School Improvement Plan for Rockbrook Park School 2016/17 All second level schools are now required to have school improvement plans (SIP) as part of a process of school self-evaluation. The Department of Education and Skills has requested that this plan would focus primarily on numeracy or literacy in the first years of the process. The SIP for Rockbrook Park School will focus on literacy for the three years from September 2014 to June 2017. A further three-year plan on numeracy commenced in September 2015. The third strand which will be on Assessment commences in September 2016. During 2015/2017 these plans are being augmented by a more particular focus in the school on subject co- ordination and enhanced teacher collaboration. School management, working with two staff facilitators will follow a plan which will lead to a greater sharing of ideas and resources, more cross-curricular collaboration, opportunities for teachers to reflect together on their work, greater integration between co- curricular activities and subject syllabi and a more collaborative approach in the development of educational resources in the school. Literacy Plan 2014-12017 and progress during 2014/16 In the context of literacy the main strengths of the school are identified as follows: • The school has a majority of students with a moderate-to-high literacy level, which helps to set high standards. A significant majority of students take subjects at Higher Level in the Junior Cert and a majority do so in the Leaving Cert. • There is a willing staff, which is motivated to learn more about literacy and how they can improve it in the school. • There is a very good staff-student relationship in the school, aiding the implementation of literacy improving measures. There are also good opportunities to promote literacy through co- curricular activities, especially through school clubs, leadership activities and Clanns. • There is a majority of school parents with a positive attitude towards literacy and its importance for their sons. Summary of main literacy areas prioritised for improvement The key literacy areas prioritised for improvement listed below have arisen out of meetings of the Literacy Team over a period of months in 2013/14 and from discussions at whole staff meetings. • Key area #1: Develop students’ capacities to comprehend written and verbal questioning and to respond appropriately to it. • Key area #2: Develop approaches that will enhance students’ verbal reasoning and communication skills across all subjects. • Key area #3: Provide greater access to books for students via classroom libraries and ebook programmes. Progress 2014/15: following on the end of year review these continue to be priorities. Some further discussion is needed on the best way to enhance Key area 3.
Transcript
School Improvement Plan for Rockbrook Park School 2016/17
All second level schools are now required to have school improvement plans (SIP) as part of a process of school self-evaluation. The Department of Education and Skills has requested that this plan would focus primarily on numeracy or literacy in the first years of the process. The SIP for Rockbrook Park School will
focus on literacy for the three years from September 2014 to June 2017. A further three-year plan on numeracy commenced in September 2015. The third strand which will be on Assessment commences in September 2016.
During 2015/2017 these plans are being augmented by a more particular focus in the school on subject co-ordination and enhanced teacher collaboration. School management, working with two staff facilitators will follow a plan which will lead to a greater sharing of ideas and resources, more cross-curricular collaboration, opportunities for teachers to reflect together on their work, greater integration between co-curricular activities and subject syllabi and a more collaborative approach in the development of
educational resources in the school.
Literacy Plan 2014-12017 and progress during 2014/16
In the context of literacy the main strengths of the school are identified as follows:
• The school has a majority of students with a moderate-to-high literacy level, which helps to set high standards. A significant majority of students take subjects at Higher Level in the Junior
Cert and a majority do so in the Leaving Cert.
• There is a willing staff, which is motivated to learn more about literacy and how they can
improve it in the school.
• There is a very good staff-student relationship in the school, aiding the implementation of literacy improving measures. There are also good opportunities to promote literacy through co-
curricular activities, especially through school clubs, leadership activities and Clanns.
• There is a majority of school parents with a positive attitude towards literacy and its
importance for their sons.
Summary of main literacy areas prioritised for improvement
The key literacy areas prioritised for improvement listed below have arisen out of meetings of the Literacy
Team over a period of months in 2013/14 and from discussions at whole staff meetings.
• Key area #1: Develop students’ capacities to comprehend written and verbal questioning and to respond appropriately to it.
• Key area #2: Develop approaches that will enhance students’ verbal reasoning and communication skills across all subjects.
• Key area #3: Provide greater access to books for students via classroom libraries and ebook
programmes.
Progress 2014/15: following on the end of year review these continue to be priorities. Some further discussion is needed on the best way to enhance Key area 3.
The following actions support the implementation of School Improvement Plan in literacy
• Integrate staff reviews of the whole school literacy plan regularly in staff meetings and in staff communications, to keep the issue alive and developing.
• Integrate literacy development into Clann and clubs activities.
• Provide financial support where necessary to support literacy initiatives, for instance in the development of library facilities.
• Implement a range of specific actions around learner experience and teacher practise (see specific targets below).
Progress 2014/15: the plan was regularly reviewed at staff meetings but there was never enough
time available. A noticeboard was established which was relatively successful. The valuable resource of clubs and clanns needs more focus in helping to achieve targets. The stronger emphasis
on subject coordination and the appointment of facilitators for subject meetings will help deepen the literacy focus during 2015/16.
The specific targets for each key area of the literacy plan and the progress made in 2014/16 are listed
below. While these targets concentrate on actions involving teachers and students the support of the home is a vital part of implementing literacy improvements. The sharing of this plan is but a first step in engaging parents in effecting improvements. Given the small school population and the absence to date of
appropriate testing tools standardised to national norms we were wary of setting aspirational percentage
targets in this plan which may be meaningless. The progress made in 2014/16 on the targets set is also
detailed below.
KEY AREA #1
Develop students’ capacities to comprehend written and verbal questioning and to respond appropriately
to it.
Target Type Action(s) Person(s)
responsible Measure(s) of
success Review schedule
KA1/1 Students will have
easy access in each
classroom to the
meanings of the
standard key words
used in
questioning.
Environmental Classrooms will
display these key
words and their
meanings in a
prominent place for
students to see
throughout the
year.
Students/teachers:
4th years guide 1st
and 2nd years to
make the display
and introduce them
to Blooms
Taxonomy in the
process. Teachers
do it with 3rd, 5th
and 6th years.
Students will
make us of the
display before
attempting to
answers questions.
Continuous
KA1/2 Teachers will
more consciously
use AfL in
increasing student
capacities in
responding to
questioning.
Skill – teacher The teacher will
ask students, prior
to them answering
questions, to
explain the key
words in the
question and how
these words will
shape the answer.
Teachers Students will
provide more
appropriate
answers
more
consistently.
Continuous
KA1/3 Students will learn
how meaning is
constructed as
written questions
i.e. learn how
learning is captured
in written
assessment.
Skill – student Students will, for
some exams,
contribute to (or
wholly take control
of) the creation of
the exam paper.
Students initially.
Teachers will
need to review the
work for
coherency etc.
Students
contribute
meaningfully
constructed
questions to their
own exams.
Assessment of
impact to be made
after each set of
exams to which
students
contributed in this
manner.
KA1/4
Students will feel
free to promote the
use of the key
words within their
own questioning in
the classroom.
Attitudinal Teachers will
prompt students to
use key words
when asking
questions of the
teacher.
Teachers Students use
key words when
questioning the
teacher.
Continuous
Progress made during 2014/16
KA1/1 14/15: This was implemented in a limited but effective way, with a few teachers taking a strong lead. A parallel aim in numeracy for 2015/16 will help in greater implementation. TY for 15/16 can undertake the project outlined with 1st & 2nd years. Teachers to dedicate a class to this early on in year. 15/16: Good classroom displays of keywords in 5 classrooms. In some cases these are used during lessons, and prove helpful.
KA1/2 14/15: There was consistent emphasis on this during the year in staff meetings and teachers responded well. It was an important focus with students receiving resource support. Discussed also in some subject coordination meetings. A good time for teachers to review questioning is when homework is being assigned. 15/16: Students are asked to express questions in their own words in approximately half of their classes (English, RE, History, Maths, Economics, Geography). This is an effective method in improving student performance.
KA1/3 14/15: There is more awareness among staff and students on this, but only on a few occasions during the year were students writing their own test/exam questions. Not really attempted during 2015/16
KA1/4 14/15: More sharing among staff of results in staff meetings is required to get an understanding or measure of how this target is being achieved. 15/16: Students are now asked to repeat questions using appropriate language in many subjects.
KEY AREA #2:
Develop approaches that will enhance students’ verbal reasoning and communication skills across all
subjects.
Target Type Action(s) Person(s)
responsible Measure(s) of
success Review schedule
KA2/1 Teachers to include
classroom debates
and student
discussions in their
teaching
methodologies.
Attitudinal Skill - Student
Teachers will
arrange for
students to debate
topics in class
Teachers Improvement in
students’ abilities
and willingness to
speak in public and
improve their
debating skills.
Continuous
Teachers to share
their experiences of
the inclusion of
classroom debates
in their staff
meeting.
KA2/2 Wider
promotion of
and increased
participation by
students, in
debating clubs.
Skill - Student Use of senior
students to train 1st
and 2nd year
students in debate
techniques. Greater
promotion of
debating club and
improved access to
debating club.
Teachers/ Senior Students
Greater
participation in
debating
competitions.
Increase in the
number of debates
held in the school.
Bi-Monthly
KA2/3 Increased use of Group work during
classes.
Skill - Student Teachers will
endeavour to
increase their use of
group work as a
teaching
methodology.
Teacher Increase in amount
of group projects
which the students
are engaged in.
Continuous
Teachers to share
their experiences of
the use of group
work in their staff
meetings.
Progress made during 2014/16
KA2/1 14/15: Classroom debates and equivalent activities were experimented with by several teachers at times during year, but not consistently. Experiences in this regard were shared verbally among staff in staff meetings. This has helped in raising greater awareness of debates during the year. Students now contribute reasonably regularly to school assembly. Students gave talks to groups of other students on trips. Students more willing to ask good quality questions of visitors to class or school. Students more proactive in explaining the school as part of the Open Day programme. Teachers need to be alert to quieter students so that they don’t disengage when classrooms discussions take place. 15/16: Some teachers using debate in classroom and also use written debate as homework. Some teachers more at home with this method than others. Difficulties expressed around planning the expected outcomes.
KA2/2 14/15: The Debating Clubs maintained activity throughout the year in terms of weekly debates. More junior competitive inter-school debates are required. The serious senior debaters were very active in competition but not in terms of internal school debating. The promotion of more clann debates and the success of the year-end staff-student debate will lead to more progress in 2015/16. Greater profile to Club of the Year can give better profile to clubs, and a fuller student engagement in same.
15/16: Senior debating club worked well during the year (designated Club of the Year). High quality debates at lunchtime well attended. Major school debate on Proclamation Day a success. Need to get seniors more involved in training 1st & 2nd years in 2016/17.
KA2/3 14/15: The literacy noticeboard was well used to promote group work in classrooms. Some experiences were shared verbally among staff at three staff meetings in this regard. Time, especially lack of double periods, was a problem, but double periods raise other issues. Group work works better at the end of a chapter/topic, as everyone has something to contribute. Also can more easily develop it systematically into a teacher’s plan. 15/16: Group work used by some teachers to review topics or in games based activities. It leads to a more positive engagement especially from the less academic students.
KEY AREA #3:
Provide greater access to books for students via classroom libraries and e-book programmes.
Target Type Action(s) Person(s)
responsible Measure(s) of
success Review schedule
KA3/1 Access to a greater
variety of books in
the school
Environmental The school will
either provide
funding for books
or students will
donate books
Board of Management / Principal / Student Council
Students using a
book rental
programme on a
continuous basis
Continuous
KA3/2 Establish
classroom-based
themed libraries
Environmental Each classroom in
the school to have
bookshelves
Board of Management / Principal /
Teachers
Appropriate
books in each
classroom which
can be used as a
source of
discussion
End of first term
KA3/3 Develop a more
practical school
library
Environmental A full review of all
literature currently
on the shelves
should be
conducted Literature geared
towards specific
debate topics etc.
Teachers / Student
Council Greater utilisation
of the school
library for projects
and debates
End of first term
KA3/4 Develop a
schoolwide book
rental programme
Teacher Design a book
rental programme
for the school as a
whole rather than
individual teacher
programmes
Principal /
Teachers This will depend
upon the
availability of
books
End of first term
KA3/5 Incorporate
ebooks into
the school
literacy
programme
Teacher / students Attitudinal
All Surface tablets
should have
downloaded onto
them a number of
core texts
Teachers / Student
Council Teachers and
students regularly
using tablets for
reading purposes
Continuous
KA3/6 Establish a
culture of
reading, using
the Great
Books
programme
Teacher/student Trial a Great
Books short
course in 2014/15
Principal/teachers Attitude of
students to
reading &
seeking to
understand
characters
End of first and
third terms
Progress during 2014/16
KA3/1 14/15: The task requires a champion in 2015/16 once the space is available (see KA3/2).
KA3/2 14/15: Small progress in this regard (in that more books were made available in various classrooms). Agreed to install bookshelves in all classrooms over the summer where practicable to help build up subject libraries during 2015/16. The now more frequent subject meetings have helped in the coordination of these plans
KA3/3 14/15: No progress. Current library shelves not really accessible. A champion needs to be appointed. Progress hampered by lack of conviction of libraries over internet. Requests for more desktop to be made available to students. 15/16 for KA3/1,2,3: Some teachers have supplied books and maintained small class libraries. Small numbers of students make good use of such facilities. More suitable library shelves have been identified and are being put in more rooms which will lead to an increase in library activity. Classroom libraries are the way forward. No uniform enthusiasm for ebooks. Some specific budget needs to be supplied for book purchase. Book week was more low key in 2016; ‘Your teacher is reading’ notices were effective, but such efforts need to be sustained for longer during the year, or formalized more
KA3/4 14/15: No progress & unrealistic at present. It is more realistic for each subject teacher to manage a class library and some resources from school clubs given to that in 2014/15. 15/16: Class libraries require attention and easier to manage than anything schoolwide. Book sales happened on two occasions (one student and one for staff) – should be encouraged more. Writers to be invited to the school in 2017. Consider if a student book club can be established/promoted, perhaps via the Great Books subject teacher.
KA3/5 14/15: Tablets optional for first years & very few students have taken up this. Book Week was very successful in promoting the reading of books and in students & teachers sharing ideas about books. The Week included teachers sharing what they were reading, a junior literacy quiz organized by TY, a lively book swap event. 15/16: Great Books programme has successfully used Kindle.
KA3/6 14/15: This first year GB programme started successfully and has stimulated the interest of students, laying a strong foundation laid for further development as a JC Short Course. Also has helped students in understanding character, and developed their capacity to analyse themselves and others. This programme will run in 1st and 2nd year in 2015/16. 15/16: Great Books programme has worked well over the two years. Not developing as a short course yet, due to continuing uncertainty re new Junior Cycle, but will continue with it as a literacy support. Will be reviewed and revamped for 2016/17
Numeracy Plan Sept 2015 – June 2018
In the context of numeracy the main strengths of the school are identified as follows:
• The school has a significant majority of students with a moderate-to-high numeracy levels.
A significant majority of students take subjects at Higher Level in the Junior Cert (a very high 85%
doing higher Maths in Junior Cert in 2015) and a majority do so in the Leaving Cert.
• There is a willing Mathematics staff, which is motivated to improve numeracy, and
Business, Geography and Science departments are also keen to cooperate.
• There is a very good staff-student relationship in the school, and parents have a positive
approach to any developments rolled out by the school.
Summary of main numeracy areas prioritised for improvement
The key areas prioritised for improvement listed below have arisen out of meetings of the Numeracy team
in early 2015, from discussion at whole staff meetings and from information collected from teachers in other subject departments and from survey of parents – primarily in first year. The team was also keen to
develop numeracy targets which would tie in with the school’s literacy approaches and would also reflect
aspects of the new Project Maths curriculum.
• Key area #1: Develop students’ capacities to comprehend written and verbal questioning around mathematical concepts and to respond appropriately to it. In short, that students would better understand and use the language of Maths.
• Key area #2: Make mental mathematics an embedded process across all numeracy
elements in the school curriculum.
• Key area #3: Co-ordinate the teaching of Mathematics in the junior years to facilitate the
use of numeracy in other subjects, in particular Science and Business Studies.
The following actions will support the implementation of School Improvement Plan in numeracy
• Integrate staff reviews of the whole school numeracy plan regularly in staff meetings and
in staff communications, to keep the issue alive and developing.
• Utilise the increasing emphasis within the school on subject meetings and teacher
collaboration to promote numeracy (and literacy) plans
• Implement a range of specific actions around learner experience and teacher practise (see
specific targets below).
The specific targets for each key area of the numeracy plan are listed below, as are the outcomes for the
plan in 2015/16
The recent emergence of appropriate testing tools standardised to national norms will allow us to measure improvements, year on year, commencing with the incoming 2016 first year group.
KEY AREA #1
Develop students’ capacities to comprehend written and verbal questioning around mathematical concepts and to respond appropriately to it. In short, that students would better understand the language of Maths.
Target Action(s) Measure(s) of success Review schedule
KA1/1 Students will have easy
access in subject
classrooms to the meanings
of key words related to
numeracy and Maths.
Maths, Geog & Business
classrooms will display
these key words and their
meanings in a prominent
place for students to see
throughout the year.
Students will make us of
the display before
attempting to answers
questions.
Continuous
KA1/2 Teachers will more
consciously use AfL in
increasing student
capacities in responding to
questioning.
The teacher will ask
students, prior to them
answering questions, to
explain the key words in
the question and how these
words will shape the
answer.
Students will provide
more appropriate
answers more
consistently.
Continuous
KA1/3
Students will learn how
meaning is constructed as
written questions i.e. learn
how learning is captured in
written assessment.
Students will, for some
exams, contribute to (or
wholly take control of) the
creation of the exam paper.
Students contribute
meaningfully constructed
questions to their own
exams.
Assessment of impact to be
made after each set of
exams to which students
contributed in this manner.
KA1/4 Students will feel free to
promote the use of the key
words within their own
questioning in the
classroom.
Teachers will prompt
students to use key words
when asking questions of
the teacher.
Students use key words
when questioning the
teacher.
Continuous
Progress made during 2015/16
KA1/1 Keywords displayed and regularly used in most maths classrooms. Displays are good and students find these helpful.
KA1/2 As with literacy, students are asked to explain questions in their own words, often before he receives teacher assistance.
KA1/3 No advance on this aim. Tried once, but time element involved has limited teachers’ enthusiasm
KA1/4 Students asked to express questions in a more mathematical way.
KEY AREA #2:
Make mental mathematics an embedded process across all numeracy elements in the school curriculum
Target Action(s) Measure(s) of success Review schedule
KA2/1 Teachers to include mental
maths quizzes in their
teaching.
Teachers will continually
question students both on
their numerical fluency
and their capacity to
estimate.
Peer assessment to be
used where possible.
The use of calculators
will be avoided in 1st
year.
Improvement in students’
willingness to respond to
questions and to think
mathematically. Degree of interest
generated in classroom
quizzes.
Continuous. Maths teachers
in particular to share their
experiences of mental
quizzes.
KA2/2 Wider promotion of and
increased participation
by students in
mathematics, business
and science
competitions.
Use of senior students
through Clubs (e.g. Maths,
Science) to help students be
more at ease with Maths.
Teachers to promote
specific Maths
competitions.
Greater participation in
relevant competitions.
Greater participation by
weaker students in Maths
Zone club.
More Maths competitions
as part of Clann activity.
Review at every Maths
department subject meeting
KEY AREA #3: Co-ordinate the teaching of Mathematics in the junior years to facilitate the use of numeracy in other
subjects, in particular Science, Geography and Business Studies.
Target Action(s) Measure(s) of success Review schedule
KA3/1 Establish a list of key
numeracy competencies
that require coordination
Maths Dept will establish
an agreed method of
teaching these
competencies across all
relevant subjects
Students will get a good
cross-curricular sense of
the importance of
certain mathematical
tasks
Continuous
KA3/2 Implement a standard
timetable for the teaching
of these key mathematical
competencies in 1st -3rd
years
Subject plans in Maths,
Science, Geog &
Business will be adapted
to ensure proper
reinforcement of key
competencies.
Book scoops to be
considered in year 2.
Programmes of study in
these subjects will reflect
this cross-curricular
coordination.
Each term by Maths
Department
KA3/3 Use standardised
testing tools to evaluate
students’ abilities in
basic mathematical
competencies,
especially those with a
cross-curricular
dimension.
Implementing standardised
testing with incoming first
years in 2015, 2016, 2017
and follow up with 2nd year
testing.
Results emerging from
standardised testing.
Ability to identify (and
afterwards respond to)
specific numeracy needs
of weaker students or
students with learning
issues.
Each term
Progress made during 2015/16 KA3/1 Key skills for first and second year agreed on by Maths department by year end. Discussion on these
with Science.
KA3/2 Progress made in timing around covering certain topics. However no full agreement around the best time to stream. Indications to date suggest streaming into a Higher and a Higher/Ordinary class in 2nd year as the most suitable class division, based on maths level of our student intake.
KA3/3 Standardized tests investigated. Expect to implement a system around Maths in 2016/17.
School Improvement Plan: Third strand commencing 2016/`17 – Assessment
School staff have agreed (April 2016) to review and improve our assessment practices during 2016 - 2019.
Context and strengths
In the context of assessment practices the main strengths of the school are identified as follows:
We have a robust internal exam system which the students take seriously and we provide good
ongoing feedback to parents. However the exam and reporting system absorbs time, some of
which might be better spent providing more formative assessment to students.
The internal exam system generally fits in well with the public exam system, with syllabi
completed in time and exam practice obtained by students. It is not clear if sufficient exam
practice is obtained. The rankings in Junior Cert and Leaving Cert usually reflect the class rankings
in internal exams.
We currently have a teacher-collaboration plan underway for the past year which has led to an
identification of the skills we wish students to acquire at certain levels in some subjects. We are
now believe it is a good time to look at how we assess those skills. We also wish to see if our
internal assessment practices can give better quality feedback to students (and parents), can help
students to evaluate their own work better, encourage better learning among our students and
further help to improve their external examination results at both Junior Certificate and Leaving
Certificate level.
Summary of main assessment areas prioritised for improvement
Following on some staff discussions these are a summary of the main assessment areas prioritised for
improvement over the next three years.
Key area #1: review summative assessment practices to ensure that these are comprehensive and to
streamline these with feedback mechanisms to parents and students
Key area #2: examine the use of learning intentions and success criteria in approach to classwork
Key area #3: review the use of effective questioning in classroom and in summative examinations
Key area #4: review formative assessment feedback approaches (i.e. assessment for learning) that are
currently used and improve their effectiveness.
During 2016/17, the initial priority will be on our summative assessment approaches and the assessment
and marking of homework, i.e. Key area #1 and Key area #4, as we seek to re-balance the time given to
exams and to formative class assessment. The targets set under Key area #2 and Key area #3 will be
further refined during 2017. Thus, in subsequent years, the focus of the effort will shift to classroom
practice (including learning intentions, success criteria, effective questioning and formative feedback,).
The following actions support the implementation of the School Improvement Plan in assessment
The plan will be discussed at staff meetings (four meetings) during the year ahead.
The school’s ongoing teacher-collaboration initiative will focus, in 2016/17, on assessment
methods within subjects to better align assessment with the acquiring of necessary skills.
A range of specific actions around management approaches, teacher practice and learner
experience will be implemented over the three-year period.
Some of these actions are outlined below. This series of actions will be augmented in 2017 and
after, as the review of assessment methods progress.
Specific actions around Assessment for Rockbrook Park School 2016/17 (part 3 of SIP)
KEY AREA #1
- review summative assessment practices to ensure that these are comprehensive and to
streamline these with feedback mechanisms to parents and students
Target Type Action(s) Person(s)
responsible Measure(s) of
success Review
schedule
KA1/1 Streamline exam system to enhance student experience and ensure comprehensiveness. Include a review of practicalities of timing, exam paper production, exam supervision.
Environmental New exam timetable and exam procedures to be developed through 2016/17
Management.
Quality of exam atmosphere at exam time. Enough assessment time available in each subject area. Reports cards issued on time.
Ongoing, but especially at year end – April 2017
KA1/2 Link exam system to feedback provided to parents.
Environmental Teacher- skill
Greater immediate availability of results to all staff. System for whole staff review of results following on exams Exam results to be available prior to parent-teacher meetings. Sharing of answer papers at parent-teacher meetings with parents for junior years.
Teachers Parent satisfaction with exam feedback (via questionnaire)
Year end – April 2017, 2018.
KA1/3 Consider suitability & range of information communicated to parents in post-exam reports
Environmental Explore capabilities of Serco system for reports. Review report card systems used elsewhere.
Management
Agreement re revised report cards for 2017/18
January 2017, May 2017, January 2018, May 2018
KA1/4 Allow for aural and oral exams in the revised system
Environmental Skill – teacher
Time available for aural & orals in language subjects Co-operation among teachers in aural/oral evaluation
Teachers, primarily language subjects
At least one set of assessments annually in aural/oral. Involvement of senior students in assessment of juniors. Parents provided with feedback on aural & oral skills.
Review March 2017, March 2018
KA1/5
Ensure projects in TY are appropriate substitute for exam- based learning & also support the teamwork skills aims of TY.
Skill – teacher Skills - students
Provide input to TY on what constitutes quality in a project. Co-ordination of projects through the year. Development of group projects.
Teachers TY coordinator
Report cards reflect achievements, especially around team projects.
Review four times annually – especially TY coordinator with management.
KEY AREA #2:
- examine the use of learning intentions and success criteria in approach to classwork
Target Type Action(s) Person(s)
responsible Measure(s) of
success Review
schedule
KA2/1 Relate identified skills to be acquired at each level to learning intentions and success criteria
All teachers Seminar on learning intentions and success criteria for all staff in 2017. Further development of this target in 2018.
Management. All teachers
Teachers regularly using success criteria and explaining this use to students
First review of target & greater clarification of same for September 2017
KA2/2 Review use of standardised testing to measure skills acquired
Environmental Teacher- skill
Teacher upskilled in use of standardised tests Budget implications considered. Skills shared with staff during 2018
Management Teacher to be upskilled
Use of appropriate standardised testing and sharing outcomes with parents as appropriate.
Year end – April 2018, 2019.
KA2/3 Review how study is used in class preparation with a view to getting more from class learning
All teachers Student skill
Teachers to learn of value to students of pre-class study. Students to be helped develop an appreciation of same.
Management Silent work being done in advance of covering new topics
Commence action in 2017/18
KEY AREA #3:
- review the use of effective questioning in classroom and in summative examinations
Target Type Action(s) Person(s)
responsible Measure(s) of
success Review
schedule
KA3/1 All teachers to appreciate what is effective questioning.
Teachers - skills
Seminar on effective questioning for all staff in 2018. Further development of this target in 2018.
Management. All teachers
Teachers improving quality of internal exam papers Move towards standardisation of exam papers
First review of target & greater clarification of same for September 2018
KA3/2 Close correlation of internal exam results to public examinations
Teacher- skills
Teacher to regularly compare public exam results with internal exam results to establish internal norms
Management All teachers
Correlation between public exam results and house exam results for students
Year end – April 2019
KEY AREA #4: - review formative feedback approaches currently used and their effectiveness
Target Type Action(s) Person(s)
responsible Measure(s) of
success Review schedule
KA4/1 All teachers to review their use of formative feedback with a view to greater adoption of related AfL techniques
Teachers - skills Student skills
Seminar on formative feedback for all staff in 2017. Further development of this target in 2017.
Management. All teachers
More feedback provided in homework copybooks. Students valuing copybooks. Improved approach to homework and improved quality of homework among students.
First review of target & greater clarification of same for September 2017
Appendix to SIP June 2016 Schools are required to have certain policies in place as part of their permanent school plan.
What area of school life does the policy deal with and what is the aim of the
policy?
Has the policy been
approved by the Board
of Management?
Enrolment policy
Section 15 of the Education Act 1998 obliges schools to have and publish an
enrolment policy that respects the principles of equality and parental choice
Yes
Code of behaviour
Section 23, Education (Welfare) Act 2000, and the 2008 National Educational
Welfare Board Guidelines set out regulations and good practice for schools to follow
when drawing up and implementing a code of behaviour. This good practice includes
consultation with parents and students.
Yes
Anti-bullying procedures
The Department’s Anti-bullying Procedures for Primary and Post-primary Schools,
2013, set out the measures that schools are required to have in place.
Yes
Attendance and participation strategy
Section 22 Education Welfare Act 2000 requires schools to develop a strategy to
support high levels of student attendance and participation in school life. Parents
have a very important role and responsibility in this area.
Yes
Health and Safety Statement
All schools should have a health and safety statement that is regularly reviewed (see
Section 20 Health and Safety Act 2005)
Yes
Data protection
School procedures relating to gathering, storing and sharing data on students should
comply with data protection legislation - Data Protection Act 1988 and Data
Protection (Amendment Act) 2003
Yes
Special education needs policy
Various pieces of equality and education legislation, especially the Education for
Persons with Special Education Needs Act (EPSEN) 2004, require schools to be
inclusive of students with special educational needs and to provide for them
appropriately using the resources available
Yes
Social, personal and health education(SPHE)/Relationships and sexuality
education (RSE) policy
Schools are required by various circulars to provide SPHE in the junior cycle and
RSE throughout the school, and to have policies to support this provision.
Yes
Substance use policy
The National Drugs Strategy and Department guidelines require schools to develop
and implement a substance use policy in consultation with parents and students, and
other relevant agencies
Yes
Internet acceptable use policy
Schools should have and implement a policy to instruct students on safe and
responsible use of the internet. Parents have a key role to play in this area. See
