ever, learning objective "ith a verb. 'his brings clarit, to "hat it is the pupils "ill learn and6 in turn6 makes assessment of the learning easier.

'he follo"ing verbs "ill be helpful in "riting learning objectives. 'he, are based on !loomAs 'axonom, and provide support in identif,ing lo"er order to higher order learning objectives.

The pupil +ill be enabled to>


?no+ledge Recall find sho" spell list match name tell recall select label identif, describe name demonstrat e record recount relate locate report perform Comprehensio n Explain compare contrast order se:uence demonstrate interpret explain illustrate infer outline summarise sho" classif, match label outline select give examples predict arrange organise group collect find associate classif, arrange :uestion re"rite listen share 'pplicatio n Use appl, build choose construct develop intervie" make use of organise experiment "ith plan select utilise model identif, solve examine discuss estimate explain report calculate map use revise reorganise 'nal&sis Take apart anal,se categorise classif, compare contrast discover divide examine inspect simplif, surve, take part in test for distinguish theme relationship s function motive inference assumption -&nthesis Make it new build choose combine compile compose construct create design develop imagine invent make up originate plan predict propose solve solution suppose discuss modif, change original improve adapt elaborate test improve happen change estimate collaborate co operate :4aluation Judge it a"ard choose conclude decide defend evaluate justif, measure compare mark/rate recommend select agree appraise prioritise opinion interpret explain support importance criteria prove disprove assess influence perceive value estimate influence deduct

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Short-term planning and preparation draft document

'ppendi( C0 9:T*51535G6:- 5@:=@6:W Over the year a $ariet" of methodologies should e employed to motivate and engage pupils and cater for different learning styles! *nglish

>ral language

odelling language

tor,

2 3

'alk and discussion (la, and games

mprovisational drama

>se of poetr, and rh,me

aeilge
3odh na sraithe &ree exploration of 3odh na lJnfhreagartha gnKomhaK 3aterials An modh closlabhartha $pen/#losed investigations %xplanations: Annotated An modh closamhairc dra"ings 3odh na rJite #oncept maps and brainstorming 3odh DKreach -ndoor/outdoor explorations &ield"ork Aisteacht83abhairt2 >se of child=s "ork Aithris AthrJ 0abhairt agus plL #luichK teanga ScLalaKocht DrJmaKocht ar ala na huaire MsJid filKochta agus rKme &oghlaim tascbhunaithe

<eading *eading to children 3odelled reading 0anguage experience Shared reading )uided reading -ndependent reading !ook discussion groups (aired reading/!udd,/(eer

Science 1 2 3 4 5 6

Methodo logies Common to all su!+ects

reading 0ibrar, usage *eading for purpose +riting

1
$ral fa mi lia ris ati o n

4 5 6 7 8 9

Shared "riting )uided "riting -ndependent "riting (rocess "riting 0anguage experience
to

1 0

(resentation audience

Sh o " i n g l i n e s o f d e v e l o p m e n t

d u c a ti o n 1 2 P h " si c al * 3 4 5 6 7

c ti $ e l e a r n i n g u i d e d d is c o $ e r " * n . u ir "

&re e "r iti n g

,istor" 1 2 3 4 5 6 7 8 9
Stor,
>se of documentar, evidence

>se of artefacts

3o d ell e d "r iti n g

>se of pictures and photographs >se of oral evidence Drama and role pla, &ield"ork (atch stud,

Tal/ and disc ussi on Pro! lem sol$i ng Coll a!or ati$ e-C oo#er ati$ e lear ning 0sin g the en$i ron men t
S/ills

#oncept maps and brainstorming

through content 0se of ICT

Simulations

1ree e2#loration of materials 3earning through #la" Direct teaching

7 8

(hoto language *ole pla,/Drama

activities ;alking debate Agree/disagree

Music 1 2 3 4 5 6 7 8
#hants #all and response 5isual scaffolding /odal, hand signs "ith tonic solfa conducting6 sounds using marching6 graphic

9 10 11 12
SP, *

Diamond 4ine/*anking )roup decision making #ollaborative problem and and solving Designing conducting surve,s :uestionnaires &ree "riting *eflective "riting 3aintaining a portfolio

13 14 15 16 17

#lapping6 dancing *ecording s,mbols

1
#ircl e 'i me

3iming the movements of performers

-mitating environmental sounds "ith bod, percussion *esponding to music in a variet, of "a,s Singing games and action songs

9 10

'hin kin g tim e

!rai nst or mi ng

Stru ctu red int erv ie" s

#o op era tive ga me s

3 0L Ni i ne t ad h h na e o ) ae i ilg r e e trK a ) c ha h eil t ge f a 3Bith o eoire i acht t h r Ag e lL o a i m r h do ph Jis tK 0L i 0Lit t he h oir e ea o ch i t r m e hN a nl c ait h he t n e 0Lit a he m oir h ea s ch p t i l gc e o J m c hp h hJ irt

r N p a K p l L i g c o m h a i r l e a b h a r

MsJid na leabh arlain ne -crCbhn eoireac ht

Sao rs crK bh ne oir ea ch t

s 1
;ork ing fro m ex per ien ce

1
'aithKoc ht O bhLal

8
#ur ch ui ge tai thK te an ga

ScrKbhn eoirea cht mhNnl aithe

;ork ing fro m im agi nat ion

3
ScrKbhn eoirea cht i gcomh phJirt

4 7
0 L i t h e o i r e a c h t b h e i r t

ScrKbhn eoirea cht faoi threoir

5
ScrKbhn eoirea cht neam hsple Jch

#ur i lJt ha ir do lu ch t fL ac ha na

;or ki ng fro m ob se rv ati on an d cu rio sit ,

4
%xpl ori ng ma teri als an d too ls

4 6

(rOisea s na ScrKbh neoire achta 1drLac htN agus athdhr Lacht N2

4 i s u a l A r t

3ixin g col our s

'ppendi( 10 1ifferentiation strategies across the curriculum


'he table belo" includes a menu of differentiation strategies adapted from the %uidelines for Teachers of Students with %eneral 5earning Disabilities 89//A4 ()):3 and from the Draft %uidelines for Teachers of
; ceptionally Able Students 89//A4 ()):3. The examples included are for illustrative purposes onl, and should be replaced b, the class teacher "ith examples relevant to the pupils in his/her o"n class/es. 'he capacit, to plan for differentiation "ill increase as the teacher becomes more familiar "ith the pupil=s strengths and needs.

6n the short-term plan2 the differentiation strategies +ill be de4eloped in greater detail and should be informed b& reflection on learning ob/ecti4es)

Planning for differentiation across the curriculum D .ifth class 7 & -trateg& :(planation *o+ 6 use this strateg& to support differentiation D e(amples
0evel 'he teacher varies the level and &!6 S*6 !' and !# "ill be provided "ith reading

L e a r n i n g

c o n Se:uence t e n t

complexit, of the content to reflect the diversit, of the children=s previous achievement. A child is introduced to different elements of the learning content in

material the, can read independentl, as the, continue to develop their comprehension and fluenc, skills. S*6 !#6 '( and )$=D "ill be asked to tap the beat of a variet, of musical pieces initiall, before

accordance "ith his/her identified stage of readiness. 'eaching st,le A variet, of methodologies is used to reflect the different "a,s in "hich children learn.

asking them to tap the rh,thm.

'ask

A variet, of tasks are set relating to the same learning activit,. 'he tasks var, in their level of complexit,.

+igher order :uestioning "ill be used more fre:uentl, to challenge D&6 )+ and S& in their learning. #oncrete materials "ill be made available on all desks as an optional support for children. #onsolidation and extension of learning for all children using a variet, of tasks and games. 'he level of the tasks given to the ,ello" and blue groups "ill be kept under fre:uent revie" to ensure that these children are being sufficientl, challenged. D& and )+ "ill be encouraged to move rapidl, through the earl, stages of a task "hile then "orking more slo"l, to achieve more highl, finished or inventive "ork. &! "ill be given ade:uate time to "ork through the different steps "ith support from the teacher.

p r o c e s s L e a r n i n g

(ace

'eachers ma, var, the rate at "hich teaching takes place and/ or the rate at "hich children are re:uired to "ork and produce outcomes.

-nterest

'he task is devised "ith the specific interests of the children in mind.

$ral language activities for &! "ill focus on areas of interest such as soccer.

#hoice

#hildren can choose activities that the, find more interesting and that match their abilit,.

D& "ill be offered the opportunit, to extend the en:uir, task be,ond the areas identified for the class. 'emplates "ill be provided to support S* and !' in presenting their "ritten "ork. ;eb:uests "ill be used to extend some children=s learning on various topics. *eference books using more challenging text and greater complexit, of thought and language "ill be provided to D) and 5+. !#=s understanding of some topics "ill assessed b, listening to a verbal presentation supported b, his dra"ings/diagrams rather than a "ritten report.

Support

'he teacher varies the nature of the support in accordance "ith the children=s individual needs. 'he children are provided "ith learning materials/resources specific to their o"n level of learning need. 'he children have opportunities to provide different outcomes "hile "orking on the same task.

*esource

*esponse

L e a r n i n g

u t c o ! e

Draft document

'ppendi( :0 'ssessment methods across the curriculum


'his illustrated table includes a menu of assessment methods adapted from the &rimary School /urriculum 1D%S6 1???2 and Assessment in the &rimary School /urriculum7 %uidelines for Schools 6 14##A 788G2. The e amples included are for illustrati!e purposes only and should be replaced by the class teacher with e amples rele!ant to the pupils in his,her own class,es. 6n the short-term plan2 the assessment methods +ill be de4eloped in greater detail for e4er& sub/ect)

Planning for assessment across the curriculum D .ifth class 9ethod -elf-assessment :(planation 'he child reflects on his/her o"n *o+ 6 use this method to support assessment +ith m& class - use a range of self Dassessment tools including

"ork b, asking +hat did " do wellAssessment guidelines : page 1Q +here did " ha!e a difficulty+hat can " do better ne t time

*ubrics Puestions %valuation sheets

?;0 grids

Thumbs up/thumbs do"n 'alk partners

Conferencing

'he teacher helps the child to reflect on his/her piece of "ork.

Assessment guidelines : page 7Q

'he children have fre:uent opportunities to talk about their "ork in either one to one6 small groups or "hole class settings. 'hese are some of the :uestions use to guide this interaction: +hat did you find easy to do- +as there anything you found difficult- +hat part do you find especially difficult- +here do you think you need more help-

Portfolio Assessment guidelines : page F8

A selection of the child=s "ork samples provides a focus for the teacher and child to identif, progress made and areas for improvement. ;ork samples ma, be compiled in a folder in the classroom and are useful "hen reporting to parents and ma, also be passed on to the child=s next teacher. 'he child graphicall, presents his/her prior kno"ledge and understanding about a particular topic. 0ater the child amends and extends the map to reflect his/her ne" learning. 'he child experiences a range of :uestions to assess the progress

- promote the use of portfolios in 5isual Arts6 creative "riting and Science 1design and make2. - use scanned/ photographs of the children=s 7D and FD "ork samples in 5isual arts to maintain an e portfolio for ever, child.

Concept mapping Assessment guidelines : page F<

At times6 - provide opportunities for the children to use concept maps at the start and end of the unit of "ork.

Euestioning

Assessment guidelines : page Q7 Teacher obser4ation

s/he is making in their learning.

- use a variet, of :uestions to assess a child=s developing understanding of ne" learning. 'hese range from closed :uestions e.g. +hat is the name of this ?D shape- to more open :uestions that encourage higher order thinking e.g. /an you identify any (-D shapes with lines of symmetry in the classroom-

Assessment guidelines : page Q<

'he teacher observes the child=s pla, and activit,6 "ritten "ork6 discussion and :uestioning during class or group "ork. A record of specific strengths or challenges ma, be recorded. 'he teacher sets tasks and tests to assess the child=s learning.

3, observation is directed at all forms of learning and social interaction bet"een the children both inside and outside the classroom. 3ost of m, observations are mentall, noted but6 on occasion6 - "ill keep brief notes.

Teac designe her d tas,s and tests

Assessment guidelines :

'asks and tests are set fre:uentl, for the children. - use the data as an additional means to gather evidence of a child=s learning. 0earning tasks are set all of the time across the curriculum. %xamples of fre:uents oral and "ritten tests given include dail, oral multiplication tablesC revision and consolidation tests based on the concepts and skills addressed in a unit of learning.

page 9Q Pupil profiles 'he teacher compiles assessment information about the child and uses it to identif, progression made in learning. A pupil profile is maintained for ever, child and includes details of the child=s learning in all curricular areas together "ith an assessment of other aspects of his development e.g. social development6 development as an independent learner. 'he profile is shared "ith the child=s parent as "ell as relevant teaching staff in the school. 'he test is administered to all children b, the class teacher in accordance "ith the School (lan. 'he results are shared "ith the parents at the ('3 at the end of the first term.

-tandardised testing

Assessment guidelines : page <8

A standardised test is used to measure a child=s achievement in %nglish reading and 3athematics compared to other children throughout the countr, at the same

3athematics: 1"nsert test name2 is administered in the first "eek of $ctober class level or age level. %nglish D 1"nsert test name2 is administered in the second "eek of $ctober.

15

Short-term planning and preparation draft document

'ppendi( .0 -hort-Term Planning Template


=ecommendation0 &lease try to ensure that your plans are focused4 concise and meaningful for your class. "ont type7 Times 9ew <oman@ "ont si#e7 **

Date:
Strand:
Content objective s:

Class level:

Subject:

Strand Unit:

2 S!ills: (!here a""ro"riate# "earnin# objectives: $%nformed by strand and strand unit& content

ob ecti'es& s(ills and conce"ts to be de'elo"ed#

"earnin# activities: $%nformed by )""roaches /*ethodologies /Strategies in +ong ,erm Plan# 4 $e%lection: Refer to ,eacher
Reflection Document in )""endi- . to su""ort your short/term "lanning0

$esources: 2 &ssess'ent:

1 Di%%er entiati on:

3 "in!a#e and (nte#ration: 16 Short-term planning and


preparation draft document

)ee!l* $e%lection
'ppendi( G0 Teacher =eflection 1ocument
You may wish to reflect on one or two of the following prompts or you may prefer to use your own.
+),at -or!ed .articularl* -ell in '* classroo' t,is -ee!/ +),at -as t,e 'ost c,allen#in# 'o'ent in '* teac,in#/ + (% t,ere -as one t,in# ( could do to i'.rove t,e .u.ils0 learnin# -,at -ould t,at be/ +),at c,an#e s could ( 'a!e in '* s,ort+ter' .lannin#1 based on '* e2.erience in t,e classroo'/
+)as ( clear about -,at learnin# ( -anted t,e .u.ils to ac,ieve in eac, lesson/

DR) 1,

;eek 1:

;ee k Q: ;eek 7:

+3o- e%%ective -ere '* assess'ent 'et,ods in ,el.in# 'e identi%* -,at t,e .u.ils ,ad learned/ ++ 3o- did ( cater %or t,e di%%erent .u.il learnin# needs and or st*les in '* class/ Consider methodologies and differentiation. +4,in! about one .u.il0s .ro#ress t,is -ee!/
Consider his/her learning / behaviour / social and emotional area 5 3o- e%%ective -ere t,e strate#ies ( used to su..ort t,is .u.il/

+3o- e%%ectivel* did ( inte#rate literac* and nu'erac* learnin# in '* lessons/

;eek F:

17

Short-term planning and preparation draft document

'ppendi( *0 Planning frame+or, for pla&


'his frame"ork complements the short term plan. -t supports the teacher in organising and resourcing the classroom for child led pla,. 'he timeframe for the pla, plan depends on the topic6 the children=s interest in and engagement "ith it6 and the learning being supported through the pla,. A @t,pical= timeframe could be 7 Q "eeks.
#hild led pla, for an hour per da, is a methodolog, promoted in Aistear 14##A6 788?2 for infant classes. Some schools have developed the methodolog, for use in other classes too.

Play topic:
Language (taught in discrete
lessons):

Timeframe:

Maths (taught in discrete lessons):

Play area

Key resources

Curriculum integration

Teacher reflections

RThe number of areas and the extent to which each links to the topic will vary from one topic to another.

Draft document

'ppendi( 60 Planning frame+or, for pla&0 Guidelines


What is the purpose of the planning frame+or, for pla&? Aistear7 the ;arly /hildhood /urriculum 'ramework 8())A3 recommends the use of pla, as a teaching and learning methodolog, for one hour per da& in the infant classroom. 'he teacher decides ho" much actual time is provided for pla, b, reference to the uni:ue classroom context. &or example6 during the first term of junior infants6 the teacher might use a shorter amount of time as children need opportunities to become familiar "ith the pla, resources and develop important skills and routines such as pla,ing together in small groups6 tid,ing up after pla, and so on. %ffective planning of the allocated time is necessar, to ensure that pla, provides children "ith :ualit, learning opportunities. (la, as recommended in Aistear6 is child-led rather than teacher led children decide ho" and "hat to pla, in the pla, areas. 'his pla, is indirectl, shaped and influenced b, the resources made available b, the teacher. -n this "a,6 the teacher has a critical role in the @behind the scenes= "ork in resourcing and organising the pla, environment. 'his process is kno"n as the pedagogical framing. 'he planning frame"ork for pla, supports teachers in @doing= this important framing "ork. *o+ does the planning frame+or, for pla& support teachers in Fdoing pedagogical framing? 'he planning frame"ork focuses on

1 the topic being used to guide the pla,. 'his can emerge from the children=s o"n interests6 a class
discussion6 a stor, read aloud b, the teacher6 an upcoming event and so on. 'he topic facilitates curriculum integration through pla,. 'he teacher also uses the topic in timetabled subject/curriculum area lessons.

1 resourcing the pla, areas. 15 'he frame"ork provided suggests planning for five pla, areas 1sometimes kno"n as @pla,
stations=2. >sing five pla, areas can help the teacher ensure that all children have an opportunit, to pla, in each area in a given "eekSfive pla, areas6 five da,s in the "eek6 five groups of children. >ltimatel,6 the number of pla& areas set up b, the teacher "ill be informed b, the uni:ue classroom context. &or example6 the teacher ma, decide to create more than five pla, areas for a large class or fe"er pla, areas "here the class siTe is small.

15 A 4ariet& of pla& areas should be provided throughout the ,ear. Appendix . provides
suggestions.

2 ho" the pla, is resourced 1ke, resources2. 'he ke, resources change to support the pla, topic. 3 ho" the pla, through the ke, resources links to children=s learning across the primar& school
curriculum 1integration2 the pla, areas

4 the language and maths taught in discrete class lessons that children "ill have opportunit, to use in 5 the teachers reflections on the use of the pla, methodolog,6 for example6 +hat worked well- +hat
didn2t work so well and how this might be done differently ne t time I .ow did the children use certain resources- +hat types of learning were particularly e!ident across the class!rief reflections should onl, be recorded at the end of the period represented b, the planning frame"ork. 'he planning frame"ork acts as a user friendl, reference for the teacher in ever, pla, session. &or example6 some teachers displa, a laminated version of the completed frame"ork on the classroom "all or noticeboard as a useful reminder for this aspect of their classroom "ork .
Draft document

'ppendi( 6 ;cont)<0 Planning frame+or, for pla&0 Guidelines


6s a completed sample of the planning frame+or, for pla& a4ailable? Hes. A completed sample of the planning frame"ork is available in Appendix /: 'opic: 'he Arctic D junior infants. Which teachers ma& find the planning frame+or, for pla& useful? 'he frame"ork supports teachers "orking "ith /unior and senior infants "ho use pla& as a teaching and learning methodolog,. 'eachers "orking in multi grade classes "hich include junior and/or senior infants and first and second class ma, also find it useful. 're teachers re%uired to use the planning frame+or, for pla&? 4o. 'eachers have the option of using:

1 the (lanning frame"ork for pla, 2 a similar planning template that the, find effective in their o"n uni:ue classroom contexts 3 the short term planning template to record ho" pla, "ill support learning
6s the planning frame+or, for pla& separate from the teachers short-term plan? 4o. 'he planning frame"ork complements the teacher=s short term subject plans and recognises that pla, is a methodolog, and not a subject or content area. *o+ ma& the planning frame+or, for pla& be referenced in the short-term plan? ;hile the pla, areas promote integrated learning6 the teacher ma, decide to identif, @0earning through pla,= under the 5inkage and integration section of the subject plan that s/he sees as most closel, linked to the pla, topic. &or example6 the teacher ma, decide to list @0earning through pla,= under the 5inkage and integration section of )eograph, for the topic The Arctic. 'he teacher should then refer to the completed planning frame"ork that "ill accompan, the short term plan for )eograph, i.e. @The Arctic7 refer to the planning framework for play at the end of this plan.

:(ample0 =eferencing the planning frame+or, for pla& in the short-term plan )eograph, -ntegration and linkage: 'opic: The Arctic: refer to the planning frame"ork for pla, at the end of this plan.

1oes the planning frame+or, for pla& need to be completed as part of e4er& short-term plan? 4o. 'he completed frame"ork "ill outline a plan for using pla, over a time period that "ill be t,picall, longer than the period represented b& the short-term plan. 'here "ill be no need to complete a ne" planning frame"ork ever, time the short term plan is updated. 'he timeframe for the planning frame"ork for pla, "ill be noted on the plan itself. Where can more information on pla& as a methodolog& be found? 5isit the Aistear 'oolkit to find out more about using pla, as a methodolog,. 'he 'oolkit includes podcasts and videos of teachers sharing their experiences of planning and organising pla,6 as "ell as facilitating learning during pla,. See Aistear: )uidelines for good practice: 0earning and developing

through pla, 14##A6 788?2 for more information on getting started "ith pla, and *esources for pla, 14##A6 788?2 for information on lo" cost and free resources for pla,.

20

Short-term planning and preparation draft document

'ppendi( G0 Planning frame+or, for pla& D 54er4ie+ of pla& areas


A variety of play areas should be used to engage children and cater for different learning opportunities. Some suggestions for areas are provided in the table below. In the case of each area some e!amples of resources are provided. "he table has been adapted from Aistear: #uidelines for good practice: Learning and developing through play (p. $% & $$ '((A )**+)

Play type Suggested play areas


Socio-dramatic play (e.g. "he supermar-et ) ,retend

Description
Pretend, dramatic, make-believe, role, and fantasy play involves children using their imaginations. It includes pretending with ob.ects actions and situations. (hildren act out real events and they also ta-e part in fantasy play about things that are not real such as fairies or heroes. (hildren try out roles occupations and e!periences in their pretend play. !arly literary and numeracy are evident in this type of play for e!ample children ma-e lists and menus and pay items purchased. "hey also get the chance to play with different forms of I(" such as mobile phones -eyboards cameras and calculators.

Small orld (e.g. the doll/s house model animals people cars and train sets)

Construction (e.g. large wooden bloc-s shoe0bo!es hard hats clipboards) Sand (e.g. sand0tray with sieves .ugs scoops buried ob.ects water added) #ater (e.g. plastic tubing funnels .ugs scoops buc-ets) Play dough (1.g. range of colours of play dough rolling pins

,hysical

Constructive play involves building something using natural and manufactured materials. As children develop this type of play can become more comple! and intricate. !"ploratory play involves children using physical s-ills and their senses to find out what things feel li-e and what can be done with them. (hildren e!plore their own bodies and then they e!plore the things in their environment.

(reative

Creative play involves children e!ploring and using their bodies and materials to ma-e and do things and to share their feelings ideas and thoughts. "hey en.oy being creative

cutters) $unk art (e.g. cardboard bo!es tubes yoghurt pots scissors cellotape) Permanent literacy and maths table (1.g. range of types of paper pens pencils measuring tapes weighing scales calculators) Supports literacy and numeracy in all play areas

by dancing painting playing with .un- and recycled materials wor-ing with play0dough and clay and using their imaginations.

"he permanent area provides children with opportunities to read write and use maths in ways that are related to the play topic. uidelines for !ood practice ('((A )**+) for e!amples of resources to support

See Appendi! 2 of Aistear: the Early Childhood Curriculum Framework, children/s learning and development in the different play areas.

Draft document

'ppendi( ?0 Planning frame+or, for pla& - Completed sample

Play topic: Arctic


The number of areas and the extent to which each links to the topic will vary from one topic to another.

Timeframe: 3 wee-s

Language (taught in discrete lessons): Inuits igloo Arctic Arctic fo! Arctic hare narwhal ringed seal iceberg Maths (taught in discrete lessons): 304 shapes

Play area
Socio0dramatic: "olar bear#s cave An i!loo

Key resources
5lash cards of -ey vocabulary taught6 a tent6 topic0related boo-s6 materials for Inuit costume0 ma-ing (blan-ets)6 food6 natural materials e.g. twigs stones6 an Arctic e!plorer/s diary and chec-list of Arctic animal sightings.

%ntegration
S&!&S&!: ,eople in other places Living things Drama: 1!ploring feelings7. 8ole0play #riting: 8ecording in the e!plorer/s diary. 'eading: 9sing vocabulary on the wall. (ral )anguage: 9sing taught vocabulary *rt: S-etching Arctic animals +aths: 9sing times (o/cloc-) to record in e!plorer/s diary +aths: 9sing small 304 bloc-s for building Drama: 8ole0play (ral )anguage: 9sing taught vocabulary S&!&S&!: Mapping to create a bird/s eye view +aths: 304 shapes6 problem solving S&P&,&!: <eeping safe on the site

Teacher reflection
(hildren were very happy to role0play different scenarios in the Arctic with very few resources here. Showing video clips of Inuit families and polar bears in the wild gave them lots of ideas for play & an important stimulus.

0 0

Small world

Large white pages to use as blan-ets of snow6 pine cones for trees6 small bloc-s for building people animals.

(hildren remembered the story :,olar ;ear 1!press/ from 4ecember and made the train trac-s to the 'orth ,ole.

(onstruction

4uplo bloc-s Lego large wooden bloc-s6 safety helmets high0vis vests6 clipboards and pens.

(hildren themselves decided to build igloos. "hey realised =uite =uic-ly that the bloc-s are not round> (hildren realised nothing could be distinguished

(reative

;lue and white paint6 paper plates for paint

-isual *rt: ,aint and colour

mi!ing.

Science: Light and dar-

in their pictures if they mi!ed colours all together.

8eading writing and maths 0 "ermanent


area

8eading: A selection of boo-s relating to the theme "he Arctic?Arctic animals?"he "itanic. Maths: measuring tapes6 watches6 cloc-s.

!nglish: 8eading materials lin-ed to the "opic6 @riting for different purposes such as planning constructions. +aths: (onstructing igloos with cubes6 9sing measuring tapes to create Inuit costumes.

(hildren were fascinated with all the boo-s particularly the ones on "he "itanic. Lots of parents brought in boo-s for this topic.

to support play in all other stations.

Draft document

'ppendi( 30 -cience D Third and .ourth class ;-hort-term plan<

1ate0

Class le4el0 3rd8$th Class

-ub/ect0 -cience

-trand0 3i4ing Things Content ob/ecti4e8s0

-trand Hnit0 Plant and 'nimal 3ife

$bserve6 identif, and investigate the animals and plants that live in local environments

1 -,ills0 1 2 3 4

Euestioning %liciting facts +o" man, legs6 "ings6 e,es does the animal haveI Anal,sing +o" are these t"o minibeasts the same/differentI $bserving the variet, of minibeasts6 particular characteristics of each t,pe.

*ecording and #ommunicating making detailed annotated dra"ings and diagrams6 keeping a diar, of observations over the "eek including the recording of dail, "eather. make predictions regarding "hat the, think the, might find 3earning 3earning ob/ecti4es: in the hedgero". acti4ities: $%nfor!ed &y strand' strand unit' content o&(ecti)es' 2 5utdoor t*e skills and concepts to &e de)eloped+ $%nfor!ed &y :(ploration visit and ,pproac*es and explore the local hedgero" Met*odologies in The pupils +ill be enabled to0 outside the school. Long-Ter! .lan+ $bserve6 identif, and examine mini beasts found in and 3 Co-operati4e learning UConcept maps around the hedgero" outside the school grounds. on fieldtrip 1groups of three and pupils "ith brainstorming0 defined roles of collector6 initial concept recorder and reporter2. mapping exercise prior to U Hse of photographs visiting the and annotated hedgero" to dra+ings to record elicit "hat the findings. pupils currentl, kno" and 1 =esources0 understand. 1 plastic boxes U bug 1 Tal, and magnifiers U notebooks 1iscussion 1first in and task cards digital pairs and then camera U "hite basins U feedback to "hole pooters and insect traps. class2 pupils "ill bef g the correct 1 1ifferentiation b&0 3 Tea language to discuss or che 1 =esponse various and describe their e r methods of recording findingsI an findings: "ritten text6 5bs graphs6 photographs6 d er4 4 Teacher designed diagrams and aft atio dra"ings. tas,s and tests / er n 2 6nterest Some pupils complete simple les are investigation task cards. "ill record using the so the digital camera. 2 3in,age and 6ntegration0 n pupi :n4ironmental a+areness and 3 =esource !/ and to ls care - observing and )$=D "ill bring along and eli usin appreciating living things in local consult reference book g cit habitats. for additional facts and the pri images. 1 Geograph& mag or "eather: -nvestigating 4 3e4el and pace D &3 nifie kn and recording "eather "ill re:uire guidance rs o" patterns and their pro and support from S4A led effects on the natural perl on fieldtrip. ge environment. ,6 an 'ssessment0 han d 2 @isual 'rts - Dra"ing: 1 Euestioning dlin as dra"ing mini beasts/plants g :uestioning 1closed se from observation. the :uestions to assess ss inse kno"ledge of facts6 ne =eflection0 Refer to cts open :uestions to " ,eacher Reflection Document to "ith foster problem solving lea su""ort your short/term care and divergent rni "lanning0 6 thinking2. ng. usin 2 Concept 9apping .

Draft document

'ppendi( 90 9athematics D -enior 6nfants ;-hort-term plan<


1ate0 -trand0 9easures Class le4el0 -enior 6nfants

-trand Hnit0 9one&

-ub/ect0 9athematics

Content ob/ecti4e8s0

1 *ecognise coins up to 78c and use coins up to 18c


; change a number of coins for a single coin of equal !alue and !ice !ersa Bse coins in shopping acti!ities4 tender appropriate coins4 calculate change Bse correct !ocabulary see below Solve practical problems using mone,

-,ills0 Appl,ing and problem solvingC implementingC communicating and expressing

$%nfor!ed &y strand' strand unit' content o&(ecti)es' $%nfor!ed &y t*e skills and concepts to &e de)eloped+ ,pproac*es and Met*odologies in The pupils +ill be enabled to0 Long-Ter! .lan+

3earning ob/ecti4es:

3earning acti4ities:

1 5ral 1 recognise coins up to 78c approach to mental 2 s"op a number of coins for a single coin of maths: counting 3 4 5

doubles6 ho" much e:ual value mone,6 counting in bu, t"o items in a shop6 calculating the t"os6 problems price of both together involving mone, 1too solve practical problems based on mone, e.g. much/too little26 oral during oral maths time problems based on mone, 1too use ke, vocabular,: costC priceC cheapC expensive/too expensiveC changeC too muchC too little cheap26 shopping activit, on the "hite board. 2 Tal, and discussion0 0ooking at and identif,ing coins +o" man, coins are on the board no"I 3 9odelling strategies8 problem sol4ing0 3atching coins +o" ac co unt "h en the , are co unt ing the mI Ar e the , usi ng the cor rec t names of each coinI #heckl ist used to suppor t teache r observ ation during structu red pla, and group "ork.

man, 1c coins do - need to match 9cI ;hat can - bu, in the shop "ith this man, coinsI 1 Guided disco4er&0 0ooking at ten and t"ent, cent coins ;hat is the sameI ;hat is differentI 2 Hsing concrete materials0 Sorting coins into groups of the same. Activities based on exchanging coins)

=eal-life maths0 3aths based morning activit, Shop "ith magnetic coins. !u, 7 items. #alculate the total cost. 2 Consolidation acti4ities0 V-nsert textbook titleW page 11X 171

1 =esources0 1 V-nsert "orkbook titleW 2 magnetic coins 3 real coins in bags 4 pla, shop and price tags
for shop

1 1ifferentiation b&0 1 -upport0 %xtra teacher time

5 cash register 6 feel, bag 7 number lines 3 -elf-assessment0


>sing their o"n coins children compare their ans"ers to a selection on the interactive "hiteboard.

"ith the *ed )roup "hen counting in t"os and "orking "ith mone,. Pace0 Y $=Z and *.YD "ill complete the first half of the "ritten "ork in their books. and Z $=H "ill be assigned more complex problems to solve using mone, D oral and "ritten.

3 3in,age and 6ntegration0


5inkage within sub1ect 5inkage and integration across the curriculum

3 3e4el: H 3c Y6 > $=H

9aths0 4umber stories: r :nglish0 $ral language > "ith others in structured pla,. Gaeilge0 Ag siopadOireac during structured pla, sh

2 'ssessment0 1 Teacher designed tas,s0

#onsolidation "orksheet on recognising and exchanging coins up to 78c. +o" is the pupil approaching the taskI -s he/she taking the value of each coin into

=eflection0 Refer to ,eacher Reflection Document to su""ort your short/term "lanning0

2 Teacher obser4ation0

24

Short-term planning and

preparation draft document

'ppendi( I0 @isual 'rts D Gunior 6nfants ;-hort-term plan<

1ate0 Class le4el0 Gunior 6nfants -ub/ect0 @isual 'rts -trand Hnit0 9a,ing Print J 3oo,ing and =esponding -trand0 Print Content ob/ecti4e8s0

experiment "ith the effects that can be achieved "ith simple print making. use a variet, of print making techni:ues.

-,ills0 An a"areness of shape6 line6 colour6 tone6 patterns and rh,thm.


3earning ob/ecti4es:

$%nfor!ed &y strand' strand unit' content o&(ecti)es' $%nfor!ed &y t*e skills and concepts to &e de)eloped+ ,pproac*es and Met*odologies in Long-Ter! .lan+ The pupils +ill be enabled to0 experiment "ith the effects that can be achieved "ith simple print making Hse of the en4ironment

1 3earning acti4ities:

3 ho" the artist/printer


possibl, made them.

4 "hat he she likes best


about the print. :(ploring materials and tools

5 experiment printing "ith


oddments that have interesting. textures and shapes e.g. leaves6 lego pieces6 kitchen utensils6 bottle tops. Guided disco4er&

with oddments that ha!e interesting te tures or shapes e.g. lea!es4 lego pieces4 bottle tops etc.

2 with one or two paint colours to help focus on 3

4 5 6 e perimenting with ways of repeating and

te ture4 shape4 pattern beginning to organise the print marks purposefully use a variet, of print making techni:ues making a !ariety of relief prints combining e amples of one or more prints

1 1ifferentiation b&0 1 Tas, simple prints using

2 Por
tfol io "or k sa mpl es or e(o rtfol io.

one object or more complex prints using a variet, of objects. 2 =esponse some children ma, tr, over printing "ith a different colour or object. 3 3e4el and pace D &0 "ill re:uire guidance and support from S4A to create the print. 2 'ssessment0 1 -elf-assessment - ]'he Artist=s chair^C ;;; %!1;hat "ent "ell %ven better if2.

3 T
e a c

sand or puddle outdoors to make footprints6 hand 1 discover ho" simple prints6 prints could be further fingerprints developed D 6 shoe overprinting. prints. 2 =esources0 2 observation 1 "et sand or a large puddle 1outdoors2 of print in the 2 boots or "aterproof environment shoes D posters6 3 piece of simpl, printed "allpaper6 "rapping paper fabrics6 tiles etc. 4 "allpaper or fabric Tal, and discussion 5 paint one or t"o colours 1 discuss the 6 flat tra,s6 thin sponge print6 line cloths shape6 texture6 7 variet, of oddments colour. e.g. bottle tops6 lego pieces6 leaves6 kitchen 2 ho" he/she utensils6 plastic pot enjo,ed scrubs etc. making 8 paper ne"s print them. :ualit, her colours6 patterns6 etc. obser4 3 3in,age and 6ntegration0 ation 6 Dra"ing D develop 5inkage within sub1ect are the 6 (aint and colour d pupils 6 0ooking and respo pressin 6 :nglish - 'ootprin 5inkage and integration g do"n across the curriculum 6 9athematics D A firml, to make the =eflection: <efer to Teacher <eflection Document to support printI your short-term planning. +ave the, experim ented "ith Short-term planning and different preparation draft document shape6

1 use of "et

25

'ppendi( 50 :nglish D -enior 6nfants ;-hort-term plan<


1ate0

-trand0 5ral 6 3anguage 6 =eading 6 Writing Content ob/ecti4e8s0

Class le4el0 -enior 6nfants -trand Hnit0 6 6 6

-ub/ect0 :nglish

=ecepti4eness to language 1e4eloping cogniti4e abilities through language Competence and confidence using language

5ral 3anguage D recepti!eness to language 6 listen to a stor, or description and respond to it =eading D de!eloping competence and confidence through language 6 re read6 retell and act out familiar stories6 poems or parts of stories. Writing D competence and confidence using language 6 "rite and dra" fre:uentl,

1 Euestioning
'o discuss the characters in the stor, 'o predict "hat happened first/next/last 'o elicit retell and response

-,ills0

acti4ities: 3earning ob/ecti4es: $%nfor!ed &y strand' strand unit' content o&(ecti)es' $%nfor!ed &y t*e skills and concepts to &e de)eloped+ ,pproac*es and Met*odologies in Long-Ter! .lan+ The pupils +ill be enabled to0

1 3earning

you think the duck felt when her friends helped herif you could be one character in the story which one would

listen to and respond to the stor, 'armer Duck b, 3. ;addell.

Tal, and discussion

2 retell the stor, 'armer Duck. 3 "rite captions for ;all Stor, based on 'armer
Duck retell.

1 class
listen to 'armer Duck and respond to it b, discussi ng charact ers6 predicti ng6 :uestio ning to elicit retell and respons e. what happened first,ne t,afte rhow do

you be- Tell me your reasons. Pair Wor, 1 /lass retell stories in pairs to de!elop comprehension. -hared reading

2 using

the interactive "hiteboard the pupils "ill engage in shared reading of &armer Duck "ith the teacher.

Writing

1 pupils "rite captions for 2


'armer Duck "all stor,. class practice "riting capital letter 1'3 from memor,. for retell of 'armer Duck b, 3artin ;addel. 'armer Duck D *ead and *espond -nteractive letter fans AF paper for "all stor,

2 =esources0 1 Se:uencing cards 2 3 4

draft document

26

Short-term

planning and preparation

'ppendi( 50 ;Cont)<
1ifferentiation b&0

:nglish D -enior 6nfants ;-hort-term plan<

6 Pace - extra time "ill be allo"ed for #*6 H0 and *( to complete "ritten tasks. 6 -upport - provide #* "ith se:uencing cards to support her during her retell and give H0 'armer Duck in &rench to take home. 6 =esponse #0 "ill present the finished task in pictorial form using single "orded labels. '$=3 "ill be encouraged to extend her "ork b, "riting t"o additional sentences.

'ssessment 0
6 -elf-assessment D (upils are encouraged to comment on their penmanship practice b, making reference to the displa,ed sample. 6 Conferencing - time is set aside on &rida, to talk separatel, to #* and +( about their "riting6 highlighting achievements6 suggesting "here and ho" learning can be improved. 6 Teacher obser4ation D use of Stor, *ecall checklist 1&igure D92 in the Drumcondra ;nglish &rofiles to evaluate pupils understanding of stor, elements as the, recall a stor,.

3in,age and 6ntegration0


6

5inkage within sub1ect

use of 'armer Duck as context for phonological a"areness6 phonics and creative "riting and penmanship.
*istor&0 chronolog, through stor, "ith particular emphasis on the language of time.

5inkage and integration across the curriculum

6 Geograph&0 %arl, mapping activities tracing &armer Duck=s journe, in the stor,. 6 -P*:0 3, &riends and $ther (eople. 6 9usic0 #omposing D farm,ard s,mphon, using vocal and percussion sounds.

=eflection0 <efer to Teacher <eflection Document to support your short-term planning.

27

Short-term planning and preparation draft document

'ppendi( P0 *istor& D -enior 6nfants ;-hort-term plan<


Class le4el0 -enior 6nfants -ub/ect0 *istor& 1ate0 -trand Hnit0 -tories -trand0 -tor& Content ob/ecti4e8s0
6 6 Discuss the chronolog, of events 1beginning6 middle and end2 in a stor,. Displa, stor,line pictures sho"ing episodes in se:uence.
-,ills0

;orking as a historian: time and chronolog, 1 3earning acti4ities: 3earning ob/ecti4es: $%nfor!ed &y strand' strand unit' content o&(ecti)es' $%nfor!ed &y t*e skills and concepts to &e de)eloped+ ,pproac*es and Met*odologies in Long-Ter! .lan+ The pupils +ill be enabled to0

1 *ecalling the events in


the stor,. Hse of pictures8'cti4e learning0 2 (upils "ill help the teacher put the pictures from the stor, in order 1large format cards2. Collaborati4e learning0

1 listen to6 retell and respond to the stor, of The


Bgly Duckling.

-tor&0

1 'eacher "ill
read the stor, of The Bgly Duckling aloud. Tal, and discussion0 based on the stor,C pair "ork recalling "hat came first/ next/ at the end. Concept maps and brainstorming0

put a series of six pictures from the stor, into the correct se:uence.

1 )roup

2 Puestioning

2 =esources0 1 -nteractive "hiteboard 2 The Bgly Duckling 3 se:uencing cards 1large 4 six

"ork pupils holding images from stor,6 put themselves into the correct order.

1 1ifferentiation b&0 1 3e4el0 Puestions to match

children=s abilit, levels specificall, for A. $=D and *.(. e.g. /an you tell me som ethin g abou t the Bgly Duck ling that chan ged durin g the story /an you think of anot

h e r a n i m a l t h a t c h a n g e s a l o t

a s i t g r o w s -

format small sets of se:uencing cards for groups 5 S.%.S.% booklets Y $=D and H 3c> during group activities. 2 'ssessment0 1 Teacher obser4ation0 Does the pupil participate in the discussionI 2 Euestioning0 0o"er order +here did the duckling li!e+ i g h e r o r d e r . o w

2 -uppor

t0 Additio nal support to enhanc e confide nce and particip ation "ill be given to

d o y o u t h i n k t h a t t h e l i t t l e d u

c k l i n g w a s f e e l i n g D o y o u t h i n k

t h a t p u p i l s e ! e r f e e l t h i s w a y -

3 -elf-assessment0
'humbs techni:ue follo"ing the se:uencing activit, Did - put the pictures in the correct orderI ;as - al"a,s sure "here each picture "entI ;hat "as trick, about itI
6 6

3 3in,age and 6ntegration0


5inkage within sub1ect 5inkage and integration across the curriculum

2 =eflection0 <efer to Teacher <eflection Document to support your


short-term planning.

Se:uencing of ev :nglish0 'his "ee language skills "h :uestions. 9ath s0 $rdin al numb ers D first6 secon d6 third etc.

Short-term planning and 28 preparation draft document

29

Short-term planning and preparation draft document