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An Clár Náisiúnta Ionduchtaithe do



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

What should be included in a teacher’s 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


Appendix A: Short term planning stages

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

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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 ………………………………

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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

*esources 7. plans and probationar. be included and perhaps the recommended time allocation per subject if considered useful. Date6 Subject6 #lass 0evel 2.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. -n addition to this6 some samples of short term plans are included in the Appendices. teachers must prepare "eekl. . 0earning $bjectives 5. 'hese headings are expanded belo" and illustrated through a series of vignettes based on the %nglish curriculum. identification and selection of content objectives and skills. 1 #hoose content objectives appropriate for the short term plan. %xperienced teachers are re:uired to prepare fortnightl. *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. plans in advance.or each sub/ect area the short-term plan should contain0 1.our short term plan. ") 1ate2 -ub/ect and Class 3e4el 'his section of the short term plan should include the class level/s and the period covered.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. -n this "a. 'he number of content objectives and skills included should be realistic in terms of the overall time allocation available for a subject in . Assessment 9. #) Content 5b/ecti4es and -. plan. 0inkage and integration 10. 'he teacher=s name ma. Differentiation 8.What should be included in a teacher’s -hort-Term Plan? . #ontent $bjectives and Skills 1"here appropriate2 4. 0earning Activities 6. *efer to long term/terml. Strand6 Strand >nit 3.

5 Short-term planning and preparation – draft document .1 Refer to the Primary School Curriculum and DES Circular 0056/2011 for information on the suggested time allocation for sub ects.

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.rite and dra" fre:uentl. the learning objective1s2. 5et us refine this content ob1ecti!e by e pressing it as a learning ob1ecti!e. subject "ill inform decisions about ho" much should be included in the plan. based on a re tell of 'armer Duck. !reak do"n the content objective into manageable learning objectives including skills as appropriate.ou "rite the learning objective e. 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. identify4 describe4 compare.ritingBB #ompetence and confidence in using language Content ob/ecti4e0 . plan. +ereAs an example from the %nglish curriculum to illustrate ho" a broad content objective can inform the "riting of a learning objective. %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. #learl.g.el& that this learning +ill be successfull& achie4ed) Clarit& in the learning ob/ecti4es +ill also help &ou in decisions about +hat learning acti4ities +ill be most effecti4e in achie4ing this learning) . 5isit 'ppendi( 7 for practical support in ho" to "rite effective learning objectives.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. 'ppendi( 7 includes a list of useful verbs to help .?’ *efer to long term/terml. #hoose the content objective1s2 appropriate for the short term plan. identif. %nglishBB Senior -nfants BB.

our long term plan. "hole class "ork6 group "ork6 pair "ork and individual "ork 6 Short-term planning and preparation – draft document .g. An overvie" of methodologies for each subject available in 'ppendi( C "ill also be helpful.our short term plan should also outline ho" the pupils "ill be organised e. 'his section of .$) 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 .

'his section ma.-enior 6nfants .-hort-term plan< 1• -tor&8Tal. also include resources used b. 'cti4e 3earning8Pair Wor.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.Tell me your 6 reasons.: class retell stor. :(ample0 =esources0 :nglish . resources that "ill enable pupils to learn6 should be recorded in the short term plan. 3artin . 5) =esources /e.llabic isolation: upset4 'armerC phonemic blending: i.n4 u. and 1iscussion0 class listen to 'armer Duck and respond to it discussing characters6 predicting6 :uestioning to elicit retell and response 1+hat happened first. 32• 3• 4• "f you could be one character in the story which one would you be.after2. other support t.-enior 6nfants .:(ample0 :nglish .ow do you think the duck felt when her friends helped her- b.addell 2• 'armer DuckD *ead E *espond -nteractive text. 3• 0etter fans . an.-hort-term plan< 1• Se:uencing cards for retell of 'armer Duck b. 6• -. 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.

'he selected differentiation strategies should closel.4• 6 AF paper for "all stor. collaborate "ith the learning support/resource teacher. 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. 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. ceptionally Able Students 14##A6 788G2. 'ppendi( 1 outlines a range of differentiation strategies informed 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) 7 Short-term planning and preparation – draft document . a range of strategies. . of pupil=s learning needs in his/her class/es. the %uidelines for Teachers of Students with %eneral 5earning Disabilities 89//A4 ()):3 and the Draft %uidelines for Teachers of . 'he short term plan should detail the strategies a teacher "ill use to cater for the diversit. 4ote ho" the pupils are referred to b.hen planning for differentiation the class teacher "ill regularl.

'$=3 "ill be encouraged to extend his "ork b.extra time "ill be allo"ed for #*6 H0 and *( to complete "ritten tasks. 4 'ppendi( : provides an @at a glance= overvie" of a range of assessment methods &igure 1: A continuum of assessment methods 14##A6 788G2 . Assessment support 1 &rimary School /urriculum 1D%S6 1???2 provides guidance on assessment for ever. "riting t"o additional sentences. 'he learning objective1s2 "ill inform "hat assessment methods are most appropriate to use.-hort-term plan< 1• 2• 3• Pace . See figure 1 belo". Assessment of learning 1e. class test2 should inform Assessment for learning 1identif.-enior 6nfants .:(ample0 Planning for differentiation0 :nglish .ing next steps needed to improve the learning and teaching2. 3 """. -upport .ie/action provides practical Af0 supports including video of lessons and samples of pupils= "ork. '"o principal approaches to assessment Assessment for learning 1Af02 and Assessment of learning 1Ao02 "ill be used.ncca.#0 "ill present the finished task in pictorial form using single "orded labels.g. 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. 2 Assessment in the &rimary School /urriculum7 %uidelines for Schools 89//A4 ()):3 provides practical support on using a variet. of assessment methods.provide #* "ith se:uencing cards to support her during her retell and give H0 'armer Duck in &rench to take home =esponse . subject.

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-hort-term plan< 1• 2• 3• -elf-assessment0 (upils are encouraged to comment on their penmanship practice b. to #* and +( about their "riting6 highlighting achievements6 suggesting "here and ho" learning can be improved.age and 6ntegration0 3in.6 use of 'armer Duck as context for phonological a"areness6 phonics and hand"riting.age0 *o+ +ill 6 ma.-enior 6nfants . the assessment section of his/her long term plan. :(ample0 'ssessment0 :nglish .e connections +ith other learning +ithin a sub/ect area? 6ntegration0 *o+ +ill 6 ma.nglish &rofiles4 8. The &rimary School /urriculum 1D%S6 1???2 provides several suggestions for this t. 'he teacher "as supported b.e connections bet+een learning in different sub/ect areas? 0inkage and integration should occur of "ork.-hort-term plan< $ral retell to prompt "riting of captions for "all stor.age and integration0 :nglish . *ecall checklist in the Drumcondra .-enior 6nfants .ducation <esearch /entre ()))3 1&igure D92 to evaluate pupils understanding of stor. Conferencing0 'ime is set aside on &rida. .ed sample. to talk separatel. 8 3in.. 'he short term plan ma.-n the example belo"6 the class teacher identified the methods considered most useful for the specific lesson and class. recall a stor. be considered. making reference to the displa. :(ample0 5pportunities for lin. A small number of "ell chosen assessment methods should be used. include detailed planning for topics or themes that dra" on several subject areas or skills that might be developed. elements as the. Teacher obser4ation: >se of Stor. A thematic approach ma. and not be contrived for the sake of inclusion in a plan.

9 Short-term planning and preparation – draft document . for pla& in Appendix + provides teachers "ith support "hen using pla. 'his process is kno"n as the pedagogical framing.: $vervie" of pla. areas o Appendix /: (lanning frame"orks for pla. using vocal and percussion sounds. and "hen @doing= the pedagogical framing. in the infant classroom. through stor.our short term planning. friends and other people. Aistear7 the . as a methodolog.1• 2• 3• 4• *istor&0 chronolog. promotes linkage and integration of children=s learning. 'he planning frame+or. -P*:0 3.ard s. tracing the journe. as a methodolog. 'he frame"ork complements the @0earning activities/methodologies= section of the short term.arly /hildhood /urriculum 'ramework 14##A6 788?2 recommends the use of pla. environment.: (lanning frame"ork for pla. "ith particular emphasis on the language of time.: #ompleted sample !) =eflection *efer to Teacher <eflection Document in 'ppendi( G to support .mphon. of 'armer Duck. Geograph&0 earl. 'he teacher has a critical role in the @behind the scenes= "ork in resourcing and organising the pla. 9usic0 #omposing D farm. for one hour per da.: o Appendix -: (lanning frame"ork for pla. 'he follo"ing appendices provide further support "hen planning for pla. as a teaching and learning methodolog.: )uidelines o Appendix . 'his topic approach to pla. mapping activit.

'ppendices 10 Short-term planning and preparation – draft document .

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. . 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. • pair/group tasks assessment of • learning assessment for • learning • evaluation 'he teacher outlines learning activities to be undertaken "hat the pupils have learnedI +o" "ill .out *o+ am 6 going to support the pupils to achie4e the learning ob/ecti4es? • • • • learning activities informed b. What +ill the pupils do to enable %ualit& learning? • *o+ +ill 6 .'ppendi( '0 -hort-term planning stages 's. the pupils "hen engaged in the learning.: approaches methodologies strategies 'he teacher describes "hat he/she "ill do to ensure pupils engage "ith the learning. What needs to be in place for teaching and learning to ta.hat assessment method1s2 "ill support me in identif. &ourself What do 6 +ant the pupils to learn? 'ppropriate terms • • • content objective/s skills and concepts learning objective/s :(planation 'he teacher clearl.e place? • • • • • • classroom management organisational settings teacher pupil interaction pupil pupil interaction use of resources classroom la. identifies "hat pupils are expected to kno"6 understand or be able to do at the end of the period of learning.use this data to inform the next stage of the . (rimar.

pupils= learningI +o" effective "as the teaching and learning process used to achieve the learning objectivesI 11 Short-term planning and preparation – draft document .

se categorise classif. 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. 'he follo"ing verbs "ill be helpful in "riting learning lo"er order to higher order learning objectives. .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. and provide support in identif. 'he. are based on !loomAs 'axonom.'ppendi( 70 -upport +hen +riting learning ob/ecti4es 89ote . stated content objective into more specific learning objectives for the time period of .hat exactl. compare contrast discover divide examine inspect simplif. do . Think about 1 . 'his brings clarit. 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. 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. to "hat it is the pupils "ill learn and6 in turn6 makes assessment of the learning easier. of breaking do"n a broadl. solve examine discuss estimate explain report calculate map use revise reorganise 'nal&sis Take apart anal. measure compare mark/rate recommend select agree appraise prioritise opinion interpret explain support importance criteria prove disprove assess influence perceive value estimate influence deduct . 2 begin ever. 5earning ob1ecti!es are deri!ed by the teacher from broadly stated content ob1ecti!es3.5earning ob1ecti!e refer to the specific learning children will achie!e in the time period represented by a short-term plan. learning objective "ith a verb. change original improve adapt elaborate test improve happen change estimate collaborate co operate :4aluation Judge it a"ard choose conclude decide defend evaluate justif. surve.our plan. The pupil +ill be enabled to> ?no+ledge Recall find sho" spell list match name tell recall select label identif.

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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 .'ppendi( C0 9:T*51535G6:.

>ral language odelling language 4 S tor. and games 5 - . 1 3 2 3 'alk and discussion (la.

/(eer Science 1 2 3 4 5 6 Methodo logies Common to all su!+ects • reading • 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.mprovisational drama 6 >se of poetr. 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 2  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 .istor" 1 2 3 4 5 6 7 8 9 Stor. &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 . evidence 3  >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. u ir " A &re e "r iti n g . and rh. >se of documentar.

hand signs "ith tonic solfa conducting6 sounds using marching6 graphic 9 10 11 12 SP.mbols 1 #ircl e 'i me 3iming the movements of performers 2 -mitating environmental sounds "ith bod.alking debate Agree/disagree Music 1 2 3 4 5 6 7 8 #hants #all and response 5isual scaffolding /odal.s Singing games and action songs 9 10 'hin kin g tim e 3 !rai nst or mi ng 4 Stru ctu red int erv ie" s 5 #o op era tive ga me s 6 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 e 8 MsJid na leabh arlain ne -crCbhn eoireac ht Sao rs crK bh ne oir ea ch t s 1 .ork ing fro m im agi nat ion 3 ScrKbhn eoirea cht i gcomh phJirt 9  3  5  2 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 3 6 4 6 (rOisea s na ScrKbh neoire achta 1drLac htN agus athdhr Lacht N2 7 4 i s u a l A r t 5 3ixin g col our s . percussion *esponding to music in a variet.s :uestionnaires &ree "riting *eflective "riting 3aintaining a portfolio 13 14 15 16 17 #lapping6 dancing *ecording s. of "a.ork ing fro m ex per ien ce 1 'aithKoc ht O bhLal 8  #ur ch ui ge tai thK te an ga 2 1 2 ScrKbhn eoirea cht mhNnl aithe . * Diamond 4ine/*anking )roup decision making #ollaborative problem and and solving Designing conducting surve.through content 0se of ICT Simulations 1ree e2#loration of materials 3earning through #la" Direct teaching 7 8 (hoto language *ole pla./Drama activities .

and should be replaced b. The examples included are for illustrative purposes onl. to plan for differentiation "ill increase as the teacher becomes more familiar "ith the pupil=s strengths and needs. 'he capacit.'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 . the class teacher "ith examples relevant to the pupils in his/her o"n class/es. ceptionally Able Students 89//A4 ()):3. 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 .

$ral language activities for &! "ill focus on areas of interest such as soccer. to extend the en:uir. to challenge D&6 )+ and S& in their learning. 'ask A variet. of thought and language "ill be provided to D) and 5+. &! "ill be given ade:uate time to "ork through the different steps "ith support from the teacher. of tasks and games.ond the areas identified for the class. his dra"ings/diagrams rather than a "ritten report. 'he children have opportunities to provide different outcomes "hile "orking on the same task. challenged. p r o c e s s L e a r n i n g (ace 'eachers ma. before accordance "ith his/her identified stage of readiness. of the content to reflect the diversit. 'he children are provided "ith learning materials/resources specific to their o"n level of learning need. to achieve more highl.thm. of methodologies is used to reflect the different "a. S*6 !#6 '( and )$=D "ill be asked to tap the beat of a variet.le A variet. of musical pieces initiall.eb:uests "ill be used to extend some children=s learning on various topics. task be. find more interesting and that match their abilit. stages of a task "hile then "orking more slo"l. #hoice #hildren can choose activities that the.ello" and blue groups "ill be kept under fre:uent revie" to ensure that these children are being sufficientl. finished or inventive "ork. #oncrete materials "ill be made available on all desks as an optional support for children. 'emplates "ill be provided to support S* and !' in presenting their "ritten "ork. . *esource *esponse L e a r n i n g u t c o ! e . continue to develop their comprehension and fluenc. can read independentl. !#=s understanding of some topics "ill assessed b. of the children=s previous achievement. D& and )+ "ill be encouraged to move rapidl. -nterest 'he task is devised "ith the specific interests of the children in mind.s in "hich children learn. D& "ill be offered the opportunit. of tasks are set relating to the same learning activit. in their level of complexit.. A child is introduced to different elements of the learning content in material the. var.. listening to a verbal presentation supported b.L e a r n i n g c o n Se:uence t e n t complexit. as the. through the earl. 'he level of the tasks given to the . Support 'he teacher varies the nature of the support in accordance "ith the children=s individual needs. *eference books using more challenging text and greater complexit. 'he tasks var. 'eaching st. asking them to tap the rh. +igher order :uestioning "ill be used more fre:uentl. the rate at "hich teaching takes place and/ or the rate at "hich children are re:uired to "ork and produce outcomes. #onsolidation and extension of learning for all children using a variet.. skills.

Draft document .

es.her own class. 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. 6n the short-term plan2 the assessment methods +ill be de4eloped in greater detail for e4er& sub/ect) .'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.

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 .Planning for assessment across the curriculum D .use a range of self Dassessment tools including .

ork samples ma. be compiled in a folder in the classroom and are useful "hen reporting to parents and ma. of :uestions to assess a child=s developing understanding of ne" learning. 3. 'he child graphicall.provide opportunities for the children to use concept maps at the start and end of the unit of "ork. A record of specific strengths or challenges ma. . oral multiplication tablesC revision and consolidation tests based on the concepts and skills addressed in a unit of learning. 0earning tasks are set all of the time across the curriculum. 'hese are some of the :uestions use to guide this interaction: +hat did you find easy to do. noted but6 on occasion6 .use the data as an additional means to gather evidence of a child=s learning.+hat part do you find especially difficult."ork b.+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.promote the use of portfolios in 5isual Arts6 creative "riting and Science 1design and make2. . and activit.6 "ritten "ork6 discussion and :uestioning during class or group "ork. presents his/her prior kno"ledge and understanding about a particular topic. child. Concept mapping Assessment guidelines : page F< At times6 .g. 'he teacher sets tasks and tests to assess the child=s learning.+as there anything you found difficult. for the children. be recorded. . 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  ?. 'hese range from closed :uestions e.use a variet. .0 grids   Thumbs up/thumbs do"n 'alk partners Conferencing 'he teacher helps the child to reflect on his/her piece of "ork. . 3ost of m. also be passed on to the child=s next teacher. progress made and areas for improvement. %xamples of fre:uents oral and "ritten tests given include dail.g. 0ater the child amends and extends the map to reflect his/her ne" learning. observations are mentall. /an you identify any (-D shapes with lines of symmetry in the classroom- Assessment guidelines : page Q< 'he teacher observes the child=s pla. 'he child experiences a range of :uestions to assess the progress . +hat is the name of this ?D more open :uestions that encourage higher order thinking e. observation is directed at all forms of learning and social interaction bet"een the children both inside and outside the classroom."ill keep brief notes. 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. Euestioning Assessment guidelines : page Q7 Teacher obser4ation s/he is making in their learning.use scanned/ photographs of the children=s 7D and FD "ork samples in 5isual arts to maintain an e portfolio for ever.s and tests Assessment guidelines : 'asks and tests are set fre:uentl. Teac designe her d tas.

at the same 3athematics: 1"nsert test name2 is administered in the first "eek of $ctober class level or age level. the class teacher in accordance "ith the School (lan. A pupil profile is maintained for ever. 15 Short-term planning and preparation – draft document . -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.g. %nglish D 1"nsert test name2 is administered in the second "eek of $ 9Q Pupil profiles 'he teacher compiles assessment information about the child and uses it to identif. progression made in learning. 'he results are shared "ith the parents at the ('3 at the end of the first term. social development6 development as an independent learner. child and includes details of the child=s learning in all curricular areas together "ith an assessment of other aspects of his development e. 'he test is administered to all children b. 'he profile is shared "ith the child=s parent as "ell as relevant teaching staff in the school.

'ppendi( ..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 . "ont type7 Times 9ew <oman@ "ont si#e7 **  Date: Strand: Content objective s: Class level: Subject:   Strand Unit: 1 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 .0 -hort-Term Planning Template =ecommendation0 &lease try to ensure that your plans are focused4 concise and meaningful for your class.

e strate#ies ( used to su.u. .e di%%erent .did ( cater %or t.e 'ost c.allen#in# 'o'ent in '* +3o.ils0 learnin# -.e%%ectivel* did ( inte#rate literac* and nu'erac* learnin# in '* lessons/ - .e%%ective -ere t.)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 -ould t.e .u.ils .is -ee!/ Consider his/her learning / behaviour / social and emotional area 5 be/ +).at -as t. +4.eek F: 17 Short-term planning and preparation – draft document .articularl* -ell in '* classroo' t.ere -as one t.ils to learned/ ++ 3o.erience in t.e .at -or!ed .is -ee!/ +).u.il0s .ort+ter' .eek 7: s could ( 'a!e in '* s.e .il learnin# needs and or st*les in '* class/ Consider methodologies and differentiation.ort t.el.e classroo'/ +)as ( clear about + (% t.lannin#1 based on '* e2.e%%ective -ere '* assess'ent ' k Q: .in# ( could do to i'.ieve in! about one . +).at c.eek 1: .rove learnin# ( -anted t.ods in .in# 'e identi%* -. lesson/ DR) 1.

promoted in Aistear 14##A6 788?2 for infant classes. Some schools have developed the methodolog.pical= timeframe could be 7 Q "eeks.'ppendi( *0 Planning frame+or. #hild led pla. -t supports the teacher in organising and resourcing the classroom for child led pla. 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 .. for an hour per da. '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. is a methodolog. for pla& 'his frame"ork complements the short term plan. A @t.. for use in other classes too.

ing together in small groups6 tid. areas 1sometimes kno"n as up after pla.. the resources made available b. 'he topic facilitates curriculum integration through pla. &or example6 the teacher ma. session. the teacher. reference for the teacher in ever. for pla& support teachers in Fdoing’ pedagogical framing? 'he planning frame"ork focuses on 1 the topic being used to guide the pla. methodolog.6 for example6 +hat worked well. stations=2. learning opportunities. pla. be recorded at the end of the period represented b.s in the "eek6 five groups of children. for pla&? Aistear7 the . 15 A 4ariet& of pla& areas should be provided throughout the . areas can help the teacher ensure that all children have an opportunit. areas "here the class siTe is small. 'he teacher also uses the topic in timetabled subject/curriculum area lessons. reference to the uni:ue classroom context. >sing five pla. provides children "ith :ualit. areas6 five da. the teacher6 an upcoming event and so on. 'he planning frame"ork acts as a user friendl. 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 . supports teachers in @doing= this important framing "ork. Draft document . &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.ow did the children use certain resources. to use in 5 the teacher’s reflections on the use of the pla.ear. -n this "a. to pla. areas for a large class or fe"er pla. is indirectl. environment. &or example6 some teachers displa. Appendix . provides suggestions. resources change to support the pla.'ppendi( 60 Planning frame+or. 'his process is kno"n as the pedagogical framing. in the pla.. 'he teacher decides ho" much actual time is provided for pla. to ensure that pla. resources links to children=s learning across the primar& school curriculum 1integration2 the pla. for one hour per da& in the infant classroom. as a teaching and learning methodolog. 3 ho" the pla. the teacher "ill be informed b. 'he planning frame"ork for pla.+hat types of learning were particularly e!ident across the class!rief reflections should onl. 2 ho" the pla.6 the number of pla& areas set up b. 'his pla. the uni:ue classroom context.arly /hildhood /urriculum 'ramework 8())A3 recommends the use of pla. as recommended in Aistear6 is child-led rather than teacher led children decide ho" and "hat to pla. 'his can emerge from the children=s o"n interests6 a class discussion6 a stor. through the ke. topic. >ltimatel. areas. 1 resourcing the pla. %ffective planning of the allocated time is necessar. is resourced 1ke. the planning frame"ork. decide to create more than five pla. *o+ does the planning frame+or. areas. read aloud b. (la. for pla&0 Guidelines What is the purpose of the planning frame+or. b. resources2.6 the teacher has a critical role in the @behind the scenes= "ork in resourcing and organising the pla. 'he ke. and so on. shaped and influenced b. resources and develop important skills and routines such as pla. 15 'he frame"ork provided suggests planning for five pla.+hat didn2t work so well and how this might be done differently ne t time I . areas 4 the language and maths taught in discrete class lessons that children "ill have opportunit. in each area in a given "eekSfive pla.

hile the pla. &or example6 the teacher ma. 'here "ill be no need to complete a ne" planning frame"ork ever. for pla& useful? 'he frame"ork supports teachers "orking "ith /unior and senior infants "ho use pla& as a teaching and learning methodolog. and not a subject or content area. decide to list @0earning through pla. linked to the pla. Which teachers ma& find the planning frame+or. "ill support learning 6s the planning frame+or. 'he planning frame"ork complements the teacher=s short term subject plans and recognises that pla. Where can more information on pla& as a methodolog& be found? 5isit the Aistear 'oolkit to find out more about using pla. find effective in their o"n uni:ue classroom contexts 3 the short term planning template to record ho" pla. areas promote integrated learning6 the teacher ma. 'eachers "orking in multi grade classes "hich include junior and/or senior infants and first and second class ma. for pla&0 Guidelines 6s a completed sample of the planning frame+or.'ppendi( 6 . at the end of this plan. decide to identif. 2 a similar planning template that the. over a time period that "ill be t. @The Arctic7 refer to the planning framework for play at the end of this plan. longer than the period represented b& the short-term plan. :(ample0 =eferencing the planning frame+or. 'he timeframe for the planning frame"ork for pla. topic.. 're teachers re%uired to use the planning frame+or. 'he completed frame"ork "ill outline a plan for using pla. 'he teacher should then refer to the completed planning frame"ork that "ill accompan.e. A completed sample of the planning frame"ork is available in Appendix /: 'opic: 'he Arctic D junior infants. as a methodolog. See Aistear: )uidelines for good practice: 0earning and developing . -ntegration and linkage: 'opic: The Arctic: refer to the planning frame"ork for pla. *o+ ma& the planning frame+or. for pla& in the short-term plan )eograph.6 as "ell as facilitating learning during pla..picall. is a methodolog. 'eachers have the option of using: 1 the (lanning frame"ork for pla.= under the 5inkage and integration section of )eograph. @0earning through pla. also find it useful.. for pla&? 4o.cont)<0 Planning frame+or. for pla& separate from the teacher’s short-term plan? 4o. time the short term plan is updated. 'he 'oolkit includes podcasts and videos of teachers sharing their experiences of planning and organising pla. the short term plan for )eograph. for pla& a4ailable? Hes. for the topic The Arctic.= under the 5inkage and integration section of the subject plan that s/he sees as most closel. i. "ill be noted on the plan itself. 1oes the planning frame+or. for pla& be referenced in the short-term plan? . for pla& need to be completed as part of e4er& short-term plan? 4o.

.through pla. and *esources for pla. 14##A6 788?2 for more information on getting started "ith pla. 20 Short-term planning and preparation – draft document . 14##A6 788?2 for information on lo" cost and free resources for pla.

make-believe.g. role. sand0tray with sieves . (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. large wooden bloc-s shoe0bo!es hard hats clipboards) Sand (e. As children develop this type of play can become more comple! and intricate. It includes pretending with ob.g. "hey also get the chance to play with different forms of I(" such as mobile phones -eyboards cameras and calculators.retend Description Pretend. Some suggestions for areas are provided in the table below.ugs scoops buc-ets) Play dough (1. plastic tubing funnels .ects actions and situations.'ppendi( G0 Planning frame+or.hysical Constructive play involves building something using natural and manufactured materials. dramatic. for pla& D 54er4ie+ of pla& areas A variety of play areas should be used to engage children and cater for different learning opportunities. In the case of each area some e!amples of resources are provided. "he supermar-et ) . Small orld (e. $% & $$ '((A )**+) Play type Suggested play areas Socio-dramatic play (e. "hey en. (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.g. !"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 try out roles occupations and e!periences in their pretend play.ugs scoops buried ob.g. (hildren e!plore their own bodies and then they e!plore the things in their environment.g. the doll/s house model animals people cars and train sets) Construction (e. and fantasy play involves children using their imaginations. range of colours of play dough rolling pins .oy being creative .ects water added) #ater (e. "he table has been adapted from Aistear: #uidelines for good practice: Learning and developing through play (p. !arly literary and numeracy are evident in this type of play for e!ample children ma-e lists and menus and pay items purchased.g.

un.cutters) $unk art (e.g. "he permanent area provides children with opportunities to read write and use maths in ways that are related to the play topic.g. cardboard bo!es tubes yoghurt pots scissors cellotape) Permanent literacy and maths table (1. Draft document . 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 . children/s learning and development in the different play areas. uidelines for !ood practice ('((A )**+) for e!amples of resources to support See Appendi! 2 of Aistear: the Early Childhood Curriculum Framework.and recycled materials wor-ing with play0dough and clay and using their imaginations.

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. (onstruction 4uplo bloc-s Lego large wooden bloc-s6 safety helmets high0vis vests6 clipboards and pens. (hildren remembered the story :. (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&. 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.ole.aint and colour .lue and white paint6 paper plates for paint -isual *rt: .g. %ntegration S&!&S&!: .'ppendi( ?0 Planning frame+or. (hildren themselves decided to build igloos.eople in other places Living things Drama: 1!ploring feelings7.olar . "hey realised =uite =uic-ly that the bloc-s are not round> (hildren realised nothing could be distinguished (reative .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.ear 1!press/ from 4ecember and made the train trac-s to the 'orth . 8ole0play #riting: 8ecording in the e!plorer/s diary. for pla& . twigs stones6 an Arctic e!plorer/s diary and chec-list of Arctic animal sightings. Showing video clips of Inuit families and polar bears in the wild gave them lots of ideas for play & an important stimulus.&!: <eeping safe on the site Teacher reflection (hildren were very happy to role0play different scenarios in the Arctic with very few resources here. 'eading: 9sing vocabulary on the wall.

Draft document . Lots of parents brought in boo-s for this topic. (hildren were fascinated with all the boo-s particularly the ones on "he "itanic. Science: Light and dar- in their pictures if they mi!ed colours all together. +aths: (onstructing igloos with cubes6 9sing measuring tapes to create Inuit costumes. 8eading writing and maths 0 "ermanent area 8eading: A selection of boo-s relating to the theme "he Arctic?Arctic animals?"he "itanic. to support play in all other stations. Maths: measuring tapes6 watches6 cloc-s.mi!ing. !nglish: 8eading materials lin-ed to the "opic6 @riting for different purposes such as planning constructions.

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. .lan+ $bserve6 identif. the :uestions to assess ss  inse kno"ledge of facts6 ne =eflection0 Refer to cts open :uestions to " . *ecording and #ommunicating making detailed annotated dra"ings and diagrams6 keeping a diar. for additional facts and the pri images. ge environment. of minibeasts6 particular characteristics of each t. Long-Ter! . "ill record using the so the digital camera. of observations over the "eek including the recording of dail. on fieldtrip 1groups of three and pupils "ith brainstorming0 defined roles of collector6 initial concept recorder and reporter2. 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 . 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.Dra"ing: 1• Euestioning dlin as dra"ing mini beasts/plants g :uestioning 1closed se from observation. usin 2• Concept 9apping .ills0 1• 2• 3• 4• Euestioning %liciting facts +o" man. 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.6 an  'ssessment0 han d 2• @isual 'rts .ourth class .eacher Reflection Document to "ith foster problem solving lea su""ort your short/term care and divergent rni "lanning0 6 thinking2. mapping exercise prior to U Hse of photographs visiting the and annotated hedgero" to dra+ings to record elicit "hat the findings.s and tests / er n 2• 6nterest Some pupils complete simple les are investigation task cards.age and 6ntegration0 n pupi :n4ironmental a+areness and 3• =esource !/ and to ls care . make predictions regarding   "hat the. 1• plastic boxes U bug 1• Tal.sing +o" are these t"o minibeasts the same/differentI $bserving the variet. "eather.pproac*es and explore the local hedgero" Met*odologies in The pupils +ill be enabled to0 outside the does the animal haveI Anal. and examine mini beasts found in and 3• Co-operati4e learning UConcept maps around the hedgero" outside the school grounds. 2 3in. pupils currentl.'ppendi( 30 -cience D Third and . and investigate the animals and plants that live in local environments 1 -. might find 3earning 3earning ob/ecti4es: in the hedgero".pe. ng. legs6 "ings6 e.observing and )$=D "ill bring along and eli usin appreciating living things in local consult reference book g cit habitats. think the. . kno" and 1 =esources0 understand.-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. tas.

Draft document .

t"o items in a shop6 calculating the t"os6 problems price of both together involving mone.hat is differentI 2• Hsing concrete materials0 Sorting coins into groups of the same.6 counting in 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! . Activities based on exchanging coins) 1• =eal-life maths0 3aths based morning activit. 2• Tal. are co unt ing the mI Ar e the . Shop "ith magnetic coins. coins are on the board no"I 3• 9odelling strategies8 problem sol4ing0 3atching coins +o" ac co unt "h en the .eacher Reflection Document to su""ort your short/term "lanning0 2• Teacher obser4ation0 24 Short-term planning and preparation – draft document .need to match 9cI . e. vocabular. in the shop "ith this coins +o" man.hat can . and discussion0 0ooking at and identif. 7 items. man. !u.ills0 Appl. 2• "ith the *ed )roup "hen counting in t"os and "orking "ith mone. 3 3in. Pace0 Y $=Z and *. 1c coins do . 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.-hort-term plan<  1ate0 -trand0  9easures Class le4el0 -enior 6nfants  -trand Hnit0 9one& -ub/ect0 9athematics 1 Content ob/ecti4e8s0 1• *ecognise coins up to 78c and use coins up to 18c .. coinsI 1• Guided disco4er&0 0ooking at ten and t"ent. 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.: costC priceC cheapC expensive/too expensiveC changeC too muchC too little cheap26 shopping activit.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. D oral and "ritten. and Z $=H "ill be assigned more complex problems to solve using mone. cent coins .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. 1too solve practical problems based on mone. 1too use ke.hat is the sameI .s0  #onsolidation "orksheet on recognising and exchanging coins up to 78c. sh 2 'ssessment0 1• Teacher designed tas. on the "hite board.g.YD "ill complete the first half of the "ritten "ork in their books. and group "ork. 2 2•  -. +o" is the pupil approaching the taskI -s he/she taking the value of each coin into =eflection0 Refer to .'ppendi( 90 9athematics D -enior 6nfants . #alculate the total cost. usi ng the cor rec t names of each coinI #heckl ist used to suppor t teache r observ ation during structu red pla. much/too little26 oral during oral maths time problems based on mone. Gaeilge0 Ag siopadOireac during structured pla. shop and price tags for shop 1 1ifferentiation b&0 1• -upport0 %xtra teacher time 5• cash register 6• feel.bu. bag 7• number lines 3• -elf-assessment0 >sing their o"n coins children compare their ans"ers to a selection on the interactive "hiteboard..


hat "ent "ell %ven better if2.  -.. 4• "hat he she likes best about the print. Guided disco4er& 1• with oddments that ha!e interesting te tures or shapes e. over printing "ith a different colour or object. and discussion 5• paint one or t"o colours 1• discuss the 6• flat tra. :(ploring materials and tools 5• experiment printing "ith oddments that have interesting. 4• "allpaper or fabric Tal. of objects. printed "allpaper6 "rapping paper fabrics6 tiles etc.thm. of print making techni:ues making a !ariety of relief prints combining e amples of one or more prints 1 1ifferentiation b&0 1• Print J 3oo. making 8• paper ne"s print them.pproac*es and Met*odologies in Long-Ter! . one object or more complex prints using a variet. obser4 3 3in. lea!es4 lego pieces4 bottle tops etc. experim ented "ith Short-term planning and different preparation – draft document shape6 1• use of "et 25 . prints.g. 2• =esponse some children ma. tr. 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.. :ualit. 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. 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.ills0 An a"areness of shape6 line6 colour6 tone6 patterns and rh.s6 thin sponge print6 line cloths shape6 texture6 7• variet. her colours6 patterns6 etc. 3• 3e4el and pace D &0 "ill re:uire guidance and support from S4A to create the print. 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+ . e.'ppendi( I0 @isual 'rts D Gunior 6nfants .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 . to make  the =eflection: <efer to Teacher <eflection Document to support printI your short-term planning.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. of oddments colour. bottle tops6 lego pieces6 leaves6 kitchen 2• ho" he/she utensils6 plastic pot enjo. use a variet. textures and shapes e. simple prints using 2• Por tfol io "or k sa mpl es or e(o rtfol io. %!1.]'he Artist=s chair^C .-hort-term plan<    1ate0 Class le4el0 Gunior 6nfants -ub/ect0 @isual 'rts  -trand Hnit0 9a.g.g. +ave and =esponding -trand0 Print Content ob/ecti4e8s0 • •  experiment "ith the effects that can be achieved "ith simple print making. leaves6 lego pieces6 kitchen utensils6 bottle tops.'ootprin 5inkage and integration g do"n across the curriculum 6 9athematics D A firml. of print making techni:ues.ed scrubs etc. made them. 2 'ssessment0 1• -elf-assessment .

addell.. 3artin . Writing 1• pupils "rite captions for 2• 'armer Duck "all 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. 1• /lass retell stories in pairs to de!elop comprehension. what happened first. Tal.Tell me your reasons. 3. class practice "riting capital letter 1'3 from memor. and discussion 2• retell the stor. Writing D competence and confidence using language 6 "rite and dra" fre:uentl.pproac*es and Met*odologies in Long-Ter! .all Stor. 3• "rite captions for . -hared reading 2• using the interactive "hiteboard the pupils "ill engage in shared reading of &armer Duck "ith the teacher. Pair Wor. .-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.afte rhow do you be.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+ . discussi ng charact ers6 predicti ng6 :uestio ning to elicit retell and respons e.addel. 'o predict "hat happened first/next/last 'o elicit retell and response -. 'armer Duck. for retell of 'armer Duck b.'ppendi( 50 :nglish D -enior 6nfants . 'armer Duck D *ead and *espond -nteractive letter fans AF paper for "all stor.. 1 1 Euestioning 'o discuss the characters in the stor.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 1• listen to and respond to the stor. based on 'armer Duck retell. 2 =esources0 1• Se:uencing cards 2• 3• 4• draft document 26 Short-term planning and preparation – . 'armer Duck t. 1• class listen to 'armer Duck and respond to it b.

6 -P*:0 3. 6 Conferencing .ard s. using vocal and percussion sounds. "riting t"o additional sentences.ed sample.mphon.nglish &rofiles to evaluate pupils understanding of stor. *istor&0 chronolog. 6 Teacher obser4ation D use of Stor. 6 =esponse #0 "ill present the finished task in pictorial form using single "orded labels.. through stor.  'ssessment 0 6 -elf-assessment D (upils are encouraged to comment on their penmanship practice b. *ecall checklist 1&igure D92 in the Drumcondra . '$=3 "ill be encouraged to extend her "ork b. in the stor.extra time "ill be allo"ed for #*6 H0 and *( to complete "ritten tasks. &riends and $ther (eople. making reference to the displa. .Cont)<  1ifferentiation b&0 :nglish D -enior 6nfants . elements as the.. 6 9usic0 #omposing D farm. 6 -upport .'ppendi( 50 .  3in. 5inkage and integration across the curriculum 6 6 Geograph&0 %arl. to #* and +( about their "riting6 highlighting achievements6 suggesting "here and ho" learning can be improved. mapping activities tracing &armer Duck=s journe. to talk separatel. recall a stor.age and 6ntegration0 6 5inkage within sub1ect use of 'armer Duck as context for phonological a"areness6 phonics and creative "riting and penmanship.time is set aside on &rida.provide #* "ith se:uencing cards to support her during her retell and give H0 'armer Duck in &rench to take home.  =eflection0 <efer to Teacher <eflection Document to support your short-term planning.-hort-term plan< 6 Pace . "ith particular emphasis on the language of time.

27 Short-term planning and preparation – draft document .

e.(.pproac*es and Met*odologies in Long-Ter! . in order 1large format cards2. of events 1beginning6 middle and end2 in a stor. 1 1ifferentiation b&0 1 3e4el0 Puestions to match children=s abilit. 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. Hse of pictures8'cti4e learning0 2• (upils "ill help the teacher put the pictures from the stor. Concept maps and brainstorming0 2• put a series of six pictures from the stor.. -. Collaborati4e learning0 1• listen to6 retell and respond to the stor. levels specificall. Displa.line pictures sho"ing episodes in se:uence.. and discussion0 based on the stor. -tor&0 1• 'eacher "ill read the stor. of The Bgly Duckling. o w 2 -uppor t0 Additio nal support to enhanc e confide nce and particip ation "ill be given to . stor.lan+ The pupils +ill be enabled to0 1 1• *ecalling the events in the stor.-hort-term plan< Class le4el0 -enior 6nfants -ub/ect0 *istor&  1ate0  -trand Hnit0 -tories  -trand0 -tor&  Content ob/ecti4e8s0 6 6 Discuss the chronolog.%.'ppendi( P0 *istor& D -enior 6nfants .orking as a historian: time and chronolog. 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 .g.C pair "ork recalling "hat came first/ next/ at the end. $=D and *.S.  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+ .6 put themselves into the correct order. /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. Tal.ills0 • .% booklets Y $=D and H 3c> during group activities. of The Bgly Duckling aloud. for A.

as .al"a.hat "as trick. about itI 6 6 3 3in. Se:uencing of ev :nglish0 'his "ee language skills "h :uestions. Did . Short-term planning and 28 preparation – draft document . 9ath s0 $rdin al numb ers D first6 secon d6 third etc.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.s sure "here each picture "entI .put the pictures in the correct orderI .age and 6ntegration0 5inkage within sub1ect 5inkage and integration across the curriculum 1• 2 =eflection0 <efer to Teacher <eflection Document to support your short-term planning.

29 Short-term planning and preparation – draft document .