Plean scoile

Download 0.61 Mb.
Size0.61 Mb.
Scoil Iósaf N.S.
Baile na Martra

Uimhir Rolla: 13647B


Curriculum Statements.
“Let the Rooms be Full of Happiness”


On January 6th 2014, at a Planning Day, the teaching staff in Scoil Iósaf Ns, Castlemartyr, 1347B, set about the task of redrafting the Policy Documents and Curriculum Statements. They are Jane Flannery, Principal, Elma Wade, Deputy-Principal, Úna McKevitt, Special Duties Post-holder, Ellen O’Neill, Fiona O’Callaghan, Barra Ó Tuama, Eleanor Murphy, Chrys Quirke, Úna O’Brien, Fiona Santry, ( Permanent Staff in descending order of seniority), and Maria Sheehan, Substitute teacher.

A programme of work and a time-frame was agreed. Every Monday afternoon, at Croke Park time, the staff came together to discuss the documents and at that time they crafted and re-crafted them. These times were for discussion. The editing and amending, in effect the work, however, was undertaken by the staff working in pairs over many undocumented hours after school contact time and at night. I feel strongly that this be stated and acknowledged.

Thanks to the Board of Management who read the documents, asked questions and made suggestions and recommendations. The policy documents were placed on the school website where they were accessed by the parent body. Their feedback was invited.
On March 17th 2014 I, Jane Flannery, undertook the placing of the entire two Volumes on the website for easy access. The Policy Documents and Curriculum Statements will be available as separate files by title on the website. Access will be restricted by access code made known to all concerned by letter and available by request to the parents of Scoil Iósaf at the school office. Five printed copies will be available, on request, in the school.
Jane Flannery, Príomh Oide, 17/03/2014

Table of Contents

  1. English 4

    1. Handwriting 9

  1. Gaeilge 10

  1. Mathematics 13

  1. Social, Personal & Health Education. 20

  1. S.E.S.E.

    1. Science 25

    2. Geography 28

    3. History 32

  1. Drama. 35

  1. Visual Arts 38

  1. Music 41

  1. Physical Education 44

  1. Special Education Needs Policy 48

    1. Learning Support Policy 48

    2. Resource Teaching Policy 52

Introductory Statement and Rationale

This policy on the teaching of English was compiled by the staff of Scoil Iósaf.

It was reviewed by Fiona O’Callaghan and Barra Ó Tuama in January 2014.
Vision and Aims

Vision: In Scoil Iósaf we regard oral language, reading and writing to be of equal importance.


  • To comply with the revised curriculum.

  • To stress the importance of language both oral and literal for effective communication.

Content of Plan

These are the Strands of the English Language Programme.

  • Receptiveness to language

  • Competence and confidence in using language.

  • Developing cognitive abilities through language.

  • Emotional and imaginative development.

In Scoil Iósaf, all Strand Units will be covered within the Strands.

Oral Language, Reading and Writing will be taught in all classrooms at every level including supplementary teaching.
Language Programme

In Scoil Iósaf, Oral Language is developed through a variety of methods including the use of story, formal storytelling, news reporting, themes and topics, expanding vocabulary and the use of language across all of the subject areas. All classes (as part of School Self Evaluation plan 2013) complete language lessons from ‘Twenty Steps Towards Language Development’ which is a series of language lessons produced by the Teachers’ Centre, Drumcondra. The Aistear Curriculum Framework is used in the infant classes to aid the development of children’s oral language skills. Children are encouraged in the classroom and in the whole school situation to express ideas, share information and share learning experiences with others. The children’s language development is stimulated by the use of pictorial stimuli, books, poetry, art, drama and spontaneous English classes.


In Scoil Iósaf, a variety of reading materials are used within the classroom and throughout the school.

Reading Zone Reading Programme is the basic reading scheme in the classrooms (Junior and Senior Infants, 3nd -6th class). Starways reading programme is used in 1st and 2nd classes but is due to be phased out over the next two school years. This is supplemented by the use of class novels (1st—6th), shared reading books (Junior Infants -2nd), and library. There is an organised Paired Reading fortnight for all classes. Children are encouraged to bring in reading material of interest in the classroom. Teachers strive to use charts, diagrams, flashcards, word boxes and labelling to encourage a print rich environment. There is a formal time for library work in each classroom from 3rd-6th at least once a week.

Building Bridges of Understanding is a whole school approach used to teach comprehension strategies. Eight key comprehension strategies are identified, namely, prediction, visualisation, making connections, questioning, clarifying, determining importance, inferring and synthesising. Each strategy is explicitly modelled through a think aloud process using high quality fiction and non-fiction picture books. Children’s understanding of each individual strategy is supported by Comprehension Process Motions which are hand movements that help to concretise abstract unseen cognitive processes thus reinforcing the learning through a kinaesthetic pathway. The Building Bridges of Understanding programme is co-ordinated within the school by Úna McKevitt (learning support teacher).

Phonics Programme

The Jolly Phonics programme is taught in the three lower classes. This programme aims to teach children to read and write through an early systematic approach. The 42 main sounds of English are taught, not just the alphabet sounds. The children are taken through stages of blending sounds to form words and then to readings. Teaching is divided into the following five basic skills:

*Learning the letter sounds

*Letter formation

*Blending- for reading

*Identifying the sounds in words for writing

*Tricky words- irregular words.

Though separate, the skills are taught at the same time. The programme is multi-sensory activity based and particularly suitable for young children.

Phonics in second class includes “magic e”, vowel sounds, initial blends, final blends, word families, consonant digraphs, vowel digraphs. Spellbound and Treasury B cover this.
Phonics in third class involves a revision of the phonics covered in second class. It also covers silent letters, three letter blends and compound words.
Phonics in fourth class adds to the above tricky words, homophones, syllables, prefixes and suffixes.
In fifth class, new patterns are encountered weekly, in Spellbound, through digraphs, onsets and rhymes. Colour is used to highlight these patterns.
In sixth class, the children are enabled to achieve proficiency in word identification by refining the different word identification skills: graphophonic, syntactic and contextual. The children’s ability to recognise and understand words by using root words, prefixes, suffixes and syllabification is also developed.

In Scoil Iósaf, children are given a variety of ways in which to develop their writing skills and express their ideas, feelings and opinions. This is achieved by giving structural exercises based on reading material and topics covered in many areas of the Curriculum particularly SESE, SPHE, and Religion as well as in formal language classes. Accuracy in descriptions, proper sentence structure, grammar and punctuation are all covered in both formal and informal exercises. The structure of paragraphs, essays and stories is especially important in the senior classes.

Children use print from Junior Infants to First Class and begin the joined writing programme in Second Class.

In Scoil Iósaf NS formal spelling is taught in Classes 1st – 6th.

Spelling is see as an integral part of the writing process. Pupils who spell with ease are able to concentrate on the content of their writing and the making of meaning. Confidence in spelling often has a profound effect on the writer’s self-image. Spelling is a developmental process. The stages through which children pass as they develop as spellers are the following: pre-communicative, pre-phonetic, phonetic, transitional and 'correct'. Spelling s a visual motor skill and children will therefore need to develop visual strategies in order to spell correctly. Phonic knowledge alone will be inadequate.

  • The 'Look, Say, Cover, Write and Check' approach to learning the spelling of words is taught and encouraged in Scoil Iósaf NS..

  • Children are taught to look for common letter strings, patterns in words and spelling rules.

  • Spelling games will encourage children to look closely at words.

  • Where possible, children will be encouraged to identify their own spelling errors and edit accordingly.

  • Sound out words phonemically and by syllables.

  • Draw on analogies to known words, roots, derivations, word families, and familiar spelling patterns.

  • Identify words, and word endings, which pose a particular challenge and learn them by using mnemonics, multi-sensory re-enforcement and memorising critical features.

  • Use a dictionary and thesaurus to find words.

  • Make effective use of spell checker and recognising that it might not be always accurate or appropriate.

The learning of spelling will be encouraged as part of the homework. Weekly spellings will be sent home to practise, in readiness for a test in school. Children will be given words according to their developmental needs, so the amount and level of difficulty will vary. Classes First – XX use a Spelling Workbook Most spellings will be set as part of a list, others might be in the form of a sentence/s and may include the learning of definitions of words and punctuation.

Assessment and Record Keeping

In Scoil Iósaf, The MIST, MICRA-T and Drumcondra Standardised Reading Tests are administered annually to all children from Senior Infants up to Sixth Class. The standard score result of all assessments are written in the end of year school reports. When required (when there is a significant difference in the standard score between the current school years result and lasts years result) results are given to parents orally prior to receiving the end of year report.

A record of these results are kept on file and included in each child’s individual file.

Class tests are administered regularly, at end of term and at the end of the school year by class teachers as an assessment of work completed and an appraisal of the children’s progress. Children’s copybooks and folders are also a record of work completed during the year.

Children with Different Needs

In Scoil Iósaf, children with specific needs attend Resource and Learning Support classes. Programmes of need are drawn up at this level.

Individual class work is tailored to meet the needs of these children.

Children’s work and progress is monitored formally and informally by the class teacher’s observation, supplementary teacher’s observation and the sharing of information between teachers. Children’s copybooks and folders also serve as a record of the child’s individual development and progress in supplementary classes.

Equality of Participation and Access

In Scoil Iósaf, the staff is sensitive to and plan for the individual needs of all children, ensuring that all children have equal access to learning experiences in the classroom and school environment.

Collaboration between class teachers and Resource and Learning Support Teachers on a regular ongoing basis, ensures access to the optimum learning opportunities for each child.
Organisational Planning

Timetable: In Scoil Iósaf, English Class is given the recommended time per week for all classes. At times when necessary extra time is given, and we try to ensure that any child who receives supplementary teaching is not constantly withdrawn from English Class.


English Homework is given four nights a week from Monday to Thursday, (c/f Homework Policy Volume 1). It may include reading, spelling, written work, oral language activities and at times research work, depending on the age level of the children.


In Scoil Iósaf, we have a school library and individual class libraries. We have weekly monitoring of books being read and recorded in library copies from 3rd class through to 6th class. Record cards of the books read by Junior Infants to Second class are kept by the children in these classes. Regular reviews of books are recorded at senior level.


Reading Zone Reading Programme is used in Junior and Senior Infants, 3rd-6th Classes. Starways Reading programme is used in 1st and 2nd Classes. Shared Reading Books are available in the Junior classes and the school library is available to all teachers and pupils. All classes from 1st to 6th use a class novel. In Scoil Iósaf, we have a Book Scheme in place. Our Parent’s Association are very generous with funding and they have assisted in keeping our whole school library collection up to date.

Individual Teacher’s Planning and Reporting

Fortnightly notes and Cuntas Míosúil notes are sent to the office by each teacher at the end of each month.

Staff Development

Summer courses, online courses, and seminars are available to all teachers to up-skill themselves.

Parental Involvement

In Scoil Iósaf, we encourage a collaborative process between the parents and the children in fostering a love of reading. Parents are encouraged to take an active part in their child’s reading development.

Induction meetings are held for parents of new pupils.

Parent/Teacher meetings and homework provide links between home and school.

Parents are also welcome to discuss with teachers their child’s progress at any stage of the year.

Shared Reading is another opportunity for parents to be involved with their child’s language development.

Community Links

Parents or representatives of local groups are welcome to give presentations on local, national and international events.

Reading of local papers and community publications is encouraged.

Cork Education and PDST provide support for English Curriculum Development.

Success Criteria

The following criteria will be used to assess the success of the English Plan.

  • Constant revision of all areas will be evident in teacher’s work.

  • Continuity of content and methodology will be maintained in teacher’s preparation, monthly notes and the children’s work.

  • Ongoing assessment, formal and informal, will show that pupils are acquiring competency in the English Language both oral and written, appropriate to their age and ability.

Implementation / Roles and Responsibilities

Class Teachers are responsible for the implementation of the English Plan for their own classes. Class Teachers, Learning Support Teachers and Resource Teacher collaborate to ensure that the needs of all pupils, including children with specific needs are met.


January 2014.


Réamhraíteas agus Fís:

Cuireadh an plean seo le chéile ag Bean Uí Neill agus Iníon Ní Chuirc­­­­­­­­­­­­­­­­­­­­­­­. Tugadh seans do gach oide cur leis agus rudaí ann a phlé. Tá an plean seo ann chun cabhrú linn an curaclam a chur i bhfeidhm go críochniúil i dtreo is go mbeidh leanúnachas sa scoil, agus chun cur leis an gcomhoibriú idir na páistí, na hoidí, na tuismitheoirí agus an Bord Bainistíochta i Leith na Gaeilge.


  • Iarracht a dhéanamh ar Gaeilge a úsaid chomh minic agus is feidir.

  • Chun go mbeadh ar chumas na ndaltaí iad féin a chur in iúl trí mheán na Gaeilge.

  • Chun go mbainfidís taitneamh as foghlaim na Gaeilge agus as an gcultúr Gaelach trí mheán rince, dramaíocht, ceol agus cluichí.

  • Chun dearcadh dearfach i leith na Gaeilge agus spéis agus dúil inti a chothú.

  • Chun cumas éisteachta, labhartha, léitheoireachta agus scríbhneoireachta na bpáistí a fhorbairt.

Ábhar an Phleain

  • Curaclam na Gaeilge

  • Cur Chuige Cumarsáideach:

  • Forbairt ar cumarsáide ó thréimhse réamhchumarsáide go tréimhse cumarsáide go tréimhse iarchumarsáide. (Réamhchumarsáid: m. sh. cluichí struchtúra, foclóir, athrá ceisteanna agus gramadach)

Feidhmeanna Teanga:

Baintear úsáid astu chun:

  • Caidreamh sóisialta a dhéanamh.

  • Eolas a thabhairt agus a lorg.

  • Dearcadh a léiriú agus a lorg.

  • Dul i gcion ar dhuine.

  • Struchtúr a chur ar chomhrá.

  • Soiléiriú a lorg i gcomhrá.

Snáitheanna an Churaclaim:


Éisteacht go neamhfhoirmiúil i rith an lae le ordaithe an lae m. sh seasaigí, glanaigí suas, déanaigí líne, slán.

Éisteacht go neamhfhoirmiúil le na teachtaireachta ón bpríomhóide ar an idirchum agus amuigh sa chlós.

Éisteacht go foirmiúil i rith na gceachtanna m. sh. rainn, amhráin, cluichí, tascanna, ceol le dlúthdhíoscaí agus cláracha ar an gclár bán agus ón idirlíon.


Go neamhfhoirmiúil m. sh. le do thoil, ‘bhfuil cead agam, go raibh maith agat, seo duit, gabh mo leithscéal agus frasaí na seachtaine le na páistí go léir.

Go foirmiúil m. sh. rainn, dánta, comhrá, amhráin, drámaíocht, cluichí, féilí na bliana,

Tósaíonn an léitheoireacht i rang a dó. Úsáidtear téacsanna ón scéim, ( Inis Dom, Bun go Barr ó rang a dó go rang a sé ) leabhair mhóra, agus bheaga, leabhair as an leabharlann, nuacht phearsanta, cairteacha aimsire chun scileanna na léitheoireachta a fheabhsú.

Usáidtear Leabhair bhréise ón gclár Soilse: Realtaí (Rang a trí ), Seoda agus Lasracha (Rang a ceathair), Sléibhte agus Coillte (Rang a cúig), Gleannta agus Tonnta (Rang a sé)
Bíonn Leitheoireacht na bPéirí ar siúl chomh maith ar feadh coiscís sa scoil seo ó Naíonáin Shóisearacha go rang a sé.

Tosaítear ar an scríbhneoireacht Gaeilge i rang a haon le cóipeáil frásaí agus abairtí bunaithe ar théama, nuacht phearsanta, cártaí, cairteacha aimsire agus gníomhaíochtaí bunaithe ar chumas agus ar aois an pháiste. Tugtar tascanna mar alt nó scéal nó litir nó cárta poist agus ar uile a scríobh. Déantar taispeántas sa rang de na hiarriachtaí a dhéanann na páistí. Foghlaimítear an litriú go foirmiúil i rang a dó le briathra an foclóir a mbíonn in úsáid ag na daltaí . Ta béim faoi Leith i Scoil Iósaf ar an ngramadach i rang a cúig agus a sé. Múintear ceachtanna gramadaí de réir riachtanaisí na ndaltaí. Bíonn ceangail i gcónaí idir an scríbhneoir agus an léitheoir.

Téamaí, Stráitéisí agus Modhanna Múinte

Tá na téamaí bunaithe ar shaol an pháiste m. sh Mé Féin, Sa Bhaile, An Scoil, Bia,Teilifís,Siopadóireacht. Caitheamh Aimsire, Éadaí, Aimsir agus Ocáidí Speisialta.

Déantar iad a chur in oiriúint d’aois agus do chumas an pháiste ó rang go rang. Úsáidtear straitéisí éagsúla chun suim a mhúscailt; griangrafanna, postaeir, ábhar conchréideach, an chlárbhán, an idirlíon agus scéalta na páistí.
Gaeilge Neamhfhoirmiúil: Úsáid na Gaeilge i rith an Lae

I Scoil Iósaf baintear feidhm as an nGaeilge neamhfhoirmiúil go minic tríd an scoil.

Bíonn ócáidí rialta ann m. sh. beannacthaí na maidine, paidreacha, am rolla. Gach seachtaine

bíonn frása nua againn agus múintear an frása nua sa line, amuigh sa chlós gach lá.

Usáideann na múinteoirí na frásaí seo chomh minic is a bhíonn seans acu.
Pleanáil an Mhúinteora:

Coimeadtear cóip den phlean scoile san oifig.


Chomh maith le gach ábhar eile tá téacsanna in úsaid i Scoil Iósaf. Tá póstaeirí, dlúthdioscanna, teipeanna, bréagáin, cairteacha balla, ríomhairí, leabhair leabharlainne, cártaí le haghaidh cluichí, puipéid agus leabhair mhóra agus bheaga in úsaid ar fud na scoile. Tá na háiseanna seo roinnte suas tríd an scoil de réir riachtanaisí na múinteoirí agus na bpáistí.

Éagsúlacht Cumais

Cuirtear béim ar chumas na bpáistí agus tugtar seans do gach páiste páirt a ghlacadh agus taitneamh a bhaint as an rang Gaeilge. Déantar socrú a dhéanamh do na páistí a dtéann amach as a rang chuig an múinteoir feabhais, féachaint chuige nach ag tráth an ranga Gaeilge i gcónaí a mbeidh said in easnamh. Déantar plé idir tuismitheoirí agus múinteoirí chun socraithe a dhéanamh amach d’aon pháiste nach bhfuil air/uirthi an Ghaeilge a fhoghlaim.

Comhtháthú le hÁbhair Eile

Is féidir ranganna sna hábhair eile a dhéanamh trí Ghaeilge ó am go ham. Tugtar cuid de na hordaithe in Ealaín is Ceirdeanna ag Corpoideas trí Ghaeilge. D’fhéadfaí scéalta Gaeilge a insint agus a léamh. Sa Mhatamaitic is féidir rainn chomhairimh a fhoghlaim. Is feidir

cluichí bingo agus cruthanna a imirt trí gaeilge. Sa Tíreolaíocht agus sa Stair déantar staidéar ar scéalta agus logainmneacha.

Chun cur le tuiscint an pháiste agus chun cabhrú le feabhas a chur ar a obair úsáidtear dírbhreathnú an mhúinteora, tascanna agus trialach cumtha ag an múinteoir. Bíonn an dul chun cinn le feiscint freisin sna leabhair saothair agus sna cóipleabhair ar scoil. Bíonn scrúdaithe scriofa ag deireadh gach téarma sna ranganna Shinséaracha ó Rang a trí go Rang a sé . Bíonn scrúdú gach Aoine, bunaithe ar na frasaí a fhoglaíonn na páistí i rith an tseachtaine sna h-ard ranganna.

Obair Bhaile

Tosaímid ar an obair bhaile sa Ghaeilge i rang a dó. Tugtar litriú, scríbhneoireacht agus léitheoireacht do na páistí de réir a gcumas. Is seans í do na tuismitheoirí féachaint ar cad tá faoi bhun sa Ghaeilge agus páirt a ghlacadh san oiliúint.

Forbairt Foirne

Leagtar béim ar úsáid na Gaeilge idir na múinteoirí féin i rith na scoile chomh maith. Bíonn iarracht mhór cur leis an atmasféar Gaelach sa scoil. Beidh an foireann sásta tacaíocht lena chéile agus smaointí mhaithe is modhanna múinte a roinnt eatarthu féin. Tá suim go mórmhór i Scoil Iósaf i Seachtain na Gaeilge. Bíonn taispeantas sa halla. Tógann na daltaí páirt i rince, leitheoireacht agus dramaíocht. Bíonn Leitheoireacht na bPéirí ar siúl chomh maith ar feadh coiscís sa scoil seo ó rang a dó go rang a sé.

Tuismitheoirí agus an Ghaeilge

Moltar do na tuismitheoirí páirt a ghlacadh sna himeachtaí Gaelacha. Téann Frás na Seachtain abhaile gach seachtain leis an dalta.


Ní fheictear go bhfuil éagsúlacht idir na cailíní agus na buachaillí faoi láthair ó thaobh torthaí ná dearcadh i Leith na Gaeilge. Coimeádtar súíl ar seo agus cúrsaí ag dul ar aghaidh.

Cur i bhFeidhm:

Rólanna agus Freagracht

Tá sé de dhualgas ar gach ball den bhfoireann bheith freagrach as forbairt na Gaeilge ina rang féin. Déantar athbhreithniú ar an bplean sna cruinnithe pleanála idir an bhfoireann.

Spriocdhátaí leis an bPlean a chur i bhFeidhm

Tá an plean seo faoi lán tseoil againn faoi láthair ( Scoil Bliana 2013/2014)


Rólanna agus Freagracht

An foireann ar fad, An Bord Bainistíochta, An Roinn.

Spriochdhátaí don Athbhreithniú

Scoil Bliana 2014/2015

Daingniú agus Cumarsáid:

Cuireadh an plean seo os comhair an Bhoird ar an 24ú Márta 2014 agus glacadh leis.


Introductory Statement and Rationale
Introductory Statement

The existing approach to Maths was reviewed on a Planning Day in Scoil Iósaf on January 6th 2014 by Una Mc Kevitt and Eleanor Murphy.


Our school cherishes all pupils equally and, to aid them in achieving their true potential, we, in Scoil Iósaf, aspire to give all pupils an opportunity to succeed, regardless of ability, and to provide the necessary skills in Maths to do so.


Our aim in Scoil Iósaf is to enable each child to enjoy and develop mathematical skills, concepts and problem-solving techniques to the best of their ability.

Content of Plan
Strands and Strand Units

The strands are Number, Algebra, Shape and Space, Measures and Data. These strands are broken into strand units, suitable in its approach to each class. For strand units see curriculum guidelines. ; Infants p.17, First & Second p. 37, Third &Fourth p. 61 and Fifth & Sixth p.85.

See Appendix 1 in school office.

The “Mathemagic” series and Maths Challenge is used in Scoil Iósaf from 1st class to 6th class. Planet Maths is used in Junior and Senior Infants.

The school is considering a change of text in the near future.
Approaches and Methodologies


In our school, all children are provided with the opportunity to access all strands of the maths curriculum. While text-books are used, our emphasis is on active learning strategies.

This applies to the senior end of the school as well as the junior end. A plentiful supply of materials is readily available in the school and all teachers are committed to the concept of active learning. Maths text-books are available to all pupils from Second Class up, through our school Book Loan Scheme. A plentiful supply of calculators is available, especially to children from fourth to sixth class so that they may check answers, explore the number system, to help remove the computational barriers for weaker children and to help with problem solving.

We ensure that number limits are adhered to, in all classes, but particularly in first and second classes where the emphasis is on the development of the concept of place value e.g. Within the hundred square without going past 100. ( Teacher’s Guidelines: Mathematics, p. 70 ) See Appendix 1 in school office.

Pupils collect real data in our school, e.g. the three favourite fruit eaten by the children in our class.

We are aware of the importance of using estimation skills in all maths areas, e.g. measures, and shape and space as well as number. Estimation skills become more refined as children advance through the classes.

Strategies for use in number estimations may be found in Teacher Guidelines: Mathematics pp. 32-34. See Appendix 1 in school office.

We generate enthusiasm for maths by having a maths Fun Day in our school, in general, once a year. We are also committed to using maths trails to help generate excitement in maths. We have a tradition of having a Bric–A-Brac day in the hall once a year. This activity allows the senior children (from 3rd---6th) to bring their own merchandise from home and to sell it at a nominal price to the junior end of the school. The pupils have to form a company and record their float. They receive prizes for the best overall stall who has made the most profit.

Our approaches and methodologies include talk and discussion, active learning and guided discovery, collaborative and co-operative learning, problem- solving, using the environment, skills through content and presentation of work. (Teacher Guidelines; Mathematics pp. 30-67)
Talk and Discussion

We endeavour to create an environment where talk and discussion in maths is taken seriously and seen as an integral part of the learning process, e.g. teacher/pupil, pupil/pupil, pupil/teacher.

We provide opportunities for pupils to explain how they got the answers to a problem, to discuss alternative ways of approaching a problem and give oral descriptions of group solutions.

Teachers in Scoil Iósaf actively model the language to be used, particularly when talking through the problem-solving process. See Appendix 1.for a full list of Mathematical Terms.

We identify areas in other subjects where mathematical processes are useful, e.g. gathering data in history and geography, measuring temperatures in science, etc.

We are open to opportunities where a thematic approach might be used for linkage, e.g. money is a useful tool for introducing decimals (Teacher Guidelines; Mathematics pp.52 & 56).

As a staff, we have agreed that addition and subtraction tables will be taught by the end of second class.

When teaching addition tables, we will start with the constant, e.g. 2+0=2, 2+1=3, etc. We will use the language “two and one are three”.

When teaching subtraction, we will start with the variable, “one take away one equals nought/zero “e.g. 1-1=0, 2-1=1, etc.

Subtraction Methodology used in Scoil Iósaf NS, Castlemartyr, Roll No. 13647B
The teaching staff in Scoil Iósaf NS is aware that Subtraction with Re-Grouping can prove to be an area of confusion, and consequently of weakness, in our execution of the Mathematics Curriculum. To avoid confusion a decision has been taken to adopt, and teach, subtraction with Re-Grouping with as much uniformity of method and uniformity of the language used as possible. To achieve this, Jane Flannery, Principal, introduces and practices the drills involved in all classes concerned.
In order for parents to help at home it is important that they are familiar with the words and methods that the teacher will be using in their child’s classroom. The most important change for the parents is that the term RE-GROUPING is now used instead of borrow and pay back.
The teaching of subtraction with Re-Grouping begins in 2nd Class.

At first the subtraction sums will be simple: e.g.

Tens Units

  1. 4

- 4 1

2 3

  1. It is important that the children always begin with the Units.

  2. The work is done from the top down: Say 4 take 1, (or 4 take away 1. Scoil Iósaf NS encourages the children to keep the number of words used to a minimum but to verbalise out loud while learning the basic skills).

  3. Children are encouraged to be aware that Re-Grouping does not always occur.

  4. The entire system hinges on a thorough understanding of “one less than”.

The Drills: 2nd Class:

The First Drill:

  1. One less than: 1, 2, 3, 4, 5, 6, 7, 8, 9. …..

The Second Drill:

  1. Re-Group on 1: Cross out 1, leave 0 (zero) and bring 1, it looks like this

  2. Re-Group on 2: Cross out 2, leave 1 and bring 1, it looks like this

  3. Re-Group on 3: Cross out 3, leave 2 and bring 1,…..

  4. …. Re-Group on 9: Cross out 9, leave 8 and bring 1.

The Third Drill: When I bring 1 to meet another number what number have I now?

¹0 = 10, ¹1 = 11, ¹2 = 12, ¹3 = 13, ¹4 = 14, ¹5 = 15, ¹6 = 16, and so on. Bring 1 to meet 7 = 17. Bring 1 to meet 8 = 18. (The children and made aware that it is never necessary to bring 1 to meet 9.)

Tens Units

  1. 5

- 1 8

2 7

Always start at the Units.

Say 5 take 8. 5 is smaller than 8. I cannot do it. I must Re-Group on the 4 Tens. Cross out 4. Leave 3 and bring 1. Bring the 1 to meet the 5 Units making it 15 Units. Now say 15 take 8, (use a number line or Hundred Square or a ruler to count back.) 15 take 8 leaves 7. Now do the Tens line. 3 take 1 leaves 2. Answer 27.

The Drills: 3rd Class:

In 3rd Class the children work with Hundreds, Tens and Units. The above method applies in sums that have digits greater than zero. When zero enters into the sum / equation, however, the children will need to Re-Group on two digits.

  1. Don’t forget the basic drill; one less than.

  2. 1 less than 20 = 19. 1 less than 30 = 29. 1 less than 40 = 39. 1 less than 50 = 49. 1 less than 60 = 59. 1 less than 70 = 69. 1 less than 80 = 79. 1 less than 90 = 89.

  3. 1 less than 10 is a special case deserving of special teaching. Place value must be maintained. 1 less than 10 = 0 9. The digits in all cases 09, 19, 29, 39, 49, 59, 69, 79, & 89 must be recorded in the correct PLACE to proceed.

  4. When Re-Grouping on 10, 20, 30……90 in Scoil Iósaf NS we insist that the two digits are crossed out using one line that goes through both digits, in one move.

Hundreds Tens Units

5 0 4

- 2 7 7

2 2 7

Always start at the Units. 4 take 7 I cannot do. I must Re-Group on 50. Cross out 50. Leave 49, (in the correct Places), and bring 1. 14 take 7 leaves 7. Tens line: 9 take 7 = 2. Hundreds line 4 take 2 = 2. Answer 227.

The Drills: 4th Class:

In 4th Class the children work with Thousands, Hundreds, Tens and Units. Again when Zero enters the equation the children will be called upon to Re-Group on three digits.

  1. Don’t forget the basic drill; one less than.

  2. 1 less than 200 = 199. 1 less than 300 = 299. 1 less than 400 = 399. 1 less than 500 = 499. 1 less than 600 = 599. 1 less than 700 = 699. 1 less than 800 = 799. 1 less than 900 = 899.

  3. 1 less than 100, like 10 above, is a special case and is again deserving of special teaching. Place value must be maintained. 1 less than 100 = 0 99. The digits in all cases 099, 199, 299, 399, 499, 599, 699, 799, & 899 must be recorded in the correct PLACE to proceed. When Re-Grouping on 10, 20, 30……90 in Scoil Iósaf NS we insist that the two digits are crossed out using one line that goes through both digits, in one move.

  4. When Re-Grouping on 100 200, 300……900 in Scoil Iósaf NS we insist that the three digits are crossed out using one line that goes through all three digits, in one move.

1 0 0 0

- 3 7 8

6 2 2

Always start at the Units. 0 take 8 I cannot do. I must Re-Group on 100. Cross out 100. Leave 099, (in the correct Places), and bring 1. 10 take 8 leaves 2. Tens line: 9 take 7 leaves 2. Hundreds line: 9 take 3 leaves 6. Thousands line: 0 take 0 leaves 0.

In 5th Class the children deal with Ten Thousands but the same rules apply. Teaching time is devoted to 10, 20 30 40…. Thousands and what is 1 less than.

In 6th Class Hundred Thousands, Millions and unlimited numbers apply. The drills are practised and rehearsed to grow self-confidence. The message at this point is; “if I can do it, I can do it, just do it!”
There is also a leaflet for parents which outlines our Subtraction Method.

Multiplication and division tables will be completed by the end of fourth class.

When teaching division tables the teachers in Scoil Iósaf NS are aware of the need to teach the regular lists i.e. the reverse of multiplication but also the irregulars e.g. 4 into 1 goes zero times / won’t go with 1 over or remainder 1. 4 into 2 won’t go with 2 over. 4 into 3 won’t go with 3 over…..
There is a conscious effort made to use the children’s own ideas and environment as a basis for reinforcing mathematical language, e.g. my table is longer than the cupboard.

We are aware that care must be taken that children, during their school career, are exposed to different terms used in relation to the symbols, e.g.

Addition – total, sum of, add, and….

Subtraction – minus, subtraction, take away, difference, less than…..

Multiplication – times, product, multiply, groups of….

Division – divide, share, split, groups of …

Equals – same as, is, will be, answer is, means….
We ensure that the children in Scoil Iósaf are aware of the commutative properties of multiplication tables and of their relationship with division.

We have agreed that subtraction and division tables are taught separately, outside of addition or multiplication.

Active Learning and Guided Discovery

We have agreed on the following strategies;

Addition – bottom to top…

Subtraction – top to bottom…..

Use of concrete materials and regrouping is used throughout the school.

Multiplication – vertical presentation, skip counting, multiplying by 5 and 10, using games to reinforce facts, developing and honing estimation skills, using mental strategies such as identifying doubles, near doubles,

Division –short and long format: concept of sharing, understanding division as repeated subtraction, developing and honing estimation skills.

Adding and subtracting fractions – using common denominators

Adding and subtracting time –converting to minutes: twelve hour clock and 24 hour clock.

The children are encouraged to develop personal benchmarks, particularly in the measures strand, e.g. noting their height in relation to a metre, the width of their finger as close to a centimetre, how far they could walk in one minute, etc.

Mathematical games.: Snakes and Ladders, Ludo, Connect 4, draughts, card games. Pop to the shops, chess, ipad, Number Lotto, Suduko,, Dice, Dart Board……..
Collaborative and Co-operative Learning

Children are taught the skills of working as a group rather than just in a group, e.g. listening to others, turn-taking appreciating those other opinions are important. Children are allowed to learn from their peers, through peer tutoring and working in pairs, in groups and as a whole class.

Problem Solving

Children are encouraged to use their own ideas as a context for problem-solving e.g. I had 30 match cards and my friend had 45. How many times mine did my friend have?

We have agreed to use RAVECCC to support children’s problem-solving strategies.

RAVECCC – Read, Attend to key words, Visualise, Estimate, Choose numbers, Calculate, Check.

We have also agreed to use BOMDAS – Brackets of Multiplication, Division, Addition and Subtraction.

Children may use checkable answers to assist them with problem-solving.

Using the Environment

We have a wonderful school environment which lends itself to providing opportunities for mathematical problem-solving, both indoor and outdoor including yard markings for developing mathematical skills.

When using Maths Trails, we adhere to the Health and Safety rules laid down by the school.
Skills through Content

We in Scoil Iósaf endeavour to ensure that children actively develop skills through content.

Applying and Problem-solving; selecting the appropriate processes in science, history, etc.

Communicating and Expressing; discussing and explaining the process used to map an area in geography.

Integrating and Connecting; recognising maths in the environment.

Reasoning; exploring and investigating patterns and relationships in music.

Implementing; using maths as an everyday life skill.

Understanding and recalling; understanding and recalling terminology, facts, definitions and formulae.
All classes encourage the use of mental maths and to reinforce this, Maths Challenge is used in our school from First Class to Sixth Class.
Presentation of Work

We have agreed to a whole-school approach to the presentation of maths in our school. We choose from a selection of three types of presentation, depending on the type of work being done, e.g. problems, small sums or longer-type sums.

We allow a variety of options for recording work, e.g. drawing a picture to show the result; using ICT; using concrete materials to demonstrate how the result was obtained; using diagrams; telling/explaining.

Assessment & Record-Keeping

Standardised maths testing takes place in May each year. Based on these results, we highlight the pupils who are in need of extra support. Based on the degree of need children are offered a limited support. Records of these tests are stored in the children’s files in the office.

Each year we administer the Sigma T Maths Test to all pupils from First to Sixth Class.

Parents are informed of Standardised Tests results. This is given in oral and written form.

Class maths tests are given at Christmas, Easter and at the end of the school year from First Class up.

Other assessment tools being used in Scoil Iósaf include teacher observation, teacher designed tests and tasks and work samples.

Children with Different Learning Needs

Children with learning difficulties are given full opportunity to access all strands of the maths curriculum. Differentiated programmes are provided in main- stream classes for these children. Learning Support and Resource Teaching is also available.

Stimulating work, outside of class work, is readily available to children with exceptional ability in the form of brain-teasers, puzzles, problem solving and mathematical reasoning.
Equality of Participation and Access

All children are given equal opportunity and equal access to Maths services and facilities in Scoil Iósaf.



Maths class is time-tabled for the first part of the day and in junior classes, is given the recommended time per week. In senior classes, more time than that which is recommended in the curriculum, is required, and is given, as necessary.

We ensure that no child who receives supplementary teaching is withdrawn during maths class.

Maths homework is given four nights a week, Monday to Thursday. This may include rote learning (tables) and written work.


Maths equipment and materials are stored on a shelf on the corridor. ICT software is available in each class-room.

Individual Teacher’s Planning and Reporting

Fortnightly notes/ Cuntas Míosúil are sent to the office by each teacher at the end of each month.

Staff Development

Every opportunity is available to all teachers to up-skill themselves in maths and funds are available for any courses that teachers may wish to attend.

Parental Involvement- Home School Links

Parent-teacher meetings and homework provide the links between home and school. Parents are also welcome to discuss their children’s progress at any stage of the year, with all teachers concerned.

Community Links

Cork Education Centre and PCSP provide support for maths as well as other subjects.

Success Criteria

The success of this plan will be measured using the following criteria;

Implementation of revisions in the maths curriculum will be evident in teachers’ work.

Continuity of content and methodology will be evident in teachers’ preparation and monthly reports.

On-going assessment, formal and informal, will show that pupils are acquiring an understanding of concepts and a proficiency in maths skills appropriate to their age and ability.

A common and shared maths language is used on a daily basis throughout the school. See Appendix in school office for a full list.


Roles and Responsibilities

Class teachers are responsibility for the implementation of the maths programme for their own classes. The Principal supports the implementation of the maths programme and is responsible for the purchase of resources.


With immediate effect- school year 2014

Roles and Responsibilities

All teachers in Scoil Iósaf are responsible for reviewing this maths plan.


Our maths plan will be reviewed in January 2015.

Ratification and Communication

This plan was ratified by the Board of Management on March 24th 2014

Social Personal & Health Education:

Including Policy Statement on Relationship and Sexuality Education,

Stay Safe and Substance Misuse.
This plan for the teaching of S.P.H.E. was reviewed in January - February 2014 by Fiona Santry and Úna O’ Brien.
Scoil Iósaf Castlemartyr is an eight-classroom school located in a village setting serving the needs of a muticultural community with families from both urban and rural locations. We aim through this plan, drawn up in accordance with the SPHE curriculum, to set out our approach to SPHE. Scoil Iósaf currently has single classes and the number of children in each classroom varies and fluctuates from year to year. Scoil Iósaf fully embraces the S.P.H.E. new curriculum. Due to the varied nature of the classes Scoil Iósaf has decided that all aspects of the SPHE programme must be addressed every school year.
Vision: Scoil Iósaf strives to provide a well-ordered, caring, happy, secure atmosphere where the intellectual, spiritual, physical, moral, emotional and cultural needs of the pupils are identified and addressed. The school values an open atmosphere where all opinions, aspirations and shared concerns are respected and welcomed. Scoil Iósaf recognises the parent as the primary educator and we strive to promote, through our S.P.H.E. programme, an atmosphere where people feel valued; where self-esteem, respect, tolerance and fairness are fostered and where social, moral, civic, emotional and spiritual values are promoted.
Aims: In Scoil Iósaf we endorse the aims of the S.P.H.E. Curriculum.

  • To promote the personal development and wellbeing of the child.

  • To foster in the child a sense of care and respect for himself / herself and others and an appreciation of the dignity of every human being.

  • To promote the health of the child and provide a foundation for healthy living in all its aspects.

  • To enable the child to make informed decisions and choices about the social, personal and health dimensions of life both now and in the future.

  • To develop in the child a sense of social responsibility, and a commitment to active and participative citizenship and an appreciation of the democratic way of life.

  • To enable the child to respect human and cultural diversity and to appreciate and understand the interdependent nature of the world.

  • To encourage teamwork.

  • To provide a forum for expressing ideas and feelings.

S.P.H.E. is a very broad subject area and Scoil Iósaf is aware of the linkage and integration between S.P.H.E. and our School Motto – Let the rooms be full of happiness, Vision Statement, Mission Statement, Code of Behaviour, Respect For All Policy and Child Protection Policy. As a Catholic School, Scoil Iósaf recognises that S.P.H.E. and Religious Education compliment each other.

Active learning is the principal teaching and learning approach recommended for SPHE. The SPHE programme reflects a spiral approach, where similar aspects are revisited in different ways according to the age, stage of development and readiness of the child. SPHE is intrinsic to the learning and teaching that occurs both formally and informally in the school and in the classroom.
Strands and Strand Units:

There are three strands in the S.P.H.E. Curriculum.

  1. Myself covering the Strand Units Self-Identity, Taking Care of My Body, Growing & Changing, Safety & Protection and Making Decisions.

  1. Myself and Others covering the Strand Units Myself and My Family, My Friends and Other People and Relating to Others.

  1. Myself and the Wider World covering the Strand Units Developing Citizenship and Media Education.

SPHE will be taught through a combination of contexts

    • Positive school climate and atmosphere fostered through good internal communication and effective home / school communication. It is true that in the area of Values Education much is caught from what is done rather than taught from what is said i.e. S.P.H.E. is caught not taught.

    • Discrete time, to be used to develop and practise particular skills, deal with sensitive issues or explore issues that are not addressed in other areas of the curriculum. Timetabled ½ hour per week, one hour per fortnight or blocks of 1 / 2 hours where feasible or appropriate.

    • Integration with other subject areas. S.P.H.E. is cross-curricular in nature thus other subject areas such as Drama, P.E., Art, Creative Writing and Aistear compliment S.P.H.E. both as content and methodology. There is natural integration between Religious Education and S.P.H.E. History and Current Affairs afford many instances for linkage and integration.

In pursuit of best practice in the current school year, 2013/2014, Scoil Iósaf has placed a serious emphasis on covering the full S.P.H.E. Curriculum. To this end each teacher has agreed to adhere faithfully to time-tabling S.P.H.E.
Four major programmes are being followed in all classrooms by all teachers.

    1. Relationships & Sexuality Education Manuals.

    2. Stay Safe.

    3. Walk Tall – A Substance Use Programme.

    4. Internet Safety - Webwise (2nd to 6th class)

These four programmes are supported by the Department of Education and Skills in the implementation of the S.P.H.E. curriculum and hold as their common themes,

      1. To develop social and personal skills.

      2. To develop self-confidence, self-awareness and self-esteem.

      3. To foster positive values and attitudes.

      4. To identify, understand and express feelings and emotions.

      5. To learn to build and maintain healthy relationships.

      6. To develop the confidence and skills to make healthy choices.

      7. To learn about their body, how to take care of and respect their body.

      8. To acquire the skills to make informed choices and decisions.

      9. To foster positive communication and listening skills.

      10. To develop skills to protect themselves and others.

These programmes cater for the first two Curriculum Strands, Myself and Myself and Others. The third Strand, Myself and the Wider World and specifically the Strand Unit “Developing Citizenship” need greater exploration at school level by the teacher. In Developing Citizenship Scoil Iósaf NS intends to raise awareness among the pupils of human rights, social inequalities and social responsibilities. The school aspires to deleloping in them a sense of belonging to a local, national, European and global community. A culture of local pride in the community of Castlemartyr / Mogeely / East Cork and Cork is taken as a given in Scoil Iósaf. National pride and knowledge of the National Anthem, our democracy, our houses of the Oireachtas, our electoral system and respect for the laws and institutions of the state is prized also in Scoil Iósaf. Our pupils are made aware of our involvement in the European Union and our individual responsibilities as consumers in the global community.
The Stay Safe Programme:

The Stay Safe programme aims to:

  1. Prevent child abuse by giving children the skills and strategies necessary to enable them to respond safely to any dangerous, upsetting or abusive situation.

  2. Teach children how to deal with unsafe or inappropriate touch and never to keep touch a secret.

  3. Teach children about the importance of telling.

  4. Give children safety strategies about telling.

The catch phrase instilled into the children using the Stay Safe programme is:

Say no, Move Away and Tell Someone..

Keep telling until somebody listens.”

Relationships and Sexuality Education (RSE):

The RSE programme is an integral part of the S.P.H.E. curriculum. Relationship and Sexuality education is a life-long process of acquiring knowledge and understanding of developing attitudes, beliefs and values about sexual identity, relationships and intimacy. Such education is delivered consciously and unconsciously by parents, teachers, peers, adults and the media.

The content of the RSE manual materials provides structured, age-appropriate opportunities for pupils to acquire knowledge, language, vocabulary and understanding of human relationships and sexuality. The aspiration is that the pupils will be enabled to form values and establish behaviours within a moral, spiritual, emotional and social framework which reflects Christian values.

RSE is provided in all classes and taught by all classroom teachers. In all classes the correct names for body parts are used. Providing the child with the correct vocabulary for different situations is a main objective of the programme. Opportunities to use correct body-part names often arise incidentally in the context of safety and rough play.

The Relationships and Sexuality Education Programme aims to:

  1. Promote an understanding of and a healthy attitude to sexuality and relationships.

  2. Promote knowledge of and respect for reproduction.

  3. Promote a sense of wonder and awe at the process of birth and new life.

  4. Enable the child to feel comfortable with his/ her sexuality and that of others.

Scoil Iósaf actively endorses the acquisition of factual information about growth, body functions and procreation. This is necessary if our pupils are to understand and cope with growing up and the onset of puberty. Knowledge is power and children need knowledge to allay any misplaced fears and myths about puberty, sexual intercourse and conception. (Homosexuality, contraception and sexually transmitted diseases are not the brief of the Primary School.)

Scoil Iósaf has used the Health Education Executive video Busy Bodies in Fifth and Sixth Classes in the school years from 2006 to present. The parents of the pupils concerned are invited to a meeting at which the educational video is shown and discussed. It is agreed that: (a) the entire video is shown to sixth class pupils, (b) fifth class pupils will not be shown the section on sexual intercourse, (c) boys and girls will be shown the video separately, to allow for, uninhibited, clarification, (d) their own class teacher will be with them for the showing of the video. Scoil Iósaf acknowledges gratefully the co-operation of other staff members who facilitate the gender separation of the class group.
Substance Use Policy:

The central objective of a school substance use policy is the welfare, care, protection and education of every young person. It should equip schools to deal with issues relating to substance misuse in a planned and considered way.

The National Drugs Strategy “Building on Experience” requires schools to have a Substance Use Policy in place.

Exposure to alcohol / drugs / tobacco is part of a young persons life and Scoil Iósaf endeavours to equip our students with knowledge and skills about these substances. Scoil Iósaf acknowledges the seriousness of substance misuse problems in Ireland.

A drug can be defined as a chemical, which causes changes in the way the human body functions mentally, physically or emotionally.
Scoil Iósaf follows the Walk Tall Programme when teaching about Substance Use and misuse. The Walk Tall Programme aims to:

  1. Avert / or at least delay experimentation with substances.

  2. Reduce the demand for legal / illegal drugs.

  3. Give primary school children the confidence, skills and knowledge to make healthy choices.

Management of Alcohol, Tobacco and Drug Related Incidents:

A. Smoking / Cigarettes

  1. All schools are smoke free zones.

  2. Pupils found smoking or in possession of cigarettes will be dealt with in accordance with a serious breach of the Code of Behaviour.

  3. Tobacco will not be permitted as a prize for school raffles.

B. Alcohol:

  1. Scoil Iósaf is an alcohol free zone.

  2. Pupils / Teachers / Staff will not bring alcohol into the school, consume alcohol in school or during school activities.

  3. The Principal must be informed of any person, adult or child, under the influence of alcohol. Being under the influence of alcohol constitutes a serious misconduct and will be dealt with accordingly.

  4. If a parent / carer is deemed to be under the influence of alcohol when collecting a child from school the following procedures must be followed,

    1. Attempt to keep the parent / carer in school until alternative care is arranged.

    2. Gardaí will be notified.

  5. If alcohol is used as a prize at school raffles the Board of Management must be notified.

C. Illicit Drugs and Solvents:

  1. Illicit drugs and solvents are forbidden.

  2. Illicit substances found on the school premises should be locked away and the Gardaí contacted.

  3. The Principal should be informed of any person, adult or child, deemed to be under the influence of illicit drugs or solvents. Being under the influence of illicit drugs or solvents constitutes a serious misconduct and will be dealt with accordingly.

  4. The parents of any pupil found to be trafficking in illegal substances will be immediately informed. This also constitutes a serious breach of the Code of Conduct. The advice and assistance of the Gardaí will be sought.

  5. If a parent / carer is deemed to be under the influence of illicit drugs or solvents when collecting a child from school the following procedures must be followed,

    1. Attempt to keep the parent / carer in school until alternative care is arranged.

    2. Gardaí will be notified.

  1. It is expected that parents will notify the school, through the Principal, if they

suspect their child of drug taking.

It is presumed that all persons with access to the pupils in the care of Scoil Iósaf will not say or do anything that glorifies tobacco products, alcohol, illicit drugs or solvents in any way. The childhood of the children in our care must be respected at all times.

All matters concerning substance misuse will be dealt with in the strictest confidence. Information will remain private and will be disclosed on a strict “need to know” basis.
Should the need arise the Principal, or a nominated person, will handle all media queries. Scoil Iósaf will not comment on individual cases but will refer to school policy in relation to substance misuse.
Internet Safety –Webwise

In Scoil Iósaf NS the pupils in 2nd – 6th Classes will study the appropriate webwise materials. The Webwise Primary Programme , available online at gives assistance in teaching safe and responsible internet use. It is designed to address aspects of both the personal safety and media education objectives of the SPHE curriculum. Webwise focuses on skills needed for surfing the web such as effective and safe searching, downloading images and determining what online content can be trusted.

Skills required to safely and effectively communicate online or by text message and issues relating to sharing personal information online, treating others with respect, cyberbullying, and dealing with spam are also addressed.

The staff at Scoil Iósaf are committed to ongoing training and education in the area of S.P.H.E., supported when necessary by the Board of Management.

This Policy document on S.P.H.E. reflects current practice in Scoil Iósaf. The commitment to S.P.H.E. is seen as a strength in Scoil Iósaf .
February 2014

Introductory Statement and Rationale

Introductory Statement

This plan was reviewed by Maria Sheehan and Elma Wade on 6th January 2014.


This plan aims to provide a coherent approach to the teaching of science across the whole school.


We seek to foster the children’s natural curiosity by enabling them to take an active part in their own learning.


We endorse the aims of the Primary School Curriculum for science to develop knowledge and understanding of scientific and technological concepts, to respect living and non-living things and to behave responsibly to protect, improve and cherish the environment.

Content of Plan

Strands and Strand Units

The Science curriculum is based on a two-year programme but we aim to ensure that all four strands are covered each year;

Living things

Forces and energy


Environmental awareness and care.

Thematic approaches will be used at different times of the year e.g. living things (gardening) in spring.
Children’s Ideas

Learning in science begins from the children’s ideas. During scientific activities, children are encouraged to discuss, question, listen and problem solve.

Practical Investigations

Teachers adopt an investigative approach. The concept of a fair test is introduced from Third Class .In carrying out practical investigations in science, the children will be involved in;

Observing Investigating and experimenting

Asking questions Interpreting results

Predicting Recording and communicating results


Classroom Management

Science lessons are taken as whole class, group work and individual work on chosen topics.

If we require any new equipment, it will be bought for the following school year.

Key Methodoligies

Active learning, use of the environment, guided and discovery learning are the methodologies which will be emphasised in our science lessons.

Linkage and Integration

Our science curriculum will be integrated within SESE, particularly with Geography, but also with SPHE, Visual Art, Maths and the Language programme.

Using the Environment

Our school is committed to making use of its grounds and the habitats of the locality. Scoil Iósaf actively participates in litter management, composting, recycling and waste reduction. In 2013 we achieved our first Green Flag, based on litter and waste reduction. A school garden has been developed and fruit and vegetables are grown each year by the children. Use will also be made of our local wood in Castlemartyr. Two adults will accompany each class and the Principal will be informed. Guest speakers will be approved by the Principal before being invited.

Trips have also been taken to local places of interest.

Sixth class have paid annual trips to Ballymaloe Cookery School. Novartus was visited by sixth class this year. Blackrock Castle Observatory was also visited in recent years and the staff of Lismore Heritage Centre paid a visit to our school.

We have held many successful Science Nights in our school hall in recent years and we plan to do the same this year, with fourth, fifth and sixth class taking part.

Balance between Knowledge and Skills

The teaching of science encourages the development of knowledge through the four strands and also the development of skills.

Skills fall under two headings;-

Working Scientifically

Designing and making skills
Assessment – Looking at Children’s Work

We in Scoil Iósaf will select from the following range of assessment approaches;-

Teacher observation of knowledge, skill development and participation in activities

Teacher designed tests and tasks

Work samples and portfolios and projects
Children with Different Needs

The science programme in Scoil Iósaf aims to meet the needs of all children in the school. This will be achieved by teachers varying the pace, content and methodologies to ensure learning for all pupils. The requirements of children with special needs will be taken into consideration when planning class lessons and field trips. The SNA supports particular children or groups as directed by the class teacher. Children of exceptional abilities are encouraged to access additional information through the school library, the internet and in conducting independent research projects.

Equality of Participation and Access

All children are provided with equal access to all aspects of the science curriculum. All boys and girls are provided with equal opportunities to engage in scientific activities.

Opportunities are provided within the science programme to broaden the pupil’s understanding of other cultures and environments e.g. fabrics used in warmer countries, colours for clothing, materials used for building homes.



Teachers in Scoil Iósaf allocate time for science on a weekly basis (based on time allocation- Primary School Curriculum Introduction pp. 67-70)

Teachers in our school ensure, as much as possible, that pupils attending supplementary teaching, are included for as much of the science programme as possible. An equal amount of time is allocated to each level of science.
Resources and Equipment

Science resources and equipment are available to all teachers. Equipment is stored in the wardrobes on the corridor. Resource materials are available in the Resource Room.

The main kits cover the following areas;-

Living Things Forces

Magnetism Light and Sound

Electricity Heat

Environmental Awareness and Care
Science CDs and DVDs are stored in the Resource Room. Requests for additional equipment should be made to the Deputy Principal who co-ordinates purchases as authorised by the Principal.

No textbook is used for science in Junior classes but material is sourced in Earthlink.

The textbook used for Senior classes is Earthlink ( supplemented by work from Discover Primary Science). It is agreed by the teachers that no workbooks are used for science as the emphasis is on active learning as the key methodology.

Folens have a web-based science programme which costs €120 per class per year. We will look at this for next year.


Each teacher is aware of the safety implications of any exploratory or investigative work to be undertaken. Primary Science in Scoil Iósaf will not involve the use of dangerous chemicals or iron filings. Children are encouraged to follow safety procedures as outlined by the teacher. Science kits are used only under the supervision of the teacher.


Science is generally not given for homework but if it is, it will reflect the active learning approach as described in the curriculum.

Individual Teachers’ Planning and Reporting

Teachers base their yearly and short term plans on the approaches set out in the Primary Science Curriculum. Work covered will be outlined in the Cuntas Miosuil.

Staff Development

Teachers are made aware of any opportunities for further professional development through participation in courses available in the Education Centre or any other venue. Skills and expertise within the school are shared and developed through inputs at staff meetings.

Parental /Community Involvement

Parents are encouraged to support the school’s programme for science. Parents with particular expertise may be invited to address classes. Local and national experts may be invited to contribute to our school’s science programme throughout the year.

Success Criteria

The success of our science plan will be measured using the following criteria;-

Implementation of revisions in the science curriculum will be evident in the teachers’ work.

Continuity of content and methodology will be evident in teachers’ preparation and monthly reports.

On-going assessment, formal and informal, will show that pupils are acquiring an understanding of concepts and a proficiency in scientific skills appropriate to their age ability.

Roles and Responsibilities

Class teachers are responsible for the implementation of the science programme for their own classes. The Principal supports the implementation of the science programme and the Deputy Principal is responsible for the distribution and monitoring of resources.


Roles and Responsibilities

Progress made during this school year will be reviewed in January 2015.


This plan was ratified by the Board of Management on March 24th 2014

Introductory Statement

This plan was reviewed by Maria Sheehan and Elma Wade on 6th January 2014.

This plan for Scoil Iósaf was drawn up to develop a framework that reflects the aims and objectives outlined in the Primary School Curriculum. Scoil Iósaf, Castlemartyr is an eight classroom school located in a village setting serving the needs of a multi-cultural community with families from both rural and urban locations.

In Scoil Iósaf, geography is understood to be the study of the earth, its inhabitants and the interrelationships between them in the context of place, space and environment.

Geography in our school will:

  1. Answer the child’s need to explore and understand the world.

  2. Equip the child with a range of skills and concepts to explore and record natural and human features in a systematic way.

  3. Help the child to develop a sense of place and identity

  4. Foster the child’s sense of local, regional, national, European and global citizenship.

  5. Develop an empathy with others.

  6. Develop an appreciation of the diversity of backgrounds.

  7. Develop a sense of responsibility for the environment.

Geography is part of the wider Social, Environmental and Scientific Education of the New Curriculum. Geography integrates strongly with other areas of the curriculum; Maths, English, Science, History, Art, Religion, Music and P.E.

By seeking to meet the pupils’ needs, we will follow the broad aims and objectives of the Geography Curriculum.

The aims of geography are:

  • To develop knowledge and understanding of local, regional and wider environments and their interrelationships.

  • To encourage an understanding and appreciation of the variety of natural and human conditions on the Earth.

  • To develop empathy with people from diverse environments and an understanding of human interdependence

  • To develop the ability to use a range of communicative methods, especially those concerned with the development of graphicacy (mapping and other non-verbal, non- numerical forms of data presentation)

  • To encourage the development of a sense of place and spatial awareness.
  • To encourage the development of caring attitudes and responsible behaviour towards the environment, and involvement in the identification, discussion, resolution and avoidance of environmental problems.

  • To develop an understanding of appropriate geographical concepts.


There are 3 strands in the primary Geography Curriculum.

  1. Human Environments.

  2. Natural Environments.

  3. Environmental awareness and care.

As Scoil Iósaf is an eight classroom school it is important we draft a plan which ensures continuity from year to year. We are mindful of the fact that our classroom combinations evolve differently, dictated by numbers in each school year. As such it may be difficult to ensure a smooth rotation of curricular areas.

It is the intention of Scoil Iósaf to cover all three strands in each school year. Scoil Iósaf is aware of its obligation to study in depth one European Country and one non-European Country each year from third to sixth by different methodologies.

Skills Devevopment.

We at Scoil Iósaf are aware that the development of Geographical skills is of equal importance to strand content in this curriculum. The skills of geographical investigation, a sense of space and place and mapping and graphical skills will be developed through the content of the strands and strand units. Strategies for development of these skills will involve the children being actively involved in fieldwork and outdoor investigations as suggested in Teacher Guidelines. Maps, Globes and Atlases will be used in age appropriate ways from Infants to 6th Class. By following the content of the geography curriculum and by developing the geographical skills, the children in our school are given opportunities to work as geographers at every class level.

Children’s Ideas:

We at Scoil Iósaf plan to use the children’s ideas of places and spaces as a starting point for geographical activity. We find out what the children already know by talk and discussion, questioning and listening, annotated drawings, brainstorming, concept maps. We do this to build on the children’s previous knowledge or rectify them if necessary.

Approaches and Methodologies;

Scoil Iósaf uses a variety of techniques and approaches, through which the children are encouraged to visit and explore the environment, ask questions and engage in research and investigation. It is expected that the children in Scoil Iósaf will engage in map work, graphical recording of data and computer skills in their pursuit of the Geography Curriculum.

Assessment and Record Keeping

Assessment is an integral part of the teaching and learning process in Geography. The annual school report will comment on each child’s attainments in Geography. The assessment tools used will be

  1. Teacher observation

  2. Teacher designed tasks

  3. Work samples/portfolios/projects

In assessment the teacher is looking for core knowledge and evidence of the geographical investigation skills i.e. questioning, observing, predicting, investigating, estimating, measuring, analysing, recording, communicating and evaluating.
Children with special needs:

Scoil Iósaf is conscious of including all pupils in any field-work that may arise. Scoil Iósaf deals with children of varying intellectual abilities and is conscious of differentiating the curriculum to include all.

Organisational Planning:

The Primary School Curriculum allows three hours per week for S.E.S.E. in the senior classes, and two hours fifteen minutes in the junior classes. Scoil Iósaf intends to operate flexibility with regard to the division of this time. This flexibility is at the discretion of the individual teachers.

Resources & I.C.T.

Scoil Iósaf has put in place maps, globes, and atlases in our school. We have DVDs / Videos which show places of relevance to the programme we have planned. We have access to the internet so that we can use the web as a geographical resource. We use text books as a resource in our teaching of geography. Earthlink by Folens is the main textbook in use in this school.

Health and Safety:

The teaching of Geography implies that the children undertake outdoor activities, field trips and handle specialist instruments. Bearing this in mind the teachers exercise adult caution at all times, mindful of health and safety of the children in our care.

Community Links:

Scoil Iósaf is conscious of the topical nature of Geography both locally and globally and of making reference to this in the classroom. At Scoil Iósaf we intend to raise awareness and explore the local geographical environment beginning with the school grounds, the area in the vicinity of the school grounds, the seashore, the rural environment and the urban environment. People in the local community who have an interest and knowledge in the environment may also be invited to speak to the children.

Individual teachers planning and reporting:

Each teacher will be responsible for planning his/her own geography programme. The teachers are conscious of addressing all three strands annually and fairly. The Cúntas Míosúil is a good way of tracking achievements and meeting targets.

Staff Development:

If any of the staff of Scoil Iósaf attend an in-service course or workshop related to the SESE Geography Curriculum, they will be invited to share their knowledge with the rest of the staff at staff meetings.

Parental Involvement:

We at Scoil Iósaf are mindful that parents have an important role to play as custodians of local knowledge that can be shared with their children as they explore the various aspects of the local environment. Parents are encouraged to come to the school to help out in the delivery of this programme by a) participating in surveys and interviews. b) by helping out in supervision of fieldwork when / if needed. Parents are invited to celebrate and view results of projects, surveys, investigations in the school. Parents from distant lands are encouraged to share their heritage with the rest of the school if they so wish and if it is appropriate.

Ratification and Review

This plan was ratified by the Board of Management on March 24th 2014 .

It will be reviewed in January 2015.

This plan was reviewed by Maria Sheehan and Elma Wade in January 2014.

This plan for Scoil Iósaf was drawn up to develop a framework that reflects the aims and objectives outlined in the Primary School Curriculum. Scoil Iósaf, Castlemartyr is an eight classroom school located in a village setting serving the needs of a multi-cultural community with families from both rural and urban locations.

We seek to assist the children in acquiring a broad and balanced understanding of local, Irish and international history through the study of a range of peoples, events and periods while at the same time developing and practicing historical investigation skills.


While seeking to meet the pupils’ needs we will follow the aims of the History Curriculum.

  • To develop an interest in and curiosity about the past

  • To make the child aware of the lives of women, men and children in the past and how people and events have had an impact upon each other.

  • To develop an understanding of the concepts of change and continuity

  • To provide for the acquisition of concepts and skills associated with sequence, time and chronology, appropriate to the development stages of the child.

  • To allow the child to encounter and use a range of historical evidence systematically and critically.

  • To provide opportunities for the child to communicate historical findings and interpretations in a variety of ways.

  • To foster sensitivity to the impact of conversation and change within local and wider environments.

  • To help the child recognise and examine the influences of the past on the attitudes and behaviour of people today.

  • To encourage the child to recognise how past and present actions, events and materials may become historically significant.

  • To enable the child to acquire a balanced appreciation of cultural and historical inheritances from local, national and global contexts.


Strands in the History Curriculum are differentiated in line with age appropriate content. There are two strands for the infant classes.

  1. Myself and my family

  2. Story.

There are three strands for first and second classes:

  1. Myself and my family

  2. Change and continuity

  3. Story

There are five strands for third and fourth classes:

  1. Local studies

  2. Story

  3. Early peoples in ancient societies

  4. Life, society, work and culture in the past.

  5. Continuity and change over time.

There are seven strands for the fifth and sixth classes.

  1. 1-5 are as listed above

6. Era of change and conflict

  1. Politics, conflict and society

As Scoil Iósaf is an eight-classroom school it is important we draft a plan which ensures continuity from year to year. We are mindful of the fact that our classroom combinations evolve differently, dictated by numbers in each school year. As such it may be difficult to ensure a smooth rotation in curricular areas. The staff is aware that two selections from the strand “Early people and ancient societies” must be covered each year. This applies also to the strand “Life, society and culture in the past”, “Continuity and change over time”, “Eras of change and conflict” and “politics and conflict in society”. Two strand units should be selected from Local Studies each year also and a selection of stories should be explored in each school year in each classroom. The staff is mindful of the historical significance of Castlemartyr and its environs, especially the towns of Youghal, Midleton and Cobh, and Barryscourt Castle. Of immediate local importance are the graveyard, the former Carmelite College, the village monument, the two churches, the old school, the planned layout of the Main Street and the Mace of Castlemartyr, located in the Museum, Fitzgeralds’ Park, Cork.

Approaches and Methods.

At Scoil Iósaf we use a broad range of classroom approaches and methodologies to stimulate enthusiasm and curiosity about the past, encourage discussion and critical questioning, develop historical skills and engage the children in exploration of the local environment.

The following approaches and methodologies are employed to implement the History Curriculum: story, drama, oral evidence, documentary evidence, ICT, family history, artefacts, photographs and our local environment.
Assessment and Record Keeping

Assessment is an integral part of the teaching and learning process in History. The annual school report will comment on each child’s attainments in History. The assessment tools used will be

  1. Teacher observation

  2. Teacher designed tasks

  3. Work samples/portfolios/projects

Modular assessment will be particularly relevant with the senior classes. In assessment, the teacher is looking for core knowledge and evidence of the historical investigation skills i.e. questioning, observing, predicting, investigating, estimating, measuring, analysing, recording, communicating and evaluating.
Linkage and integration:

Opportunities for linkage across the Curriculum present themselves through English, Gaeilge, Art, Music, Geography and P.E.

Children with special needs:

Scoil Iósaf is conscious of including all our pupils in any field-work that may arise. As in all schools, Scoil Iósaf deals with children of varying intellectual and physical abilities and is actively conscious of differentiating the curriculum to include all.

Organisational Planning:

The Primary School Curriculum allows three hours per week for S.E.S.E. in the senior classes, and two hours fifteen minutes in the junior classes. Scoil Iósaf intends to operate flexibility with regard to the division of this time. This flexibility is at the discretion of the individual teachers.


I.C.T. is particularly relevant in the History Curriculum. The Internet is an instant learning highway; the school has classroom computers, digital cameras and CD ROMs.

Health and Safety.

The teaching of History implies that the children undertake outdoor activities and field trips. Bearing this in mind, the teachers will exercise adult caution at all times, mindful of the health and safety of the children in our care.

Community Links.

The staff of Scoil Iósaf is very much aware of the rich historical environment which surrounds this school. Local buildings, monuments and locations of ancient historical interest will be fully explored in the classroom.

In recent years, Una McKevitt has run an after-school historical club. They have completed in-depth studies on places of local interest, such as the churches, barracks, the castle, the monument and the landlord system. They also created and enacted a wonderful drama based on the shooting of Liam Heffernan in Castlemartyr. It was also a prize-winning entry in a county schools competition based on local themes.


The school has many resources of books and videos to complement the history curriculum.

Individual teachers planning and reporting:

Each teacher will be responsible for planning his/her own history programme. The teachers will be conscious of addressing all strands annually and fairly. The Cúntas Míosúil is a good way of tracking achievements and meeting targets.

Staff development:

Textbooks and I.C.T. resources provide sufficient background for national and international topics in history. There is however need for staff development on local history issues. It is hoped to establish greater interschool links with the other schools in the area and thus invest in local history knowledge.


This plan was ratified by the Board of Management on


This plan will be reviewed in 2015.

Introductory Statement

This plan has been reviewed by Ellen O’ Neill and Úna O’Brien in January 2014.

Key Messages

  • Drama is a subject which makes a unique contribution to the development of the child. It can give each child the opportunity to approach new knowledge through the dimension of imaginative activity and experience.

  • Drama gives the child the opportunity to approach knowledge in the ways that are most suitable to him/her.

  • Drama creates motivation and interest that can spur the child to research further.

  • Drama provides the means by which the child can relate knowledge to previous learning and experience.

  • Drama facilitates the child’s imaginative, intellectual, emotional and physical development in a holistic way.

  • Drama allows the child through dramatic fiction, to experience, understand and practise the life skills needed in reality.


We teach drama in Scoil Iósaf because it makes a unique contribution to the development of the child. It encompasses the entire range of a child’s experience and every facet of his/her personality.

Vision and Aims

In Scoil Iósaf we seek to assist the children in achieving their potential for happiness as expressed in our school motto ‘Let the rooms be full of happiness’. In this way we hope to achieve the aims of the Drama curriculum

The main aims are:

  1. to enable the child to become drama literate

  2. to enable the child to create a permanent bridge between make-believe play and the art form of theatre

  3. to develop the child’s ability to enter physically, emotionally and intellectually into the drama world in order to promote questioning , empowering and empathetic skills

  4. to enable the child to co-operate and communicate with others in solving problems in drama and through drama

  5. to enable the child to understand the structures and modes of drama and how to create links between play, thought, feelings and life.

  6. to enable the child to acquire this knowledge of drama through the active exploration of themes drawn from life (past and present), whether they have their source in other curriculum areas or in general areas relevant to the child’s life

  7. to enable the child to begin the process of translating a knowledge of drama into the active exploration of life themes from drama literature, leading to the appreciation of world drama culture

  8. to form the criteria with which to evaluate the drama texts, written or performed, to which he/she is continually exposed

The Drama Curriculum includes just one strand. This strand is concerned with using Drama to explore feelings, knowledge and ideas, leading to understanding. It includes 3 strand units. These are: Exploring and Making Drama, Reflecting on Drama and Co-operating and Communication in Making Drama.

Approaches and Methodologies

Stimuli are used to develop themes; stories, poetry, pictures/photos, objects, issues from the SPHE curriculum, events of life in the past, present, future and needs/concerns of pupils.

Children with Different Needs

Teachers support and ensure the participation of children with special needs by including them in the drama programme.

Linkage and Integration

There are many opportunities for linkage between Drama and all other subject areas such as Music, History, R.E., SPHE, English, Visual Arts, SESE and Gaeilge are being taught. Scoil Iósaf is conscious of maximising these opportunities.


Teacher observation, teacher designed tasks and work samples are forms of assessment used. Information gained from assessment in drama is used to enhance and inform planning in other subject areas.

Equality of Participation and Access

Equal Opportunities are given to boys and girls in all areas of Drama. Children with special needs are included in all drama lessons.

Organisational Planning

All teachers keep in mind the elements of drama when planning;





Role and Character




The Cuntas Míosúil serves for reviewing and developing drama plans.

Classes are taught drama according to Curriculum guidelines within their own class timetable. We have a blocked time for drama in preparation for the Christmas dramatic production. Discrete time is also given for drama e.g. S.P.H.E. and Gaeilge.

In the last year and a half the Aistear programme has been introduced into infant, first and second classes. One of the elements of the Aistear programme is socio- dramatic activity. Concrete materials are used as a stimulus to encourage children to create their own stories and dramas. The activity is also used as a basis for oral language development and writing and drawing activities. Themes/materials are rotated on a monthly basis and include topics such as the supermarket, restaurant, doctor’s surgery, post office and gardening.


Human resources are effectively utilised to optimise the drama experience in our school. We have drama books available for use in the resource room and suitable stimuli for drama including music, poetry, stories, visual images, newspaper captions. We are blessed with a fine school hall and stage. Throughout the school there are various collections of costumes, dress up clothes and props which can be used during drama classes.

Staff Development

There are opportunities for in-career development. Staff members have taken part in the Cork Arts Circle at different times which offers ideas and themes for developing drama in the classroom.

Parental Involvement

The Parents Association assist at the School Concert and support the children by attending the concert.

Community Links

Scoil Iósaf is open to nurturing drama opportunities. Depending on the class and time of year, pupils are brought to suitable productions in local venues. External drama groups are invited to perform in the school hall when such opportunity arises.

Success Criteria

Procedures outlined in this plan will be followed consistently. Feedback from children and parents will indicate implementation.


All teachers have a responsibility to implement the Drama plan.


This drama plan was ratified by the Board of Management of Castlemartyr National

School on March 24th 2014

Visual Arts

School Plan: Visual Arts:

This plan for the teaching of Visual Arts was reviewed by Barra Ó Tuama and Chrys Quirke in consultation with other teaching staff members in January 2014.

This plan is a review of the Visual Arts statement developed in 2004. It is intended as a framework that reflects the aims and objectives outlined in the primary school curriculum.

Scoil Iósaf, Castlemartyr is an eight classroom school, located in a village setting serving the needs of a socially and racially mixed community, with families from both urban and rural locations. Scoil Iósaf fully embraces the Visual Arts new curriculum. We in Scoil Iósaf are not Art teachers but are dedicated primary teachers giving children a love and appreciation of the Visual Arts.

In Scoil Iósaf, Visual Art is seen as an integral part of the child centred curriculum. It enhances other areas of learning, it deepens the child’s sense of humanity, teaching them to recognise beauty and it teaches them to be sensitive towards and fully appreciate the world in which they live.


In Scoil Iósaf active learning is fundamental to the Visual Arts Curriculum. Visual Art enhances and enriches the child’s life. In Scoil Iósaf, process is deemed more important than product and thus, the Visual Arts are for all teachers and all pupils.


In Scoil Iósaf we endorse the aims of the Visual Arts Curriculum.

  • To help the child develop sensitivity to the visual, spatial and tactile world, and to provide for aesthetic experience

  • To help the child express ideas, feelings and experiences in visual and tactile forms

  • To enable the child to have enjoyable and purposeful experiences of different art media and to have opportunities to explore, experiment, imagine, design and communicate with different art materials

  • To promote the child’s understanding of, and personal response to, creative processes involved in making two and three-dimensional art

  • To enable the child to develop the skills and techniques necessary for expression, inventiveness and individuality

  • To enable the child to experience the excitement and fulfilment of creativity and the achievement of potential through art activities

  • To foster sensitivity towards and enjoyment and appreciation of the visual arts.

  • To provide opportunities for the child to explore how the work of artists and craftspeople might relate to his/her own work.

Scoil Iósaf further promotes work undertaken in Visual Arts as opportunities for co-operative learning and whole school cohesion.

Strands and Strand Units:

There are six strands in the Visual Arts Curriculum:

1. Drawing 2. Paint & Colour 3. Print 4. Clay 5. Construction 6. Fabric & Fibre
The following concepts will be developed as work is completed on the strands and strand units of the Curriculum: An awareness of line, shape, form, pattern and rhythm, colour and tone and texture and spatial organisation. (See Curriculum p.7, Teacher Guidelines pp.8-11) Looking and Responding is an integral part of the Visual Arts process at all strands.
In Scoil Iósaf all six strands will be addressed each year in all classes.

Teachers are mindful of personal strengths and preferences when planning for the Visual Arts thus taking care to ensure that all strands are given fair weighting.

The school often adopts a seasonal thematic approach to the Visual Arts Curriculum i.e. Halloween, Christmas, Easter, the seasons etc.

Display is encouraged throughout the school in classrooms, corridors and the school hall. Public display affords opportunities for Looking and Responding, the cross-fertilisation of ideas and the chance to affirm and acknowledge efforts.

Linkage and Integration

Opportunities across the curriculum for linkage between the Visual Arts and all other subject areas present themselves. Scoil Iósaf is conscious of exploiting and maximising such opportunities.


It is intended not to over formalise assessment of the Visual Arts Curriculum. As with P.E. and Music, enjoyment overrides all other considerations. Progression and age-appropriate development is expected, promoted and encouraged. Teacher observation, display and portfolio development are the key tools employed at Scoil Iósaf to assess achievements in the Visual Arts.

Children with Special Needs

As with all policies in Scoil Iósaf, the Visual Arts policy is inclusive of all children. The staff are conscious of including all our pupils in all classroom activities. Independence of effort is encouraged and pride in one’s own achievements fostered. Scoil Iósaf is conscious of tailoring the curriculum to include all.

Equality of Participation and Access

Scoil Iósaf is a co-educational primary school and is conscious that equal opportunities are given to all pupils to participate in all activities.

Organisational Planning

The Primary School Curriculum allocates 3 hours per week for Arts Education. This includes Music, Drama and Visual Arts. In Scoil Iósaf the Visual Arts is a strength and much of the school’s discretionary time is devoted to it. Each classroom is well resourced with the basic tools, i.e. brushes, scissors etc. The buying of papers, paints, clay, glue etc. is centrally organised. The families pay a contribution each year for the purchase of Art and Craft supplies. The use of recycled materials where possible, is encouraged.

Health & Safety

Health and safety issues that pertain to the Visual Arts include the safe use and distribution of scissors, paints and glues, awareness of adequate ventilation particularly when using aerosols, consciousness of wet floors as a hazard. Scoil Iósaf has fitted safety flooring in all wet areas, to ensure the safety of all individuals. The limited use of glass jars, adequate handwashing facilities, the wearing of protective clothing, appropriate storage of materials and 1:10 supervision on outside visits are measures taken to ensure the health and safety of staff and students.

Individual Teachers and Planning

Each teacher will be responsible for planning their own Visual Arts lessons, being mindful of fluctuating class divisions and possible duplication. It is intended that systematic progress occur throughout each child’s eight years in Scoil Iósaf. The school strives to work as a unit for special occasions.

Staff Development

Staff members are encouraged to avail of courses to up-skill. Summer courses are not funded by the Board. The Visual Arts strands are an area of current strength in Scoil Iósaf and there is on-going commitment to developing the Visual Arts Curriculum.

This Plan will be reviewed in the school year 2015.

Introductory Statement

This plan for the teaching of Music was compiled by the staff of Scoil Iósaf, Castlemartyr. It was drawn up to develop a framework that reflects the aims and objectives outlined in the Primary School Curriculum. The teachers in Scoil Iósaf all have an interest in music and recognise its enriching potential for the lives of their pupils.


In Scoil Iósaf, Music is seen as an integral part of a child-centred curriculum. It enhances other areas of learning and also deepens a child’s sense of humanity.


Active and enjoyable participation is fundamental to the Music Curriculum. Process is deemed more important than production and Music is for all teacher and all pupils. At School Assembly, and more frequently when required, classes prepare together for specific performances and school celebrations. Teachers co-operate to choose suitable material for these performances and events.


We embrace the aims of the Arts Education Curriculum which are as follows:

  • To enable the child to enjoy and understand music and to appreciate it critically.

  • To develop the child’s awareness of a wide range of musical genres, including Irish music.

  • To develop the child’s capacity to express ideas, feelings and experiences through music, as an individual and in collaboration with others.

  • To enable the child to develop his/her musical potential and to be actively engaged in musical creativity.

  • To nurture the child’s self-esteem and self-confidence through participation in musical performance.

  • To foster life-long knowledge, skills, concepts and values.

Strands and Strand Units

It is intended that the three strands of the Music Curriculum – Listening and Responding, Performing and Composing – will be addressed every year in each classroom. The following musical concepts will be developed as work is completed in the strand units – a sense of pulse, duration, tempo, pitch, dynamics, structure, timbre, texture and style.

Approaches and Methodologies

All class teachers are actively engaged with the Music Curriculum within their own classrooms, as individual teachers and in collaboration. Tin whistle is taught in 3rd to 6th Class.


In Scoil Iósaf, active and enjoyable participation is emphasised in the classroom and also when the whole school rehearses and performs together. Public performance for parents and families happens at the time of the school’s Christmas show, and other occasions. A school choir supports pupils receiving First Holy Communion and Confirmation. The school staff and pupils work together to prepare this choir. The children in Scoil Iósaf are exposed to a huge repertoire of songs which include county songs, traditional ballads and Christmas carols. These are sung regularly at school assemblies. Children from 3rd to 6th classes usually sing Christmas carols and songs in the village as a school fund-raising event. Christmas carols were also sung in Carewswood Garden Centre and musical entertainment was provided for the Day Care Centre in Midleton. Mr. Barra Ó Tuama accompanies the children on the piano on many occasions throughout the school year.


The children are given opportunities to develop their creativity in music. They are encouraged to improvise and discuss their compositions. Each class has access to a variety of tuned and untuned percussion instruments for this purpose. Children can explore musical concepts, experiment with sound and portray mood and are encouraged to see music as fun.

Linkage & Integration

There are many opportunities for linkage across the curriculum in the areas of Religion, English, Irish, History and Geography, Art & Design and Physical Education. During the month of March, there is a special emphasis on our national culture and traditional music, song and dance. Irish dance as part of the PE Curriculum is linked with the Music Curriculum.

Assessment & Record Keeping

At present, the main assessment of the Music Curriculum is teacher observation of performance within the classroom and the appraisal of whole school performances as viewed by audience. Singing is a strength in Scoil Iósaf. Cúntas Míosúil / Monthly Records from all teachers are kept in the school office.

Children with Special Needs

Class teachers are conscious of including all pupils in Music classes, at the same time taking into account individual needs and differences. They are aware of varying musical ability and awareness among pupils and conscious of the need to modify the Curriculum to suit all children.

Organizational Planning

The Primary School Curriculum allocates 3 hours per week for Arts Education. In recent years, various schemes and resources have been used throughout the school, and these resources are pooled and shared when necessary, especially for collaborative activities.


ICT as a tool is frequently used as a source of musical material and information.

Health & Safety

The main issue of Health & Safety with regard to Music is oral hygiene. The children are encouraged to maintain a high standard of hygiene.

Individual Teacher Planning

Each teacher is responsible for planning their own music lessons. It is intended that systematic progress occurs throughout each child’s eight years in the school. Naturally, the school works as a unit at times of whole school performances and for special occasions.

Staff Development

There is ongoing commitment to developing the Music Curriculum, especially in the area of whole school repertoire. Individual teachers have attended summer courses facilitated by the Cork Teacher Education Centre.

Parental Involvement & Community Links

Each year, the parents and families of the children and the wider community are invited to school performances in the school hall where they support and enjoy our efforts.


January 2014.

The plan was ratified by the Board of Management on ______________

Physical Education
This P.E. was reviewed in October 2013 by Jane Flannery and Chrys Quirke.

Physical Education provides activities equally suited to boys and girl. It offers opportunities for achievement for each child, in a mixture of competitive and non-competitive ways. The importance of enjoyment and play is valued and stressed. Scoil Iósaf aims for maximum participation by all children.

The aims of our Physical Education Plan are:

To develop positive personal qualities.

To provide knowledge, skills and positive attitudes.

To develop social skills.

To provide inter-schools links locally.

To provide opportunities for enjoyment.

To cover the six strands in the curriculum.

Athletics, Gymnastics, Outdoor Adventure Activities, Dance, Games & Aquatics (Only 3rd and 4th class travel for 6 weeks in September/ October).

Approaches and Methodologies.

In Scoil Iósaf we use a combination of the following approaches –

Direct teaching

Guided discovery approach

Integrated approach-linked with Maths, Oral Language, Gaeilge, SPHE etc.
In Scoil Iósaf methods that encourage maximum participation by the children are used –

Individual, pair, group and team play.

Station teaching

Using a play area divided into grids.


A range of assessment tools/techniques are used to assess the strands of the curriculum.

1. Teacher observation: children’s progress is informally monitored as the actual learning takes place.

2. Teacher designed tasks: Throughout the physical education programme; teachers continually design a variety of tasks for the pupil to engage in.

Record Keeping

A brief description of pupils progress in P.E. is made in the end of year report.

Multi-Class Teaching.

All activities will be pitched appropriately to the different stages of development of children.

Children with Different / Special Needs

Scoil Iósaf includes all children at all times. When children are limited by their own motor skills, we adapt the speed of an exercise and reduce the expectation of the activity undertaken. We limit but do not exclude. When children are very talented, we allow them to demonstrate their skill to the group and allow them to improve their speed in the particular activity/exercise.

Equality of Participation & Access.

Equal opportunities are given to boys and girls in all areas of physical education.

Equal access is given in all strands.(Aquatics is dependant on economic circumstances)

Teams are made fairly in the interest of a balanced game.

P.E. equipment is equally available to all.

Boys and girls have equal opportunities to enter extra-curricular activities when possible.

Children with special needs are integrated into all P.E. lessons. Inclusion is deemed important and activities are differentiated when needed.
Linkage & Integration.

Awareness and opportunities arising from other areas of curriculum e.g. Mathematics and Geography – direction, - simple exercises in direction in infant classes, up to use of compass in 5th & 6th classes.

Shape – exploration of shape through movement, following lines, dancing in circles.

English & Irish – developing dance and movement based on stories and poems.

S.P.H.E.- special linkage in this area, especially by promoting enjoyment, sense of well-being and developing positive attitudes towards physical activity and taking care of our bodies.

S.P.H.E. Water Safety will be covered by the entire school in 2014, with the successful completion of Land Paws I

We endeavour to develop interpersonal skills, teamwork and the value of each child’s contribution for themselves and for the group. Fair play is encouraged, along with accepting the importance of rules and accepting the decision of teachers and coaches.
Organisational Planning:

Timetable – Two half hour lessons each week for all classes - Timetable displayed in office. School tracksuit is worn on P.E. days. We have a very suitable hall attached to our school.

Code of Ethics.

In line with the National Guidelines, the aim of our school is first and foremost; the welfare of the child. With this is mind, the following points will be observed:

All visiting coaches to have Garda clearance.

Teachers to be present with coaches.

Appropriate language expected at all times.

Respectable behaviour required throughout.

Safety Rules to be observed at all times e.g. helmets always to be worn at hurling training.

Special Needs pupils to be integrated as much as possible.

Children will travel to events in a safe manner.

Overall behaviour management is to be the responsibility of the teacher.

All accidents to be dealt with by the teacher.

The emphasis is always on participation.

Safety rules must be understood before P.E. lesson begins.

Obeying commands - Silence and stop when whistle blown.

Accidents are recorded in the Accident Book
School Activities

School Sports at end of year.

Sciath na Scol

Cross country

Cork City Sports

Aquatics – 6 week module offered to 3rd & 4th Classes.

Motor Skills Daily.


Irish Dancing
P.E. Equipment .

An inventory of P.E. equipment is included in this plan. (Appendix 1)

The equipment is stored safely in the P.E. cupboard in the Hall and in cupboards along the corridor.

Gymnastic equipment – mats & benches. Crash mats have recently been ordered.

There is a constant requirement of Basketballs, footballs and skipping ropes, which are purchased as needed.

PE lesson Plans and Manuals are stored in the Resource area in the Staff-Room

Each Teacher has a copy of the Heart Foundation CD – Bizzy Breaks on their laptop.
Health and Safety.

Scoil Iósaf staff appreciate the necessity of a warm up at the start of each lesson.

Safety and suitability of P.E. area is constantly being checked.

There is a basic First-Aid box in each classroom.

The staff members are aware of certain children’s specific health conditions.

The staff members are careful not to push any child beyond his/her capacity or ability.

Individual Teachers Planning & Reporting.

Teachers will plan using the strands and strand units.

The Cuntas Míosúil will serve to review and develop the P.E. plan.
Staff Development.

New resources and materials are made available to teachers.

All teachers are willing to share/demonstrate their knowledge/skills.

School planning time would be a suitable time to share knowledge & skills.

Parental Involvement.

Parents transport children to races and matches.. They take part in end of year sports.

Community Links.

G.A.A. coaches visit our school on a regular basis to train the children in hurling and football.

Classes are encouraged to take swimming lessons – 6 week slot during school hours. This may vary depending on circumstances.

Gymnastics- a new 6 week course of Gymnastics will take place in January 2014.

Cricket Ireland – one module per annum.

IRFU – tag Rugby – offered on occasion

Local involvement with Cork City FC, Cobh Ramblers FC when offered.

Local links with Castlemartyr Camogie Club, Kiltha Óg GAA club, Inch Ladies Football Club, Midleton FC & Mogeely FC.

Success Criteria

In Scoil Iósaf it is expected to see a progression in skills as the children advance through the classes.

Feedback from children and parents will indicate implementation.
The importance of enjoyment and play and maximum participation by all children is paramount.

We provide a balance between competitive and non-competitive activities.

We also provide a balance between contact and non-contact activities.

We endeavour to provide equal opportunities for girls and boys.


Roles and Responsibilities.

All teachers have a responsibility to implement the P.E. programme.


This School Plan for PE will be revised in January 2015.

Ratification & Communication

This P.E. plan was ratified by the Board of Management of Scoil Iósaf on the 4 / 10 / 2013.



This policy was compiled by Eleanor Murphy and Úna Mc Kevitt in consultation with all of the staff of Scoil Iósaf.


To enable each child to fulfil his/her learning potential and to ensure equal access for all through the provision of support based on pupil need.

The purpose of this policy is to provide a continuum of support for pupils experiencing low achievement and /or learning difficulties and for those pupils who experience low incidence special educational needs including exceptionally able children.

The school currently has the following provisions to cater for children with Special Educational Needs:

  • One Learning Support Teacher : Úna Mc Kevitt

  • One Resource Teacher: Eleanor Murphy

  • Two Part-Time Learning Support Teachers: Bridie O’ Connor and Gráinne Cull – 5 hours each.

  • NEPS: Lucy Gannon: Educational Psychologist.

The following categories of pupils will receive supplementary teaching from the Learning Support Teacher and the Resource Teacher under the terms of the General Allocation Model outlined in DES Circular 02/05. The Staged Approach to Assessment Identification and Programme Planning outlined in DES Circular 02/05 and The Continuum Of Support Guidelines outlined by NEPS are also used.

  • Pupils whose achievement is at or below the 10th percentile on standardized tests in English or Mathematics.

  • Pupils with social and emotional difficulties and pupils with mild co-ordination or attention control difficulties associated with identified conditions.

  • Pupils who have been identified as being in the low incidence category (Appendix 1 Sp. Ed. Circular 02/05) will receive an individual allocation of support through the Special Education Needs Organizer. (SENO)

  • We endeavour to meet the needs of all of our children and use our own professional discretion when selecting children outside the above guidelines.

Classroom Support: Stage 1 (DES Special Educational Circular 02/05)

Classroom support is the first response for pupils who have distinct or individual needs and who require approaches to learning and/or behaviour which are additional to or different from those required by other pupils in their class.

The classroom teacher has primary responsibility for the identification of children who may be in need of support. They will outline their concerns to the parents and gather information about the child’s learning needs including the use of the classroom support checklists and assessment results. With the support of the child’s parents help will be provided by the classroom teacher through a programme of planned intervention/differentiation.
School Support: Learning Support Policy (Stage 2)

In some cases interventions at classroom support level are not enough to fully meet pupils’ special educational needs. A school support plan may be needed.

The principal aim of School Support is to optimize the teaching and learning process so as to respond positively to the behavioural, emotional, social and learning needs of the child. This includes helping each child to develop their full potential in Literacy and Numeracy.

Specific Objectives of Learning Support

Through the implementation of this policy we strive to:

  • Facilitate pupils to participate in the full curriculum for their class level

  • Develop positive self-esteem and positive attitudes to school and learning

  • Enable pupils to monitor their own learning and become independent learners within their own ability.

  • Involve parents in supporting their children’s learning

  • Promote collaboration among teachers

Guiding Principles

The school recognizes that effective learning programmes are based on the following principles:

  • Effective whole-school policies

  • Whole school involvement

  • Direction of resources towards pupils in greatest need.
Prevention Strategies

As a means of preventing the occurrence of learning difficulties, as far as possible, the following strategies are being implemented:

  • The development and implementation of agreed whole school approaches to language development.

  • The development and implementation of an agreed whole school approach to the Maths programme.

  • Promotion of parental involvement through their attendance at induction meetings for parents of incoming Junior Infants (a) in May & (b) September.

  • Formal and informal Parent/Teacher meetings

  • Ongoing observation and assessment of pupils by Class Teacher

Selection of Pupils for Learning Support

Prior to any pupil being referred to the Learning Support Teacher the classroom teacher draws up a programme suitable to the pupil’s needs based on his/her observations and completes the necessary checklists as listed in “A Continuum of Support Guidelines” (NEPS).

The principle of Early Intervention applies; therefore pupils in junior classes are given priority in the allocation of Learning Support. With regard to Maths the reverse applies.

  • Junior Infant pupils are screened using teacher observation

  • From Senior Infants upwards, all pupils are screened annually, using appropriate

  • Standardized tests and informal in-house tests.

Middle Infant Screening Test: MIST is used in Senior Infants. It is followed up with

The Forward Together Programme for the weaker pupils.

The Sigma T Maths Test is used from 1st to 6th Class.

The Drumcondra Primary Reading Test is used from 1st to 6th Class.

The Drumcondra Primary Spellings is used for all classes from 1st to 6th

Priority for Learning Support is given to those pupils who perform at or below the 10th percentile, excluding in the main, pupils who receive Resource Teaching.

  • In the case of pupils who score above the 10th percentile but are considered at risk, then these pupils may be included in the learning support programme.

In the allocation of places for Learning Support, the following are prioritized

    1. Senior Infants, identified by the Class Teacher, through Teacher observation and results of the MIST Test.

    2. Children from 1st to 6th class who fall below the 10th percentile.

    3. Children from 1st to 6th class who score above the 10th percentile but still need support, may, if resources allow, be included.

    4. In the multi class situation where a class has been split the LST may take the full class for maths.

Provision of Supplementary Teaching

  • Classes will be intensive in terms of frequency.

  • A system of withdrawal and/or in-class support will operate in response to the needs of the pupils.

  • The Learning Support Teacher decides the size of groups, taking into account the individual needs of pupils and the overall caseload.

  • One to one teaching may be provided where small group teaching has not been effective and caseload permits.

  • Whole class teaching is included when the need arises.

Individual Learning Programme and Group Learning Programme

The individual learning plan/group learning plan will include:

  • Details from Class Teacher

  • Assessment results

  • Other relevant information, e.g. reports from other agencies

  • Learning strengths and attainments

  • Priority learning needs

  • Learning targets

  • Home work

  • School support checklists (NEPS)

Each plan will be monitored through teacher observation, the keeping of planning and progress records.

The Learning Support Teacher will maintain the following documentation in individualized files

  1. Individual or group Profile Learning Programme

  2. Short term planning and programme record

  3. Samples of written work

  4. Reading analysis records


The provision of learning support is in addition to the regular class teaching in English and Maths. Efforts are made to ensure that pupils do not miss out on the same curricular area each time they attend learning support.

The provision of learning support may include withdrawal of pupils from their classroom and/or in-class tuition. In-class support, if appropriate, will be jointly designed and monitored by the Class Teacher and Learning Support Teacher.

Continuing and Discontinuing Supplementary Teaching

In general children should not stay longer than is necessary in Supplementary teaching...

A decision may be made to continue /discontinue the provision of supplementary teaching, when necessary.

The criteria on which this decision is made include:

  • Has the pupil achieved some/all of the learning targets set?

  • Will the pupil be able to cope in the classroom learning context?

The decision-making process will involve consultation between the Class Teacher, Learning Support Teacher and parents. The NEPS psychologist may assist by advising on appropriate interventions or supporting the school staff in implementing them. In allocation of resources available under General Allocation Model account will also be taken of the overall learning support demands in the school.

Communication Strategies

The operation of an effective communication system between all parties involved in meeting the learning needs of the child is considered essential.

The various strands of this system include:

  • Meeting parents of Junior Infant children to explain school policies and how parents and teachers can work together for the benefit of pupils.

  • Informing parents of concerns regarding progress in school.

  • Consultation between Class teacher and Learning Support teacher following a low score on a screening test.

  • Consultation between Principal and/or Learning Support teacher and/or Class teacher and parents following a low score on a screening test, including the seeking of approval for diagnostic assessment and provision of supplementary teaching

  • Ongoing communication between the LST and the class teacher

  • Regular communication between the LST and parents.

Stage 3 School Support Plus.

Those pupils whose special educational needs are more complex and/or enduring are considered to be at Stage 3 in terms of the “Staged Approach to Assessment Identification and Programme Planning” (DES Special Education Circular 02/05). These pupils at Stage 3 will need intensive teaching support from the Resource Teacher including more focussed small group work or individual teaching and an individual educational plan. School Support Plus will involve personnel from outside the school and consultation with external appropriate agencies in the problem solving assessment and intervention process


To enable each child to fulfil his/her learning potential and to ensure equal access for all through the provision of support based on pupil need.


The aims of Special Educational Needs Teaching are:

  • To enable pupils with special learning needs to share with their peers as complete an educational experience as possible.

  • To develop positive self-esteem and positive attitudes about school and learning in the child.

  • To promote collaboration among the staff in the implementation of the whole school policies on special needs.

  • To establish effective communication structures for the involvement of parents and pupils with special educational needs.

Definition of Special Educational Needs:

We understand Special Educational Needs to be that as defined in the Report

by the Special Education Review Committee (1993):

“ those whose disabilities and /or circumstances prevent or hinder them from benefitting adequately from the education which is normally provided for pupils of the same age, or for whom the education which can generally be provided in the ordinary classroom is not sufficiently challenging.”

Steps which are in place to ensure that pupils with special educational needs are integrated into the life of the school and the classroom:

  • Awareness: Consultation with appropriate agencies –NEPS, HSE, NEWB, NCSE, SENO, CAMHS,. Communication with parents on a regular basis.

  • Organisation: differentiated tasks: Setting Targets

  • Encouragement: praise success

  • Behaviour: Sitting near teacher (to offer discreet help)

  • Educational Aids: concrete materials

  • Homework: All tasks will be within the capability of the pupil.

Procedures for the Early Identification/Screening/referral of pupils with Special Needs from within the school
A small number of pupils may arrive at school with significant needs that are immediately recognised. In such cases it will be appropriate to begin with a School Support Plus Plan.

In other cases the child’s level of need may only emerge when:

  1. Interventions at Classroom Support level and School Support level are not enough to fully meet the child’s special educational needs. The information from Classroom Support (Stage1) and School Support (Stage 2) work will provide the starting point for problem-solving at this level. The NEPS psychologist will be consulted at this stage.

  2. Parents inform the Principal or class teacher of a concern they have regarding their child.

  3. Concerns may arise following standardised testing and/or diagnostic testing.

  4. Following an event which impacts significantly on the child in school.

Procedures to be followed

  • The Principal will consult with the SENO, NEPS psychologist and appropriate agencies and seek appropriate assessment, with a view to qualifying for support from the Resource Teacher.

  • In the situation where parents refuse to grant consent for their child to attend for either a psychological assessment or learning support, a record of the offer and its rejection should be kept in the child’s file in the office

  • The Education Welfare Act 2000 authorizes the Board of Management with the consent of the parent of a child to arrange for a child to be assessed as to his or her intellectual, emotional and physical development (hereafter in this section referred to as an “assessment”) by such a person as may be determined by the Board with the concurrence of the parent Section 10-4.

  • Where a parent refuses to give consent the Board may apply to the Circuit Court for an order that an assessment of the child be carried out. “Where a parent refuses to give his consent under subsection (4), the Board may apply to the Circuit Court for an order that an assessment of the child be carried out.” Section 10-5.

  • The Principal and /or LST/Resource teacher/Class Teacher will meet with the parents to discuss the need for referral and to seek parental consent.

  • When parental consent has been received for a child to be assessed the Principal will arrange pre-assessment and post-assessment meetings between the parents, teachers, and the psychologist. Discussing pupil progress with the child’s parents will also be part of an on-going process of parent/teacher communication.

Role of the Resource Teacher at Stage 3 School Support Plus

The role of the resource teacher at Stage 3 is to provide support for children with special educational needs by:

  • Developing an Individual Educational Plan for each pupil in consultation with other The partners in education viz. parents , class, teacher , LS teacher and Principal.

  • A review of the work already done at Classroom Support and School Support levels will provide important information for a pupil’s IEP as will information gathered through parent interviews.

  • Assessing and recording the child’s needs and progress. Records of the results of diagnostic tests will be communicated to the class teacher and parents and kept in the pupil’s file in the administration office.

  • Consulting with class teachers with regard to pupil progress, text books and learning material, teaching strategies, differentiation and adapting the curriculum, parental concerns etc.

  • Managing Effective Interventions through direct teaching of the child small groups, on a one-to-one basis or within the mainstream class using a multi-sensory approach.

  • Advising class teachers in regard to adapting the curriculum, teaching strategies, text books, and other related matters.

  • Setting specific targets for each child and agreeing these with the class teacher.

  • Meeting and advising parents when necessary, accompanied by the class teacher as necessary.

  • Consulting and meeting with relevant professionals from external agencies in the child’s interest e.g. psychologists, speech and language therapists, art therapists visiting teachers and the SENO


  • The provision of resource teaching is in addition to regular teaching.

  • Time allocated per child will depend on the the hours authorized by the SENO.

  • Every effort will be made to ensure that pupils do not miss classes or miss out on the same curricular area each time they attend.


This policy will be reviewed in February 2015.

Ratification and Communication

This policy was ratified by the Board of Management of Scoil Iósaf on March 24th 2014.

A copy of the policy will be made available to teachers. It will be made available to parents on request.

Download 0.61 Mb.

Share with your friends:

The database is protected by copyright © 2020
send message

    Main page