Planning in St. Rynagh's
Introduction
The Primary School Curriculum, The Relationships and Sexuality Education Programme, The Stay Safe Programme and The Walk Tall programme set out the Department of Education and Skills curricular requirements. We use the Veritas Religious Education Programme for Primary Schools to deliver our religious programme.
Our School
Collectively as a staff we have planned how to deliver the Relationships and Sexuality Education Programme, The HS.E. Busy Bodies Programme, The Stay Safe Programme and The Walk Tall Programme in line with the P.D.S.T. templates for a 2-year programme.
Collectively as a staff we have planned how to deliver The Primary School Curriculum over the eight years of primary school. We have developed policies on all aspects of the curriculum which we review. We support attendance at and engagement with C.P.D. in all aspects of curriculum and educational development.
In 2021 the DES published Preparation for Teaching and Learning – Guidance for all Primary and Special Schools. (P.T.L.)
This guidance supports Circular 45/2019 which recognised “teachers as skilled professionals with the autonomy to make key decisions about teaching and learning in their own school, to include decisions about what children learn, the sequence in which they learn, the pace at which they learn and the activities and experiences through which they learn.” Circular 45/2019.
P.T.L. was an inter-agency development launched by N.C.S.E., P.D.S.T. and the Inspectorate. P.T.L. was necessary as, “this guidance reshapes our (the Inspectorate’s) understanding of how teachers demonstrate their preparation for teaching and learning.” Harold Hislop. That this is a change in approach by the N.C.C.A., N.C.S.E., P.D.S.T. and the Inspectorate is acknowledged by Harold Hislop when he says, “as we adjust to this new way of thinking about preparation … all of us will be adopting this consistent and shared understanding in our work.” Harold Hislop Webinar on P.T.L.
This adjustment in thinking by these agencies is welcome as in our efforts in St. Rynagh’s N.S. to keep our teachers effective we have always been conscious that “tendencies in some countries for a strong, top-down specification of the way things are to be done and this trend, coupled with much greater demands for paperwork returns, tend to foster feelings among teachers of being more functionaries than professionals.” (D.E.S. International Section, O.E.C.D. Attracting Developing and Retaining Effective Teachers).
P.T.L. sets out three complementary aspects to preparation for teaching and learning which are invisible preparation, visible preparation and recorded preparation. These are explained on pages 4, 5 and 6 of the guidance. Effective teachers make decisions shaped by their knowledge of children and their prior learning, knowledge of pedagogy and knowledge of the curriculum. An experienced teacher will have more knowledge in these areas and as such their recorded preparation will be different to a new teacher as is acknowledged on the webinar on P.T.L. Insisting that all teachers in a school use one template for all their planning regardless of experience, knowledge, expertise or training indicates a lack of confidence in teacher’s professional judgement and over simplifies the many instructional decisions an effective teacher makes throughout every lesson. Our whole school approach agrees the common features to be included in teacher’s recorded preparations.
These are:-
New Learning - content objectives, learnings outcomes or content.
Learning Experiences - methodologies.
Assessment - monitoring or demonstration of learning.
We are very conscious that recorded preparation should avoid excessive detail, be seen as a work in progress and that first and foremost recorded preparation is for the teacher. It is to complement the visible and the invisible preparation which are of equal importance.
Classroom teachers write long-term notes, short-term notes and complete a Cuntas Míosúil. St. Rynagh’s N.S. respects the professionalism of its teachers to write these notes in a format that meets their planning requirements once the agreed common features are included.
Class Teachers, Special Education Teachers and the Principal with the cooperation of parents, outside agencies and if appropriate the pupils themselves write student support files based on the continuum of support model. These files are created and maintained in line with the Continuum of Support Programme, The Supporting Pupils with Special Education Needs in Mainstream Schools Guidelines and our own policies such as Special Education Policy, E.A.L. Policy, Code of Behaviour, Homework Policy etc.
Special Education Teachers also write their own plans for their pupils, addressing pupils needs. In line with the P.T.L. the common features of these plans will be New Learning, Learning Experiences and Assessment. Including these common features should not compromise the knowledge that “the process of planning varies from teacher to teacher,” and that “teachers should use a template or planning rubric that best suits their needs.” Circular 45/2019.
The Primary School Curriculum (1999) is a content objectives-based curriculum. The P.L.C. (2019) and future curricula are learning outcomes based. In order for teachers to plan effectively with these different approaches we must facilitate teachers using their own language as, “it may be more practical to record the focus of new learning in your own words.” (P.T.L.)
We believe that this policy encourages teachers planning to be highly effective as it encourages teachers to use their knowledge of the curriculum in tandem with their own expertise to target their energy where it is needed.
Circular 45/2019
Preparation for Teaching and Learning Guidance for all Primary and Special Schools.
Attracting, Developing and Retaining Effective Teachers. D.E.S. International Section.
Supporting Pupils with Special Educational Needs in Mainstream Schools.
The Primary School Curriculum.
The Primary Language Curriculum.