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Identifying a focus - Coggle Diagram
Identifying a focus
External Factors
Chief Inspector's Report Sept. 2016-Dec. 2020 (Department of Education, 2022)
Mentioned the challenges around implementation of approaches and that children needed to reflect on their learning.
'Drama' Teacher
Underlined that children enjoyed oral languages games and reading in drama class. Reported a lot of work required in terms of expression when working on performing texts.
WSE Report 2020 XXX N.S.
Advised developing literacy skills in line with primary language curriculum ‘outcomes’ rather than old curriculum's objectives.
Primary Language Curriculum (Department of Education, 2019)
Included new learner outcomes; phonological awareness, fluency, motivation and choice, social awareness and conventions of others.
Statement of Strategy 2021-2023 (Department of Education, 2021)
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Internal Factors
Staff
Need to focus on reading. Children good to orally express themselves (Dromcondra Profiles completed regularly). Evident from varoius forms of assessments-child led and teacher led assessments; children are decoding words but not reading fluently aloud.
SET Teachers
Noted a huge amount of 'caseload' time being set aside for reading fluency and comprehension instruction on one-to-one basis currently to date.
Parents
Informal stories shared with staff. Appreciation noted for helping children to read for unfamiliar audiences at school concerts, plays, religious occasions. Message often included insight into reading at home and how they ''never read like this at home''.
Students
Recent months there has been a trend during reading 'conferences' indicating the children would like to improve their reading aloud skills. Comfortable with speaking and enjoy writing. Don't feel confident reading aloud.