Please visit your child's class page for more information on what they are getting up to, we will try to update these pages as often as possible. Should you have any suggestions as to the content on these pages please contact us
FYI - Your child's class profile page has been divided into four sections. Each section may be updated independently by your teacher or website administrator and each class will develop their pages as the year continues. As the pages are all in their infancy it takes time to upload photos, information etc but hopefully we will have looked at all classes by mid-term. Each class has a:
- Welcome page
- What we are up to page? (Activities we are doing in class)
- Learning Resources page (Links to age appropriate sites etc)
- Look at us page (Photos of the relevant classes)
CLASS LINKS
THE PRIMARY SCHOOL CURRICULUM
The curriculum is presented in six subject areas, some of which are further sub-divided into subjects. These are Language (Gaeilge and English), Mathematics, Social,Environmental and Scientific Education (History, Geography and Science), Arts Education (Visual Arts, Music and Drama) and Social, Personal and Health Education.
More information is available on www.ncca.ie
English:
The English curriculum is structured to offer children a total language experience in which oral language, reading and writing are fully integrated.
Gaeilge:
Cumarsáid agus usáid na teangan mar theanga bheo an dá ghné is suntasaí denchuraclam Gaeilge.
Mathematics:
The five strands in the mathematics curriculum are number, algebra, shape and space,
measures and data.
Science:
The four strands of the curriculum are living things, energy and forces, materials and
environmental awareness.
History:
Emphasis on local history where possible.
Geography:
The three strands are human environments, natural environments and environmental
awareness and care.
Music:
The three strands are listening / responding, performing and composing
Visual Arts:
The six strands are drawing, paint, print, clay, construction, fabric and fibre
Drama:
Drama to explore feelings, knowledge and ideas leading to understanding.
Physical Education:
The six strands are athletics, dance, gymnastics, games, outdoor & adventure activities and aquatics. The school would like to thank the Parents Association and the Board of Management for its support in delivering a broad PE curriculum.
Social, Personal and Health Education (SPHE):
SPHE takes place in a number of ways in the school and the involvement of parents at all stages of the programme is essential for its effectiveness. Children learn through experiencing a positive school climate and atmosphere and by exploring aspects of the curriculum through relevant subject areas. It includes RSE (Relationships and Sexuality Education). The school’s RSE policy was drawn up by a committee comprising of representatives of parents, teachers and the Board of Management and reviewed in 2011
More information is available on www.ncca.ie
English:
The English curriculum is structured to offer children a total language experience in which oral language, reading and writing are fully integrated.
Gaeilge:
Cumarsáid agus usáid na teangan mar theanga bheo an dá ghné is suntasaí denchuraclam Gaeilge.
Mathematics:
The five strands in the mathematics curriculum are number, algebra, shape and space,
measures and data.
Science:
The four strands of the curriculum are living things, energy and forces, materials and
environmental awareness.
History:
Emphasis on local history where possible.
Geography:
The three strands are human environments, natural environments and environmental
awareness and care.
Music:
The three strands are listening / responding, performing and composing
Visual Arts:
The six strands are drawing, paint, print, clay, construction, fabric and fibre
Drama:
Drama to explore feelings, knowledge and ideas leading to understanding.
Physical Education:
The six strands are athletics, dance, gymnastics, games, outdoor & adventure activities and aquatics. The school would like to thank the Parents Association and the Board of Management for its support in delivering a broad PE curriculum.
Social, Personal and Health Education (SPHE):
SPHE takes place in a number of ways in the school and the involvement of parents at all stages of the programme is essential for its effectiveness. Children learn through experiencing a positive school climate and atmosphere and by exploring aspects of the curriculum through relevant subject areas. It includes RSE (Relationships and Sexuality Education). The school’s RSE policy was drawn up by a committee comprising of representatives of parents, teachers and the Board of Management and reviewed in 2011
The Primary School Curriculum and Parents
Reading:
It is primarily in the home that the habit of reading is fostered. Encourage your child to join thel ibrary and help him/her to appreciate that reading can be fun and not a chore which is confined to school or homework. Encourage reading in free time and during holidays.
Problems with Reading:
Children with reading difficulties may be referred to the Learning Support Teacher or Resource Teacher. For a support programme to be successful, it will require the encouragement and active co-operation of parents. Specifically, parents are asked to listen to their child reading on a nightly basis. Don’t panic about the child’s reading or cause him/her to panic. Be positive. The road to good reading may not be smooth, but the child will get there in the end.
Tables:
Addition / subtraction tables are taught in second class, while multiplication tables form a large part of the third class programme.
Recorder:
The recorder is an important part of the children’s education. It should be practised nightly and be brought to school daily, especially on Mondays when Margaret Gannon is present.
Spelling:
Spelling is taught from First Class onwards. Help your children with their handwriting, because handwriting influences spelling. Make sure the child holds the pencil properly. Watch to see if children are forming their letters correctly. Praise them for all attempts at spelling and don’t let them think they are poor spellers.
Handwriting:
The children are taught the basic steps of a joined cursive handwriting style. While readiness is a factor, it is to be hoped that most pupils will be using a joined cursive style by the end of Third Class.
It is primarily in the home that the habit of reading is fostered. Encourage your child to join thel ibrary and help him/her to appreciate that reading can be fun and not a chore which is confined to school or homework. Encourage reading in free time and during holidays.
Problems with Reading:
Children with reading difficulties may be referred to the Learning Support Teacher or Resource Teacher. For a support programme to be successful, it will require the encouragement and active co-operation of parents. Specifically, parents are asked to listen to their child reading on a nightly basis. Don’t panic about the child’s reading or cause him/her to panic. Be positive. The road to good reading may not be smooth, but the child will get there in the end.
Tables:
Addition / subtraction tables are taught in second class, while multiplication tables form a large part of the third class programme.
Recorder:
The recorder is an important part of the children’s education. It should be practised nightly and be brought to school daily, especially on Mondays when Margaret Gannon is present.
Spelling:
Spelling is taught from First Class onwards. Help your children with their handwriting, because handwriting influences spelling. Make sure the child holds the pencil properly. Watch to see if children are forming their letters correctly. Praise them for all attempts at spelling and don’t let them think they are poor spellers.
Handwriting:
The children are taught the basic steps of a joined cursive handwriting style. While readiness is a factor, it is to be hoped that most pupils will be using a joined cursive style by the end of Third Class.
Group Teaching
Progress in all subjects varies from child to child and consequently your child may be grouped in his/her class with children of similar ability. The child's rate of progress rather than his/her rank in the class is the primary consideration.
Scoil Oilibhéir Homework Policy
Why give Homework?
How often is homework given?
How much (time) homework?
Normally there is no homework at weekends or on a school day just before a public holiday. However, children in middle and senior classes may sometimes be required to work independently on projects at weekends.
How often should parents monitor homework?
When should parents communicate with the teachers about homework?
- To reinforce what the child learns during the day
- To provide a link between teacher and parent
- To develop a child’s concentration skills and develop a work ethic
How often is homework given?
- Homework is given on Mondays, Tuesdays, Wednesdays and Thursdays – but NOT ON FRIDAYS.
- Sometimes at the discretion of the class teacher or the principal, children are given “homework off” as a treat or as acknowledgement of some special occasion.
- Please note – extra homework may be sometimes given during the week or at the weekend, if a child has not done homework, made a suitable effort, or presented untidy work.
How much (time) homework?
- The following are guidelines for time spent at homework. Different children will complete the same homework in different lengths of time. Time spent will vary from day to day and also from the beginning to the end of the school year. It is important to remember that it is the quality and not the quantity of homework that matters.
Normally there is no homework at weekends or on a school day just before a public holiday. However, children in middle and senior classes may sometimes be required to work independently on projects at weekends.
How often should parents monitor homework?
- Parents should check and sign a child’s homework journal every evening.
- The pupil’s journal is an important record of the child’s homework. It is also a valuable means of communication between parents and teachers.
- Ideally, all written messages to your child’s teacher should be put in the homework journal.
- Please check that your child records homework neatly in the correct page and ticks each item of homework when completed.
- Letters to parent’s should be folded and placed in the current day of the homework journal.
- Please check your child’s journal for such notes on a regular basis.
When should parents communicate with the teachers about homework?
- When your child cannot do homework due to family circumstances.
- When your child cannot do homework because he/she cannot understand some aspect.
- If the time being spent at homework is often longer than the recommended amount of time.
Homework should not be a stressful experience in any way. If homework upsets your child on a regular basis please contact the class teacher. The following are general homework guidelines only and will depend on the individual teacher.
|
Junior Infants -
Senior Infants - 1st Class - 2nd Class - |
0 - 10 minutes
0 - 10 minutes Up to 15 minutes Up to 20 minutes |
3rd Class -
4th Class - 5th Class - 6th Class - |
Up to 30 minutes
Up to 30 minutes Up to 1 hour Up to 1 hour |
