Senior Infant Presentation - For Blog

7/27/2019 Senior Infant Presentation - For Blog

1/46

Welcome back toBelmayne Educate Together

Senior Infant Parents!


2/46

First of all a huge welcome back to Senior Infants andBelmayne ETNS.

The first few weeks have been about getting the childrenback into a routine and hitting the ground running.

Theyre a fantastic group of children.

Very happy with how the children have settled. Making new friends.

Feeling safe and secure in school.

School as a warm and positive place where children can

grow and develop.

Welcome


3/46

Not a one one meeting

Parent / Teacher meetings take place in February. Reports

will be sent home before the meeting. If there is anything that you would like to discuss

throughout the year please feel free to approach me andmake an appointment.

I cant meet Parents in the Morning

Check out my blog

Send me an email [email protected]

HSCL Eoghan

Eoghans role

General Information


4/46

We have a very active Parents Council

Maeve McNeil is the Chairperson Parents meet once a month to organise events for

parents e.g. picnic, organise the open day, help toinform school policies.

Parent Reps AGM coming up on 23rd of October in the Hilton

Hotel.

Elections taking place to elect new council.

Parents Council


5/46

School starts at 8.30

Children to be in the line at 8.30 Lessons begin straight away

A lot is covered early in the morning so its crucial thatchildren are in on time.

Topics will not be re taught. These lessons are crucial building blocks in a childs

educational journey.

Attendance and Punctuality


6/46

Under the Act, a school is obliged to report to the NEWBevery time:

a student has reached 20 days absence cumulatively

a Principal is concerned about a student's attendance

including punctuality

NEWB


7/46

At least one writing page from Jolly Phonics a night

Will be introducing a Maths Page soon.

Team Teaching will be giving homework on occasion.

Reading

Homework should take no more than 2omins. Reading together.

Homework


8/46

90 mins a day

Integrated between SESE/SPHE/Ethics

Reading

Writing

Oral Language Development

Jolly Phonics

English


9/46

English

Oral language development.

Poetry.

News. Who, where, what etc...

Songs. Adding a line Circle Time. I like school when

Posters. Autumn, animals, the sea etc...

Oral language development.


10/46

Jolly Phonics

Jolly Phonics is a programmedesigned to help children to learn

how to read and write.

Jolly Phonics is revised until

Christmas with differentiated work to

expand their existing knowledge.


11/46

Reading from the board Reading their class readers Sails Readers Big Books Wonderland, This Is The Bear etc

Blending, word and sound identification, concepts of printleft to right orientation, full stops, capital letters, spacesetc

Poems Songs

Library Reading their daily news Reading with Teachers Reading aloud

Reading


12/46

3 steps to help. Partner Reading, Echo Reading and Choral Reading.

This is the approach to use nightly as you practice reading with yourchild.

First, Partner Reading Parent reads the pages aloud to the child.

Next, Echo Reading - In echo reading, the parent reads a shortsegment of text (a sentence or two) and the student echoes back thesame sentence or phrase while following along in the text. Whenstudents are reading with some degree of fluency, you may choose toalternate taking the lead in echo reading.

Finally, Choral Reading your child reads along with you. Whenpracticing choral reading, your child must be able to see the same textthat you are reading. They might follow along as you read from thebook, or they might read from their own copy of the book you arereading.

Reading With Your Child


13/46

Before you begin;

Set aside special reading time (and a special readingplace) if possible. Setting a designated reading timehelps in several ways. First, it allows a parent to plan

their day more effectively and make time for reading.It also helps the child, especially reluctant readers, tothink of reading as a normal scheduled daily activity.

Continued


14/46

As you read;

When reading a book, point word by word as youread. This will help your child learn that reading goesfrom left to right and understand that the word he or

she says is the word he or she sees.

When you come to a new word, take this opportunityto talk about it in interesting ways that your child willenjoy and learn from. For example, I must pack my

bag. Why would you pack a bag?, What would youpack in a bag? Draw out your childs understanding ofthe word.

Continued


15/46

Stop and ask about the pictures and about what ishappening in the story. This provides an opportunityfor your child to use the language that they will read.

Read with emotion. Reading with emotion draws achild into the story in a way that is much morememorable and enjoyable. It also helps them tobetter understand how words can describesomething sad, happy, or exciting.

Let your child turn the pages. Besides, beingenjoyable, this activity helps more active children stayfocused on the book.

Continued


16/46

If your child needs a little help when reading this ishow you can help them:

1. Give them time to think.

2. Remind them to check the picture and think aboutthe story.

3. Encourage them to go back and read again.

4. Help them think about the story.

5. Ask them to start a tricky word with the firstsounds that they see.

6. Help them find a part of the word they might know.

Continued


17/46

DEAR / USSR time in class.

Read as much as you can with your child.

A love of books will help to encourage anddevelop their fluency and comprehension skills.

A little chat about a new book, what mighthappen, did they like the story, who were theirfavourite characters etc

continued


18/46


19/46

When practicing a writing work activity with your childplease ensure that you follow the procedure below, it willhelp to ensure that your child's work is neat and tidy.Make sure that your child is sitting at a table or desk with

their two feet on the floor and their back straight in thechair.

Place their worksheet in front of them on the table at aslight angle with their pencil on top.

Ask your child to bring down their writing hand and pick up

the pencil with their thumb and fore finger. Your child's other hand should be placed at the top of the

page

Your child should hold the pencil using the tri pod grip.Please see the pictures below.

Continued


20/46

Hold pencil between thumb andforefinger.


21/46

Tri Pod Grip


22/46

Place your other hand on the tableabove the page.


23/46

Enables the children to write everyday without

worrying if they are right or wrong. Free writingcopies are never corrected, just looked at.

Helps them to learn to write by writing.

Helps them to assign a message to a written pieceof text.

Helps them to take what they are learning informal writing lessons and practice.

Free writing reinforces their understanding of theconventions of writing i.e. left to right orientation.

This is part of the First Steps writing Programme.

Free Writing Copies Why?


24/46

The Irish language is one of the three coresubjects and the language is valued and usedthroughout our school.

Irish is taught by all teachers in all classes everyday. We also use Irish informally throughout the day

e.g. Dun an doras!

We greet each other on the corridors, in the yardand in the classrooms in Irish. Topics An Teach, M Fin, Bragin. Seachtain Na Gaeilge

Gaeilge/Irish


25/46

50 mins of Maths per day Strands: EMA, Number, Algebra, Shape and Space,

Measures and Data.

EMA Ordering numbers, sets i.e. by how many in each etc..Number

Analysis of number: 4+2=6/3+3=6 Number formation, counting objects in a set, things in the

environment, who has more less, how many more Addition: Adding 2 numbers, 3 numbers etc Sum Copies.

Maths


26/46

Estimating and recording, concrete Materials

Subtraction

Algebra

Extending patterns using colours, shapes.Space and shape:

The language of spatial awareness beside, on top of,underneath, left and right.

2 D/3D shapes:

Measures

Weight, Time, length

Time o'clock, half past, morning, evening,

Continued


27/46

How long is a minute? Concept of time - Timers etc

Data

Making charts

Gathering Data

Continued


28/46

The Seasons

People at Work

Water Where we find it at home, in school etc... Living things Animals: Sea creatures

The Environment Green schools, composting,recycling.

Myths and legends, C Chulainn, Children of Lir,timelines as I grow I change, sequencing eventsbirthdays, stories start, middle and end etc

SESEHistory/Geography/Science


29/46

Paint and colour.

Experimenting with paint and colour to makevolcanoes.

Mixing colours

Drawing. Drawing free hand, objects from a far i.e atree, the school.

Looking and responding to other paintings and the

work of others. Oil pastels One Love Sign

Construction Integrated with English

Visual Arts


30/46

Collage:

Halloween collage of witches hat, pumkin, paintingwitches, skeletons etc...

Clay:

Experimenting with clay to make pinch pots and

Diwali lamps e.g.

Any parents interested in coming in to help with art???

Continued


31/46

Song Singing almost daily, contemporary music 'Don'tworry', 'The More we get together', All you need islove' etc...

Dynamics, tempo, rhythm, etc

Percussion instruments:

The children play along to the music while clapping,tapping, beating a rhythm etc...

Listening and responding:

How a song makes them feel? Happy, sad etc. Using

music to explore emotions.

Music


32/46

Thursdays and Fridays Appropriate Clothing

Gaelic football and hurling. Neil from the Gaa. Alsoduring designated PE times.

Soccer.

Athletics, running, jumping, relays

Playground games ship sea shore etc...

Dance and gymnastics after Christmas.

Outdoor and Adventure

Physical Education


33/46

Myself Personal strengths, strengths of others.

Feelings and emotions name and identify feelings.

How I felt in a new school, being excluded from

games. Who to discuss feelings and emotions with parents,

teacher, someone you trust.

How actions affect the feeling of others

Friendship What makes a good friend etc...

Walk Tall / Stay Safe Programme

Talk to your children at home if they discuss recentevents from the news.

SPHE


34/46

http://www.nspcc.org.uk/help-and-advice/for-

parents/keeping-your-child-safe/the-underwear-rule

http://www.ispcc.ie/how-we-can-help/safety-tips-for-parents/4990

Useful Websites
http://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rulehttp://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rulehttp://www.ispcc.ie/how-we-can-help/safety-tips-for-parents/4990http://www.ispcc.ie/how-we-can-help/safety-tips-for-parents/4990http://www.ispcc.ie/how-we-can-help/safety-tips-for-parents/4990http://www.ispcc.ie/how-we-can-help/safety-tips-for-parents/4990http://www.ispcc.ie/how-we-can-help/safety-tips-for-parents/4990http://www.ispcc.ie/how-we-can-help/safety-tips-for-parents/4990http://www.ispcc.ie/how-we-can-help/safety-tips-for-parents/4990http://www.ispcc.ie/how-we-can-help/safety-tips-for-parents/4990http://www.ispcc.ie/how-we-can-help/safety-tips-for-parents/4990http://www.ispcc.ie/how-we-can-help/safety-tips-for-parents/4990http://www.ispcc.ie/how-we-can-help/safety-tips-for-parents/4990http://www.ispcc.ie/how-we-can-help/safety-tips-for-parents/4990http://www.ispcc.ie/how-we-can-help/safety-tips-for-parents/4990http://www.ispcc.ie/how-we-can-help/safety-tips-for-parents/4990http://www.ispcc.ie/how-we-can-help/safety-tips-for-parents/4990http://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rulehttp://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rulehttp://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rulehttp://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rulehttp://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rulehttp://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rulehttp://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rulehttp://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rulehttp://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rulehttp://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rulehttp://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rulehttp://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rulehttp://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rulehttp://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rulehttp://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rulehttp://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rulehttp://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rule


35/46

Theme based

Structured play at stations ,role play, sand,

threading, blocks, jigsaws etc Free play

This is an essential part of early childhood

education and helps to develop theircommunicative, social and emotional skills.

All play has a purpose

Play Time


36/46

Team Teaching

Our class have begun Belmayne ETNSs Team Teaching.

All Children in Senior Infants are taking part.

The term Team Teaching is simply used to describe the fact that anumber of Teachers are working with our class with children insmaller groups.

Children are divided into groups to work on Maths and English.

Team teaching compliments the Whole class teaching that yourchild receives every day in school and is guided by the Class Teacher.

Team Teaching


37/46

Team teaching work is based on the plans of the ClassTeacher and the needs of each individual group.

As the curriculum is child centred, the teacher alwaysensures that each individual childs needs are being metand differentiated for. This has always been the case.

Children are carrying out sorting/classifying/number work

in Maths and Phonic/Word Identification/Reading in Englishetc as is the case in a whole class.

The benefit of our Team Teaching is that children areworking in small focused groups on their individual tasks.

Continued


38/46

In addition to Team Teaching your child will receive the samelevel of Maths and English curriculum work as they have alwaysdone.

Each child works in small groups of 4/5.

Team teaching happens on Monday and Tuesday.

Children get 1 English session on Monday and Tuesday and 1Maths session also on Monday and Tuesday.

Children work from 9.10 9.50 doing English and 10.50 11.30doing Maths

Each group works with 1 individual Teacher.

Continued


39/46

Classroom Management

Golden Rules

We listen. We dont interrupt

We are gentle. We dont hurt others.

We are honest. We tell the truth.

We are kind.

We work hard. We dont waste time.

We look after property. We dont damage things


40/46

There is a Positive Behaviour policythroughout the school

Praising good behaviour

Motivation / refocusing Charts

Children are continually encouraged and

motivated throughout the day. Following the golden rules at all times.

Integration with ethics.

Positive Behaviour Policy


41/46

Class Blogs

Homework-Expectations

Communication - email/blog/meetings-no contact

after 5pm and no contacting staff on staff mobiles TVs outside

Head Lice- note home where parents are informedand must check hair. Staff will email if they notice a

child scratching/has head lice. Children cannot returnto school if not treated. Staff cannot/will not checkhair.

Once a week checked with a comb and conditioner

AOB


42/46

Explanation of support staff

How we work with children- continuum of supportprior to Learning Support EAL

How you communicate if a child is not achieving-contact made at continuum level through email andreviewed .

School meets with Kevin Keane and he decides reassessment. And supports staff re strategies re

supporting children and also inputs at staff meetings Accepting where your child is at. Some children will

struggle academically and the curriculum is wideenough to ensure they achieve success.

Continued


43/46

Differentiation supports children learning at theirown level. Some children will only make small steps.Confidence and self esteem so important that even if

they struggle that parents work at commending everystep. Research on parental expectation.

Assessments-if we notice a child is struggling theparent goes to the GP and asks to be referred-Speech

and Language/Hearing/Psychological/OT-earlyintervention is important and often children have noissues but important if noticed to refer.

Continued


44/46

If you have a concern or question relating to school

please talk to your class Teacher. There are 300 children in the school at present.

Sinead has asked that the first port of call be the classTeacher.

Class Teacher will then meet with Sinead and discuss.

Continued


45/46

Child PROTECTION-handing over of children/childrenwalking home/parents accessing corridors/cominginto class-prefabs must go through office.

Change of circumstances home-separation/bereavement of grandparentsetc/change of address/email address/mobilenumber and emergency contact number- Please letTeachers know.

HSCL-supports/drops in to see how children aregetting on. Any problems to email/ring him.

Birthday cakes can be sent in. They will be cut up andgiven to children at the end of the day to take home.

Continued


46/46

School Walk and Picnic- October 11th help and support

AGM-Hilton Hotel-October 23rd Science Day-November 14th

Food Fair-November 22nd

Xmas Play-13th December

Continued

Date post:	14-Apr-2018
Category:	Documents
Upload:	joeykav
View:	218 times
Download:	0 times

Senior Infant Presentation - For Blog

Documents