Up and Away - National Council for Curriculum and Assessment

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Are standardized tests reliable indicators? Evidence shows clearly that standardized tests do not reliably reflect the abilities of newcomer children and are an inappropriate basis on which to make decisions about a child’s educational progress. What about exemption from Irish? Section 1 General information for schools Pupils may be exempted from Irish in special circumstances. Parents must apply to the principal of the school for exemption, specifying the grounds on which exemption is being sought. The school authorities must then prepare a report, and file any documentary evidence that is provided in support of this application (e.g. reports from a psychologist, medical specialist, teacher, etc.). All relevant documents must be retained by the school for inspection by the Department of Education and Science. In addition, a copy of the exemption certificate must be sent to the DES, within one week of the granting of exemption. This information and the certificate are available from the Department of Education and Science’s website at www.education.ie. While there is no evidence that younger children have any problem with learning Irish with their peer group, for those entering primary education in the senior years with little English language proficiency, this may become an additional learning burden. It is worth noting that newcomer children do not have pre-formed attitudes to learning Irish and, as a result, can be a very positive influence in the Irish language class. It is unwise, therefore, to assume that an exemption from Irish is essential for every non-English speaking child. How can the school create an intercultural and inclusive community? With the introduction of pupils from different cultural backgrounds to the community of the school, issues can arise that were not evident before. Difficulties experienced by newcomer pupils in integrating into the school may be due to ethnic or religious constraints that preclude involvement in certain activities, or may be due to negative attitudes on the part of other pupils. In recent years material has been developed to support the integration of pupils from different cultural and ethnic backgrounds. Some materials and activities are intended for use in particular classes, such as SPHE, while other approaches are intended to span the curriculum. The publication Intercultural Education in the Primary School (NCCA, 2005), which has been distributed to every school, provides cross-curricular guidelines. A set of simple checklists on pages 15 and 16 allows a principal to assess what actions are already being taken in the school and to explore other possibilities for making the school more interculturally aware. In addition, principals and teachers working throughout Ireland have provided examples of the activities that have taken place in their schools. These may be found on pages 11 and 12. 9
10 The role of the language support teacher in intercultural learning The language support teacher is an invaluable resource for mediating activities to contribute to intercultural understanding. He or she gains many insights into the lives, traditions, beliefs and values of newcomer children through close contact in small language support groups. Regular or sporadic involvement of the language support teacher in mainstream classes has proved to be very effective in many schools. In some schools the language support teacher has a regular timetable for attending mainstream classes to carry out intercultural learning activities, in particular under the SPHE curriculum strand. The involvement of newcomer parents in school activities also contributes to the understanding of both similarity and difference. There have been many examples of parents taking part in ‘intercultural festivals’, ‘international days’, ‘food festivals’, and days which ‘celebrate our school’.
Page 1 and 2: Upand Away A resource book for Engl
Page 3 and 4: Published by: Integrate Ireland Lan
Page 5 and 6: Contents Section 1 General informat
Page 7 and 8: 2 Notes
Page 9 and 10: 4 How can the class teacher and lan
Page 11 and 12: 6 What are the challenges facing th
Page 13: 8 How can we deal with problems of
Page 17 and 18: 12 2. Integrating pupils The follow
Page 19 and 20: 14 4. School - home communication I
Page 21 and 22: 16 1 2 3 4 5 1 2 3 4 5 6 7 8 Checkl
Page 23 and 24: 18 Learning English as a second lan
Page 25 and 26: 20 What is the objective of languag
Page 27 and 28: 22 First feedback from class teache
Page 29 and 30: 24 The Silent (or non-verbal) Perio
Page 31 and 32: 26 Organising the timetable for lan
Page 33 and 34: 28 The principal purpose of languag
Page 35 and 36: 30 Name of teacher: Class: Name of
Page 37 and 38: 32 Name of teacher: Class: Name of
Page 41 and 42: The curriculum framework for langua
Page 43 and 44: 38 Global benchmarks of communicati
Page 45 and 46: 40 Global scales of underlying ling
Page 47 and 48: 42 UNDERSTANDING SPEAKING WRITING U
Page 63 and 64: 58 ✓ ✓ ✓ My First English Boo
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60 Classroom activities using flash
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62 Pronunciation and rhythm (speaki
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64 Happy families (speaking - askin
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66 Twenty questions (speaking - ask
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68 ✁ ear nose eye mouth
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70 ✁ pen pencil case copy book wa
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72 ✁ shorts short-sleeved shirt l
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74 ✁ sandals cap socks skirt
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76 ✁ zip apple banana carrots
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78 ✁ ice cream burger cake fish
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80 ✁ fish and chips lemon cornfla
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82 ✁ square circle triangle bus
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84 ✁ snowman egg nest flower
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86 ✁ pig rabbit lion frog
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88 ✁ bird cat dog cow
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90 Word stress 1 Resources Laminate
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92 Using stories 2 - for pupils lea
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94 ✁ Worksheet A
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96 What is the European Language Po
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98 Using the ELP with individual pu
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Sample activities for European Lang
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102 ELP page 8 WHERE I use and lear
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104 ELP page 10 Myself Draw a pictu
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106 ELP page 12 Food and clothes Us
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108 ELP page 15 Weather + ELP page
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110 ELP page 18 The local and wider
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112 ELP page 21 Animals and plants
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114 Notes
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116 Drawing materials - e.g. crayon
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118 It is important to develop reso
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120
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122
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124 I do not like Circle 4 things t
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126 ✓
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128
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130 Fill in each box with the corre
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134
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136
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138 Can you spot the 5 differences?
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140 Can you spot the 5 differences?
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142 My meals
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144
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146
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148 Notes
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150 This section contains the follo
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152 Find these words in the grid.
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154 What do you see in the picture?
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156 Making multiple-choice question
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158 What does it mean? What do the
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160 Look at the clues. Write the an
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162 Class Organisation Pairs/small
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164 Clues 1. 2. 3. 4. 5. Write your
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166 The purpose of the following ac
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168 Autumn: Shorter days Falling le
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170 For drinking For washing For ce
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172 Months of the year Winter What
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174 Experiments with water Key word
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176 Look at Unit 10 - The Telephone
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178 Look at Unit 19 - Milk’s the
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180 Fionn and the Giolla Deacair He
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182 Example of Yes/No exercise. Rea
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184 Reading Read paragraph . Put th
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186 Notes
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188 Introduction This section is in
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190 Names and countries Class organ
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192 Stage 2 - Speaking and reading
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194 ✁ • • • • • k l m n
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196 a b c d e f g h i j k l m n o p
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198 Developing writing skills - Wor
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a b c d e f g h i j k l m n o p q r
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a b c d e f g h i 206 Worksheet E a
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s t u v w x y z 208 Worksheet E a b
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210 Cycle 2. What is this? - object
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212 Class organisation Whole class.
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218
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✁ 220 armchair cushion pot bed bi
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222 1. is in the kitchen. 2. is in
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224 Where 1. Where is ? 2. Where is
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226 1. The table is in the kitchen.
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228 Where 1. Where is the table? 2.
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230 3. Developing reading and writi
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232 Match the word: List A List B m
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234 ✁ ✁ ✁
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236 Notes
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238 Introduction Generally speaking
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240 This refers to the work of the
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242 Dictionaries It is very importa
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Up and Away - National Council for Curriculum and Assessment

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