Baseline data

  • Teacher observations
  • Pupil survey

Persons Responsible

  • Class teachers
  • Learning Support Teachers

Timeframe for Actions

  • September 2014 to June 2017

Learner outcomes

Priority

That the pupils develop correct, appropriate literacy strategies and skills and employ them with confidence and competence in order to become an independent learner and reader

Target

That children develop skills to complete teacher designed literacy tasks and tests independently by the end of Senior Infants

Action

Teachers will model the steps to take in order to complete said literacy tasks and give the children plenty of experiences and opportunities in class to complete them in order to develop their independence

Learning experiences

Priority

1)Through teacher modelling, that the children can complete a range of tasks and activities in response to fiction and non-fiction texts in class through different classroom organisations (whole class, group work, pair work, individual work)

2)That the school library will be revamped and become a more attractive place for children to enjoy their learning experience.

Target

1)The children will experience and work with a range of literacy tasks and activities during Junior Infants (through teacher modelling) and will complete similar tasks independently during their Senior Infant year.

2)That all the old and rarely used books be removed from the library and replaced with more modern children’s books.

That all books are graded and colour coded

Action

1)During their Junior Infant year, teachers will model the steps to take in order to complete a range of literacy tasks such as character profiling, cloze procedures, designing front covers etc. By Senior Infants the children will be and should be able to complete said tasks independently having been prepared for them in Junior Infants.

2)Classes will be timetabled to use the library on a regular basis and a system for the withdrawal and return of books will be devised.

Teachers’ practices

Priority

That the teachers are more consistent with each other in regards to the assessment of literacy in class and have a uniform approach to assessment.

Target

The teachers will plan, design and use the same literacy assessments for Halloween, Christmas, Easter and Summer with their pupils and record said assessments in order to pass them onto the pupil’s next teacher.

Action

The teachers will engage in co planning in regards to their literacy preparation and assessment of literacy.

Monitor and Review

  • Progress on achieving targets will be reviewed at the end of each year.
  • Based on the outcome of the review other strand units may be prioritised for improvement

Success Criteria / Measurable Outcomes

  • Teacher observation
  • Pupil responses to survey
  • Checklists