Saint Brigid’s National School, is a primary school situated in the middle of Greystones, Co. Wicklow. Our mission is to provide the highest quality education for all our children in a happy, safe and stimulating Christian environment, focusing on their academic, social, personal, moral and spiritual development to help the achieve their advancement.

School Self Evaluation

The School Self Evaluation Process 2015/16

Our progress so far

As part of the School Self Evaluation process, over the past three years, we in St. Brigid’s National School, Greystones have been focusing on particular aspects of Maths and Literacy. Each year we have sent home a newsletter to explain to parents how we are getting on. These have been our targets in Literacy to date, so we hope you are familiar with them by now. This year we have an additional target.

A New Target in Literacy for 2015/2016

As we reviewed our progress, teachers decided that they would like to have a balance between functional writing and creative writing. This is why this year we agreed Creative Writing would be a additional target for this year with a focus on Poetry.

Target 1 The school adopted a whole school approach to the learning of the comprehension strategies from the ‘Building Bridges of Comprehension’ programme. Comprehension strategies are conscious plans; sets of steps that good readers use to make sense of text. You should find that as your child moves up the school they use these strategies to help with comprehension:

 

  J.I. S.I. 1st 2nd 3rd 4th 5th 6th
Think Aloud X X X X X X X X
Prediction X X X X X X X X
Visualisation X X X X X X X X
Making Connections X X X X X X X X
Questioning X X X X X X X
Monitoring Comprehension- Clarifying X X X X X X
Monitoring Comprehension – Declunking   X X X X X
Determining Importance X X X X
Inference   X X X X
Synthesis X X
Application of Strategies X X X X X X X X

Target 2 is specific to Junior and Senior Infants: Children will attain selected curriculum objectives in pre-reading, reading, pre-writing, writing and learning grammar.

Junior Infants should know tricky words 1-10 (read only).

Senior Infants should know tricky words 10-40 (read only), and all diagraphs except sh,ch,th & qu.

Junior & Senior Infant teachers send these words home.

Target 3 relates to English grammar

  • 1st class will be enabled to identify and use nouns, verbs and pronouns, adjectives sentences and phrases.
  • In addition 2nd and 3rd class will be enabled to identify and use collective nouns, comparative and superlative adjectives, adverbs, syllables and contractions.
  • 4th class will be enabled to identify and use prepositions and conjunctions, prefixes, suffixes and homophones.
  • 5th and 6th class will be enabled to identify and use the verb ’ to be’, compound & continuous verbs subject and object of sentence and possessive pronouns.
  • All above will be consolidated through the use of texts “New Wave English” and ‘Jolly Grammar.’

Learning Grammar– As from Jolly Grammar 1st – 6th Class

 

This table below shows clearly what grammar children are expected to know

1st Class 2nd & 3rd Class 4th Class 5th & 6th Class
Nouns

Verbs

Pronouns

Adjectives

Sentences and phrases

Nouns

Verbs

Pronouns

Adjectives

(comparative and superlative)

Collective nouns

Adverbs

Syllables

Contractions

Collective nouns

Use of dictionary

 

 

 

Nouns

Verbs

Pronouns

Adjectives

Adverbs

Prepositions

Conjunctions

Prefixes

Suffixes

Nouns

Verbs

Pronouns

Adjectives

Adverbs

Prepositions

Conjunctions

Prefixes

Suffixes

Verb ‘to be’

Compound Verbs

Continuous Verbs

Subject and object of sentence

Possessive pronouns

Homophones

Target 4 is a straightforward one: Pupils will improve their Dictionary Skills  

Target 5

Children will be able to identify and use writing genres.

The purpose of the writing and the audience for whom it is written will determine the genre.

In St. Brigid’s National School, we teach the following genres

  • Recount: e.g. a school trip.
  • Report writing: factual e.g. life history of the butterfly, a book review.
  • Explanatory writing: e.g. how a volcano is formed.
  • Procedural writing: rules, directions, recipes.
  • Persuasive writing: debate.
  • Narrative: story e.g. A holiday of a lifetime.

In teaching the genres of writing, the students will encounter the genres though reading and being read to, teacher-modelled writing, shared writing, guided writing, leading to independent writing.

Genres JI SI 1st 2nd 3rd 4th 5th 6th
Recount ET EM ET EM ET EM ETM ETM
Report ET EM ET EM ET EM ETM ETM
Narrative ET EM ET EM ET EM ETM ETM
Procedural ET EM ET EM ET ETM ETM
Explanation ET EM ET EM ET ETM ETM
Exposition ET EM ET EM ET ETM ETM

E = Expose               T = Teach                M = Maintain

Our new target in English is that each class will use relevant creative writing skills detailed in curriculum with a particular emphasis on poetry. In the infants classes the children will have opportunities to enjoy and recite rhymes and poems.

As the children move up the school they will continue to be exposed to a range of well known poems (to be chosen at teacher’s discretion). They will learn to recognise rhyming words and patterns in poetry. Children will write their own poetry in the following styles: acrostics, sound poems, haikus, limericks and non rhyming poetry.

In the more senior class children will learn about different poetry techniques e.g. rhyme, alliteration, repetition, similes, metaphors, personification, exaggeration etc.

Have the opportunity to create their own poems using well know poems or other curriculum to stimulus/inspiration and incorporating poetry techniques into their work.

By the end of primary school, children will have opportunities to

  • Listen to poetry read aloud or presented on tape, radio or television
  • respond to poetry and fiction through discussion, writing, drama, the visual arts
  • express and analyse his/her reactions to poems
  • relate personal experience to the ideas and emotions conveyed in the text
  • write about the relationship between poems and personal experience
  • analyse different interpretations of poems in writing
  • hear the teacher model a response to poems, fiction, plays and parts of plays
  • examine similarities and differences in various types of text
  • examine different types of poetry (limericks, kennings, haikus, acrostics, tankas, humorous verse etc)
  • write different types of poetry and write freely (independently) to express ideas, experiences and feeling.

NUMERACY

These are our targets in Maths

Target 1 – Build a Solid number Foundation in Junior and Senior Infants

  • Implement “Ready, Steady, Go” Programme.
  • Increase use of concrete materials
  • Teach 1-1 correspondence, conservation of no, positional language, cardinal aspect of no
  • Include more maths games in learning

Target 2 The Learning of Tables                   

  • Children in 1st class will learn doubles, tenners, teens and near doubles.
  • Children in 2ndclasses will learn all addition and subtraction tables to 12.
  • Children in 3rd class revise addition and subtraction tables to 12 and learn multiplication and division tables to 12.
  • Children in 4th, 5th and 6th classes revise all addition, subtraction, multiplication and division tables to 12.

Target 3 Place Value

  • Children in 1st classes will be enabled to explore, identify,  order and record  numerals  0 to 99, 2nd class to 199, 3rd to 999, 4th to 9999.
  • 3rd class will be enabled to explore, identify, order and record place value in decimal numbers to one place of decimals in 3rd class and to two places in 4th
  • 5th class will round decimals to two places and to three places in 6th.

Target 4

JI – 6th Estimation

Children will be enabled to learn steps involved in estimation. Teaching children that an estimate is just ‘their best guess’ and doesn’t have to be right.

Target 5

Language

The language used in St. Brigid’s for the four main mathematical operations will be standardized across the classes. Teachers will make sure that they use the same terms and vocabulary.

A Third Subject beginning school year 2015-2016

As part of the School Evaluation process schools are asked to select a third subject to focus on. Staff in St. Brigid’s acknowledge the importance of educating the ‘whole child’. Because of that we decided on SPHE as 3rd subject we would work on. SPHE stands for Social Personal and Health Education.

‘The Social Personal and Health Education Curriculum (SPHE) is for children from junior infants to sixth class. The SPHE curriculum

  • fosters children’s well-being, self-confidence and sense of belonging
  • develops children’s sense of personal responsibility for their own behaviour and actions
  • promotes children’s self-awareness and understanding by helping them to manage their own feelings, to recognise and appreciate individual abilities, and to cope with change of various kinds
  • supports children to become active and responsible citizens.

The curriculum consists of three strands:

Myself,

Myself and Others

and Myself and the Wider World.’

(From Curriculum Online)

This school year we will be collecting data & planning to implement targets school year 2016-17