Scoil Bhride BNS

Introductory Statement & Rationale
Introductory Statement:
Scoil Bhride is an all-boys urban national school.
We have seven mainstream classes, one Special Educational l Needs classes, one Learning Support teacher, one Resource Teacher for Travellers, one Resource teacher, two English Language Support teachers and three Special Needs Assistants. We also have a Home/School/Community Liaison Co-Ordinator.
This plan was initially formulated with the help of a facilitator for English with Claire Guilfoyle and staff. It was then updated by the staff and Principal at School Development Planning days. The plan was reviewed in 2007 at a school based review day, with S.D.P.S. support.
The plan has been ratified by the Board of Management and is reviewed and updated every two years.
This plan is due for review in September 2010.
Rationale:
The subject of English was developed in order to:
" benefit teaching and learning in our school
" conform to principles of learning outlined in the Primary School Curriculum
" enable our pupils to communicate verbally, with each other and with the wider community in an acceptable and articulate manner
" place an emphasis on the development of oral language
" encourage a need for and a love of reading
" develop a level of reading to enable the children to communicate effectively
" Review the existing plan for English and incorporate new methodologies and initiatives outlined and provided by the D.E.S.
Vision & Aims
Vision for English in our school:
It is the vision of the English Language Programme of this school to provide every pupil with a learning environment to enable him to communicate effectively in both oral and written forms and also to promote a high standard of reading ability.
Aims:
We endorse the aims of the Primary School Curriculum for English.
o To promote positive attitudes and develop an appreciation of the value of language
o To create, foster and maintain the child's interest in expression and communication
o To develop the child's ability to engage appropriately in listener-speaker relationships
o To develop confidence and competence in listening, speaking, reading and writing.
o To enable the child to read and write independently
o To enhance emotional, imaginative and aesthetic development through oral, reading and writing experiences.
o To enable children, for who English is an additional language, to develop the ability to communicate in a competent and confident manner.


Curriculum Planning
English in Scoil Bhride is planned through the three strands: Oral, Reading and Writing. The strand units will be addressed under these strands.
The English Curriculum is structured according to the strands and strand units. Within each strand, the strand units reflect the contribution oral language, reading and writing make to the child's development and the strand units contain the elements of curriculum content.
Teachers will familiarise themselves with the strands/strand units/content objectives for their class level. A core curriculum will be formulated and formally adopted by the school to ensure all objectives are covered. Each teacher will have a copy of this.
Strands & Strand Units
Strand
Units Strands
The abbreviation "C" is used to refer to the English Curriculum.
Receptiveness to Language Competence & Confidence... Developing cognitive abilities… Emotional & Imaginative…
Oral Language 2nd: C p.24
3rd/4th: C p.36
5th/6th: C p.48 2nd:C p.27
3rd/4th:C p.38
5th/6th: C p.50 2nd:C p.29
3rd/4th:C p.41
5th/6th: C p.53 2nd:C p.31
3rd/4th:C p.44
5th/6th: C p.56
Reading 2nd:C p.25
3rd/4th:C p.36
5th/6th: C p.48 2nd:C p.27
3rd/4th:C p.39
5th/6th: C p.51 2nd:C p.29
3rd/4th:C p.42
5th/6th: C p.54 2nd:C p.31
3rd/4th:C p.44
5th/6th: C p.56
Writing 2nd:C p.26
3rd/4th:C p.37
5th/6th: C p.49 2nd:C p.28
3rd/4th:Cp.39-40
5th/6th: C p.52 2nd:C p.30
3rd/4th:C p.43
5th/6th: C p.55 2nd:C p.32
3rd/4th:C p.45
5th/6th: C p.57


Oral Language: Receptiveness to Language
Most pupils enter the school with a rich/varied oral language experience. Some of our pupils come from a background where English is not their first language. We also have a percentage of children from disadvantaged socio-economic backgrounds, some of whom may not have had the same language experience as their peers. All our pupils will experience a variety of age and class appropriate strategies to develop oral skills.
Our aims are:
o To promote positive attitudes and develop an appreciation of the value of spoken language
o To create, foster and maintain the child's interest in expression and communication orally
o To develop the child's ability to engage appropriately in listener-speaker relationships.
Oral Language: Competence & Confidence in using language
To develop oral fluency and expressiveness, taking into account the language needs of the children, we will:
o Use the 5 contexts of teaching oral language
Talk and discussion, play and games, poetry, story and improvisational drama
o Develop children's social use of language e.g. giving and receiving greetings, making introductions, using a telephone, making an inquiry, giving directions
o Improve children's expressive use of language through increasing their vocabulary and sentence structure
o Adopt thematic approaches wherever suitable. There is continuity and progression in relation to many themes.
o Use organisational settings including pair work/working collaboratively/ whole class settings, formal and informal debates/circle work/individual and group presentations.
o Ensure that our pupils present their oral work to a variety of audiences-their own class, other classes and teachers and at home. This can be achieved by inter class performances and school productions at Christmas time.

Reading & Writing : Oral language activity is used as a basis for reading (through language-experience material, reading aloud, oral book reports, questioning, discussing, etc.) and writing (through brainstorming, conferencing, etc.) and through using thematic approaches.
Grammar: "The curriculum is specific about the knowledge and the command children should have of grammar. It is not intended that this should be taught formally or that it should be approached out of context. However, it is important that, by the end of the senior classes, children are able to recognise and name the principal parts of speech and their more common properties, and to be aware of their functions. The ability to use the parts of speech accurately and to observe the conventions of grammar can be developed in the context of children's general language development."(English Teacher Guidelines)
We teach grammar in formal and informal lessons. Grammar lessons are taught incidentally in class and these "mini lessons" indicate to teachers, what topics in grammar/punctuation need to be addressed more specifically. The Learning Support teachers also teach grammar and punctuation in a more formal setting. (The use of the Free Writing copies as an assessment tool also indicates any difficulty pupils may be experiencing to teachers.)

Resources:
Specific programmes and resources used to support activities for oral language include
" Magic Emerald Oral Language posters(2nd) and Oral Language Cards(2nd-6th)
" Look, Listen,Think(Prim Ed)
" Speaking & Listening (Prim Ed)
" Oral Language (Prim Ed)
" Oral language (Prim Ed)
" Listening Skills-Key Stages 1 & 2
" Way ahead (EAL)
" English Language Learners ( EAL)
" Recommendations from Speech & language therapists are followed by relevant teachers
" Pictures, posters and work designed by teachers

Oral Language: Developing Cognitive Abilities through Language
The following strategies are being used to develop children's higher order thinking skills
" to use questions in order to gain maximum information
" to seek and to give explanations; to discuss different possible solutions to problems
" to argue a point of view
" to persuade others
" to examine fact and fiction, bias and objectivity
We use oral language to develop our pupil's comprehension skills by use of oral language as an alternative to written exercises. For example:
" Describe a process and answer questions
" Listen to others and ask questions
" Listen to stories and ask questions
" Engage in real and imaginary situations
" Ask questions to satisfy curiosity
Further examples of this can be seen in each class section for oral language.

Oral Language: Emotional & Imaginative Development through Language
Our pupils are encouraged to explore experiences and feelings through talk, play, drama and writing.
Thirty minutes Discrete Oral Language time is allocated to each class per week or 5- 10 minutes per day
Form, structure, use of language and grammar are addressed during Discrete Oral Language time. Children are encouraged and taught to use correct pronunciation, grammar etc. when speaking.
Oral language across the curriculum
"Every lesson is a language lesson"
Other areas of the curriculum are used to develop oral language. Talk and discussion is a major tool used by teachers in the other subject areas.
Maths: Receptiveness to language: Developing and expanding vocabulary by learning new terminology for various processes in maths lessons. In our maths plan we have listed the agreed terminology we will use, while also exposing our pupils to synonyms for these terms. (ADDITION: total, sum of, add, and…SUBTRACTION: minus, subtraction, take away, difference, less than…MULTIPLICATION: times, product of, multiply groups of…DIVISION: divide, share, split, groups of…EQUALS: same as, is, will be, answer is, means)
Science: Developing cognitive abilities and competence & confidence in using language: Using new terminology, reporting on processes and procedures. "It is also a policy of ours to utilise Science lessons as opportunities to develop children's language competence and confidence. This new vocabulary should allow the children to engage with and challenge other Scientific Challenges in their environment"-from our Science Policy
History & Geography: Developing cognitive abilities and competence & confidence in using language: Using new terminology
P.E.: Developing cognitive abilities and competence & confidence in using language Use of terminology in P.E. e.g., equipment name and how to use it, rules of the game, reporting on a game or match,

Art: using specific language to critique art, looking at and responding to art, terminology regarding materials and methods used



Reading
As a DEIS school we are using the First Steps Reading Programme. We began implementing this in March 2010
Our aims are:
" To promote a positive attitude and an appreciation of reading
" To develop competence and confidence in reading
" To develop cognitive ability and the capacity to clarify thinking through reading
" To enable the children to read independently
" To enhance emotional and imaginative development
In every class there are children with different reading abilities. The teacher caters for these different abilities in a sensitive manner and strives to develop confidence in the child as they learn to read. It is imperative that children experience success while reading. This is done by ensuring that the material they read is appropriate to their ability.
Reading: Receptiveness to Language
We encourage our pupils to appreciate the usefulness and pleasures of reading by engaging in shared reading activities, having a class library, visiting the school library, handling books and browsing through them, modelling the reading process for them, engaging with various text forms and giving time for uninterrupted, sustained, silent reading (U.S.S.R)



Reading: Competence & confidence in using language
The teachers, both mainstream and learning support provide an appropriate print rich environment. Our pupils, especially E.A.L. pupils, are able to use the labels and posters in their classrooms as cues for writing. These include:
Labels, Charts, Posters, ICT resources-Interactive whiteboards, "Word walls" of sight vocabulary, Library books, Dual language labels-(English/Polish, English/Irish),Pupil's own work on display, Dictionaries, Word walls- phonics, New vocabulary/terminology from other subjects-e.g. maths language
Reading Schemes:
The Magic Emerald reading scheme from Folens is the core scheme in use. This scheme includes
" Core readers for each class
" Novels for 3rd to 6th class
" Supplementary readers for each class-fiction and non-fiction
" Posters and oral language cards
" Workbooks for novels
" Activity books for 2nd to 6th class
Each class also has a second or alternative novel.
2nd-The Last Polar Bears & Diary of a Killer Cat
3rd-Charlotte's Web (The Yuckee Prince)
4th-Matilda (Stanley)
5th-Holes (Return to Troy)
6th-The Boy in the Striped Pyjama's & Goodnight Mister Tom (Reaching the Heights)
We also have a set of Benny & Omar and Under the Hawthorn Tree for use in 5th and 6th class
These novels were all selected with our pupil's age, ability levels and interests in mind. Teachers can select which novels to read with their class.
Our supplementary reading scheme is Oxford Reading Tree. These books are classified according to reading age. The core scheme was purchased two years ago and was added to last year. This is mainly used in the Learning Support classes and S.E.N. class.
This scheme includes reading books, activity sheets and interactive software.
Other reading resources include:
Fast Lane:Reading age 5.5-9 relevant to older readers. New vocabulary is reinforced. The books range from 16 to 24 pages, allowing pupils to feel a sense of achievement at having read a whole book in one reading session. Each book has a CD recording which is used for reading fluency and accuracy. The boys can bring the book and CD home.
Collins Big Cat: (1st & 2nd class)Collins Big Cat is a guided reading series for ages 4-11. We use this scheme in our Paired Reading Programme
National Geographic: Non-fiction books suitable for emergent to fluent readers. We use this scheme in our Paired Reading Programme
Rigby Rocket: Fiction and non-fiction. We use this scheme in our Paired Reading Programme.
Sparklers: reading age: 6.5-8.5. Hi-Lo series .We use this scheme in our Paired Reading Programme.
Gigglers: reading age 6.5-8.5
Rigby Navigators: fiction and non fiction
Ginn 360: fiction for younger readers. Focus on sight words

" We have a positive reading culture in our school. Reading for pleasure is promoted with pupils using the school library on a regular basis. Many of our pupils are also members of the town library.
" We also run a successful book club with Setanta books and this supplements library purchases.
" Every year we have book week and World Book Day which involves all the pupils in book related activities. A folder with details of book activities is stored on the English shelves upstairs.
" The Paired reading scheme, organised by our HSCL co-ordinator has been very successful. The children and parents read together at home and fill in a reading log. In 2009, our HSCL co-ordinator (Ann Marie Cutler) ran another paired reading scheme involving transitional year students from Tullamore College, one of our transfer schools.
" Poetry is used in the classes for enjoyment and also individual and group recitation. Each teacher has his/her own stock of poems for use.

Key elements in developing independent reading:
The key elements in developing independent reading in our school include: guided reading, USSR, book clubs, book reports/reviews, Setanta book club, presenting book to class and at home.
The print-rich environment further enhances reading at this stage.
Textbooks are used for other subjects including history, geography, science, religion and maths. Teacher designed worksheets, information sheets and tests are also used.


Reading: Developing Cognitive Abilities through Language
Strategies used to develop the children's cognitive abilities include: re-telling, re-calling, analysing and interpreting characters, analysing and interpreting situations and events, prediction, developing comprehension strategies, seeking and giving recommendations etc.
Oral language activity is emphasised in the development of comprehension skills.
Comprehension skills are developed by reading the text, reflecting on it, discussing it, re reading it, writing about it, determining importance, creating mental imagery, summarisation.
Strategies from First Steps Reading
Predict Connect Compare Infer
Create images Self-question Summarise Paraphrase
Sounding out Chunking Read on Re-read
Adjust reading rate Skimming Scanning Determining importance
Synthesising
We have a First Steps Reading & Writing plan in place. Our focus is on three strategies in each term.
The school develops children's response to fiction/poetry or other text through questioning, discussion, written tasks, reports, recommendations etc. This progression is evident through the range of ideas used as children move from class to class. Our pupils write poetry and display in their classrooms and outside their classroom, for the other classes to read. "Poetry should have a special place in listening and reading experience. The heightened and often compressed expression of thought and feeling and the music, rhythm and rhyme in the language can provide unique and striking glimpses into aspects of the human experience. Through it the child's enjoyment of language can be fostered and his aesthetic response and sense of beauty awakened". (Primary School Curriculum)




Reading: Emotional & Imaginative development through language
"Stories and literature can bring the child into contact with a wide variety of emotional life and, through talking and writing about responses, he can come to a better understanding of human motivation and feeling.
Through literature the child can also explore the world of the imagination and at the same time come to appreciate how language makes it vivid. It is important, therefore, that the child enjoys a consistent engagement with a rich selection of the best literature appropriate to his stage of development."(PSC)
Strategies used to foster emotional and imaginative development through story, poetry, drama, listening, sharing, imagining, reading with expression, responding to what has been read.


Writing
Writing: Receptiveness to Language
Our pupils are encouraged to write by:
" Having a classroom environment that encourages writing(print rich, variety of writing materials )
" Choosing their own topics for writing(Free Writing)
" Completing project work individually, in pairs and in groups
" Editing and evaluating each other's work
" Exploring different genres(First Steps)
Oral language is an integral part of the writing process.
E.g. Talk and discussion when deciding on a topic, brainstorming a topic (individually, with teacher, with the class or group),
Editing with teacher or with peers
Writing: Competence & Confidence in using language
" Topics are selected for writing through
linkage with oral language and reading themes
writing from their own experiences/ideas
writing in the current genre from First Steps writing plan
Recount Narrative
Procedural Explanation
Report Persuasive
" All the conventions of grammar/punctuation can be developed through the writing process and this is approached and progressed throughout the school by each teacher.
" Our pupils are introduced to a variety of strategies including:
o Brainstorming: a group of children offer ideas or suggestions.
o Webbing: children may test out ideas by using a "web" or "map" to jot down their thoughts about a particular topic and make connections in relation to ideas on the map. This may help them to clarify their thinking or, perhaps, to discard an idea.
o Research: children can often obtain information through research and investigation. This may involve interviewing people or using reference material.
" As our pupils become independent writers, they learn to use language in an appropriate way, depending on the purpose of the writing. Different registers of language are needed for different purposes and audiences- language used on a party invitation is very different to language used on a letter seeking information or a story about a haunted house. The range of pupils reading experience has a great bearing on this.


" We adopted a consistent approach to the teaching of writing(First Steps)
" Familiarisation with the genre
" Analysing the text
" Modelled writing
" Shared writing
" Guided writing
" Independent writing
" Presentation to an audience
" Pupils need to write with a real purpose for a real audience and to see their work valued. We show this by providing constructive comments, displaying their work in the classroom, outside the classroom on noticeboards, publishing on school website or in newsletter, sending work home for parents to see, entering work in competitions
" I.C.T. is used to help in the planning process. Pupils work from their Free Writing copy may be selected to edit, rewrite and publish. Pupil's follow the editing process.
1. Pre-Writing-think
2. Drafting-write
3. Redrafting-improve
4. Proofreading-polish
5. Publication-share
The development of handwriting skills:
When communicating ideas in writing it is important that children use a handwriting style which is neat and legible.
We use Modern Handwriting by C.J Fallon.The objective of this programme is to provide for the teaching of a modern, well defined and carefully sequenced system that will facilitate good handwriting. Books 2, 3 and 4 are used from 2nd Class to 4th Class. These provide for conversion from the foundation to cursive style of handwriting. The importance of handwriting should not be underestimated. It is vital that children can write comfortably and legibly as it is a skill needed in many curriculum areas. Children's self-esteem is also heightened when they are able to take pride in their handwriting.
Our aims are that our pupils will;
have a positive attitude to handwriting
understand the need to develop a good handwriting style
hold writing implements correctly
achieve a script which can be read easily
develop a fluent, joined handwriting style
Special Educational Needs: Pupils with special needs in handwriting will be helped by appropriate teacher intervention. The particular needs of left-handed children will be taken into consideration.
" Red pen is used for margins
" Exercises should be dated and have proper heading
" Pencil is used from 2nd class to 5th and always used in maths
" Handwriting is practised/taught formally for 10-15 minutes per week
The school approaches the correction of handwriting through formal correction during handwriting lessons, and informally through positive re-enforcement, reminding and encouraging children to write neatly, drawing children's attention to poor handwriting to seek improvements and self-correction.


Spelling
The development of spelling skills
" The focus of planning is on the pupil's acquisition of spelling skills and his progress with spelling.
" Teachers are aware of current thinking and research regarding the teaching and learning of spellings. This has been discussed and reviewed at all English planning sessions. As a staff we have decided to give a weekly spelling test in each class.
" The class teacher may differentiate according to ability levels in his/her class. In some cases the learning support teacher assigns the spellings for the pupil.
" Teachers are aware that a consistent, multi-dimensional approach should be used in order to ensure that children do not become over reliant on phonics when spelling. Teachers encourage children to use a combination of Look, Cover, Say, Write and Check, Phonics and Word Attack skills when teaching spelling.
" Teachers promote spellings by giving stickers and stamps for good results and good efforts made. Teachers may give marks for attempted spelling e.g. teachers highlight correct letters used in words. Teachers use their professional judgement when correcting spellings, depending on the child's ability.
" Spelling is taken from Spellbound (Folens), which was added to the booklists in June 2010. Previously, we used My Spelling Workbook by PrimEd. In second class, it was decided to use a phonics based spelling list, decided on by the teacher, to reinforce phonemic awareness
" Approximate spelling is accepted in early writing
" Through parent-teacher meeting and parent-teacher contact parents are made aware of how they might help their children with spellings. In 2nd class a leaflet is given to parents with some guidelines and the strategies used for teaching spelling in school.

Writing: Developing Cognitive abilities through language:
Children are encouraged to clarify their thoughts through writing by using the writing process.
The genres used in the school are from the First Steps programme.
Recount Writing Narrative Writing
Procedural Writing Explanation Writing
Report Writing Persuasive Writing

Integration: Writing is incorporated into most subject areas. It is the main method children have of recording their work and expressing themselves.


Writing: Emotional and imaginative development:
Children's expressive and communicative abilities are developed through the writing process. The Free Writing copy also gives them opportunities to choose the subject for their writing.
The children can express feelings in writing, write about experiences, listen to the experiences of others and express reactions to them in writing, draw and write about sensory experience, write about feelings experienced in drama activities, draw and write stories and poems, express in writing likes and dislikes about events and characters in stories and poems, listen to music and write about it.
Assessment & Record Keeping
A broad range of assessment tools are used in Scoil Bhride.
" Daily teacher observation is recognised as a form of testing
" Continuous assessment is practised here-both written and oral tests are given regularly
" Weekly spelling tests are given
" Oral language development is tested daily in class
" Portfolios of children's work
" First Steps developmental continuum
" Standardised Tests - MicraT's are administered in the last term to each class and to any new pupils throughout the year.
" Diagnostic Tests-these are usually administered by the relevant support teachers as needed. They are stored in the Learning Support room and all teaching staff has access to them.
Teachers are given a full instruction booklet when administering the standardised tests (generally in the last term of the year or upon arrival into the school)
Standardised assessment information is available to parents on request. The annual meeting with the teacher also allows an opportunity to discuss the results of tests undertaken. All teachers will be supplied with standardised results prior to meetings with parents. Assessment information shall also inform IEP meetings.
Results of tests are retained within the school in written and digital form. In hard copy, the results are stored in a locked cabinet. In digital form, the results are password protected.
Tests administered by the learning support/Special Educational needs teacher, are recorded and the results noted on the pupils I.E.P./I.P.L.P.
Assessment of Writing through First Steps
Assessment and evaluation of writing is an on-going process. The First Steps writing continuum provides a broad view of the children's general writing progress.
One of the main tools for assessing writing in the first Steps programme is the free writing copy/journal.
By observing the children's writing in the free writing copy, teachers can check off a series of indicators listed on the Developmental Continuum.
Each cluster of indicators is called a "phase". Key indicators describe behaviours that are typical of a phase. Children may exhibit a range of indicators from various phases at any one time, so it is the "key indicators" for each phase we focus on. This allows teachers to map overall progress, while also showing that children's language skills do not develop sequentially.
By looking at the phases the pupils are in, the teacher can then focus on the Major Teaching Emphases for that phase to plan his/her teaching.
The teacher places all of her class on the continuum using a class record sheet. Three pupils from each class are chosen as representatives of that class. Samples of their work are taken and their progress is plotted on the continuum. Each of these three pupils has an individual pupil profile sheet. This helps the teacher to see what phase her class is in and what the major teaching emphases should be for that class.
The children's progress is updated three times each school year and indicators are ticked off on the individual pupil profile sheet. These will be passed on to the next class teacher.
The free writing copy is also used as an informal way to assess punctuation, grammar, handwriting and presentation of work.
Children with different needs
As a school, we should aim to cater for the various needs of children in our school
" As individuals in the classroom
" As part of a class group
" As children in need of supplementary teaching (learning support, traveller children, E.A.L. pupils )
" As children with special needs
" As gifted children
Children with learning difficulties:
" Children with learning disabilities have IEP/IPLP's made out by class teacher, relevant support teacher, parent, principal and/or other professionals e.g. psychologists, OT, Speech & Language therapists, physiotherapists etc.
" Teachers support and ensure the participation of these children in language activities by differentiating the curriculum and all children are included in the lessons
" The specific responsibilities of class, learning-support, resource teachers are outlined in our learning-support policy
" The specific role and responsibilities of the special needs assistant as outlined by the Department of Education and their specific responses to the needs of individual children are governed by Principal and Class Teacher.
" We have a wide range of resources for use by children with learning needs, which we update regularly, including our I.C.T. library in response to the changing needs of our pupils.



Equality of Participation & Access

As we are an all-boys school we do not have any gender issues that need to be addressed in relation to the teaching of English. All pupils in our school have equal access to services, facilities and amenities in the school environment.
Provision is made for the following groups also:
" members of the traveller community
" children experiencing disadvantage
" children with disabilities
" families with literacy problems
" families for whom English is not the first language.
(Please refer also to the schools Equality Policy for more information.)
Children with exceptional ability
The school supports children of exceptional ability through
" Differentiated programme within the classroom and/or homework
" Accelerated reading programmes
" Use of ICT
" Independent research projects
" Working with parents - guiding them towards developing the special talents a gifted child may have
" Consulting organisations such as An Óige Thréitheach, Centre for Talented Youth
Allocation of time

¢ 4 hours teaching time should be allocated for English each week.
¢ 2 hours discretionary time is available each week also, some of which could be used for English activities e.g. trip to the library
¢ 30 minutes discrete language time is also allowed for e.g. Circle Time, 5-10 minutes per day
Homework
The class teacher has ultimate responsibility for assigning homework to her/his pupils. However in some cases following discussions between the class teacher, learning support teacher and consultation with the principal, the learning support teacher may take the responsibility to mark homework for specific children from a class.
" There must be a balance between oral, reading and writing activities when marking homework.
" Teachers ensure that all strand units are covered in class and in homework assignments.
" We emphasise to parents the importance of oral language homework and to ensure a value is placed on it at home.
" In special cases, the class teacher may decide to reduce the amount of homework given to specific pupils depending on their learning needs and abilities.

Library
At present we have a section of our general purpose hall dedicated to a school library. Each pupil has his own "ticket" and checks out his own book.
All classes are brought to the library at the start of the school year to be shown how the system operates and they are then taken down in small groups to choose their own books.
Some of the teachers take a selection of books into their classrooms and the children choose from these. Alternatively, classes can be taken down to the library at a scheduled time by class teacher, learning support teacher or special needs assistants.
Children are encouraged to do book reviews/make presentations
The library classified by genre.
1. Fiction
This section is colour coded by ability level. We also have sorted books by author (e.g. Roald Dahl); genre (e.g. sports fiction, mystery stories)
2. Non-fiction
This section is sorted by subject; history, geography, science, arts, animals, reference
We get a stock of books from our county library which is updated regularly. The majority of the books are school property. We buy these books generally from our commissions from book clubs and teacher purchases.
Resources
At present we are using the Magic Emerald scheme from Folens as our core scheme.
We have a wide range of resources for English in the school. Our resources are chosen for their interest and ability level and their suitability for our needs.
All teachers have their own stock of resources in their own classrooms. The majority of the shared resources for English are upstairs at the staffroom. These include photocopiable books and reading schemes. Each section is clearly labelled regarding contents and suitability level.
A comprehensive list of these resources is available.
I.C.T.
Each classroom has (at least) one computer, interactive whiteboard, wireless keyboard and internet access.
John Healy (special duties I.C.T.) purchases ICT equipment for the school. A brief synopsis of programmes/software and its recommended age/class group is given to teachers at meetings.
Single use programmes are kept in ICT room. However most of our programmes are multiuser and are installed on each computer.
If a pupil requires assistive technology e.g. computer software/hardware this can be identified by the class teacher/support teacher in the child's IEP.
ICT is used to help children present their work and is used during the writing process.
ICT can be used to develop writing in differing genres, e.g. project-work, displays, poetry, newsletters,
Children research famous authors, poets, scientists, others, using the Internet. We also use it in EAL class to research other countries and cultures.
Teachers sometimes encourage interaction and dialogue during use of computers
John Healy, our ICT co-ordinator, has issued each teacher and staff member with a code of practice to ensure safe Internet usage. The appropriate software have been installed to ensure this safety. Teachers usually familiarise themselves with material on websites prior to use by the children. These sites are monitored on an on-going basis.
Individual Teachers Planning and Reporting
The whole-school plan, through core curriculum and agreed policies, and the curriculum documents for English, provide information and guidance to individual teachers for their long and short-term planning.
The Cuntas Míosúil serves as a statement of the aims, objectives and content covered and helps in reviewing and developing the whole school plan/individual teacher preparation for following years.
Staff Development
All teachers have access to information that s comes to the school regarding courses, current research, resource materials and websites on the subject of language learning.
The Board of Management encourages any teacher in the school to take part in any course or programme that will enhance teaching and learning in our school. If a teacher takes a course, they are given the opportunity to share their expertise with the rest of the staff at staff meetings and planning days.
There have been a number of curriculum and school SDP days for the staff in. These days have given the opportunity to all staff to develop their ideas, methodologies and long term planning.
Time is allocated in staff meetings for any issue relating to language /literacy.
Co-operative or team teaching is a method we use in Scoil Bhride for many subjects. We work generally in parallel or differentiated (split) class settings.

Parental Involvement
Parents are made aware of the central importance of oral language in the learning process during parent-teacher meetings and other informal meetings during the year.
Parents are encouraged to involve children in purposeful language activity, through chatting with children and to extend conversations through further questioning and prompting.
Teachers can provide parents with resources to help with oral language development. Teachers can recommend resources for use in the home also.
Parents can support their child's reading through paired reading, visiting local library, reading stories, reading environmental print, Setanta book club, visiting book fairs, buying books as presents etc.
Teachers can provide parents with resources to help with reading skills. Teachers can recommend resources and suitable reading material for use in the home also. The Setanta Book Club titles are recommended.
Parents can assist in the development of their child's writing skills by encouraging neat presentation of their children's work and by showing an interest in, listening to and praising written efforts.
Parents can be involved in using ICT to support language learning through using recommended software. An internet safety course is held in the school to promote safe internet usage and recommending sites for use by our pupils.
Information can be shared with parents through presentations at meetings for parents, discussion at parent teacher meetings, the school's information booklet, newsletter, website and visits from our HSCL co-ordinator, Ann Marie Cutler.
Community Links
" Members of the community can become involved in supporting the language programme - fireman, garda, ambulance driver through visiting various classes in our school. They enhance specific language development in the area of occupations.
" E-mail is used to contact schools in other countries.
" The town library is a good resource for local history.
" The Heritage Centre welcomes class visits and has an exhibition chronicling the life of the canal and the town of Tullamore.
" The heritage in schools programme provides information and guided tours of the locality. E.g Canal Field Study


Success Criteria

We will know that the plan has been implemented if:
" Teachers' preparation based on this plan
" Procedures outlined in this plan are consistently followed
The indicators of the plan achieving its aims are:
" Feedback from teachers/parents/pupils/community
" Inspectors' suggestions/report
" Feedback from second level schools.
The plan will have enhanced pupil learning if:
" Our pupils have a positive attitude and appreciation of the value of language - spoken, read and written
" Our pupils have an interest in expression and communication
" Our pupils have an ability to engage appropriately in listener-speaker relationships
" Our pupils have confidence and competence in listening, speaking, reading and writing
" Our pupils are engaging with a variety of genre in reading and writing
" A process approach is evident in writing
" Comprehension and higher order thinking skills are developed through oral language, reading and writing
" Children's emotional, imaginative and aesthetic development is enhanced through oral, reading and writing experiences.
Implementation
Roles and Responsibilities
The plan will be implemented by the teaching staff, supported by board of management, parents and local community.
Claire Guilfoyle (Special duty-English)will coordinate the progress of the plan, encourage and accept feedback on its implementation and report to staff on findings.
Timeframe
This plan was implemented in September 2008 and was ratified by the Board of Management.
Review
It will be necessary to review this plan on a regular basis to ensure optimum implementation of the English curriculum in the school. The plan is for review in September 2010
Those involved in the review include:
" Teachers
" Parents through board of management
" Special duties teacher/plan co-ordinator-Claire Guilfoyle
" BoM/DES