Forbairt Foghlaim Fs www pdst ie PDST 2015
Forbairt Foghlaim Fís www. pdst. ie © PDST 2015 This work is made available under the terms of the Creative Commons Attribution Share Alike 3. 0 Licence http: //creativecommons. org/licenses/by-sa/3. 0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.
Primary Language Curriculum Curaclam Teanga na Bunscoile www. pdst. ie Implementation of Oral Language & Teanga ó Bhéal
Overview of Seminar SESSION 1 9. 30 – 11. 00 • • Introduction Rationale and Key features Curriculum Comparisons and 4 Components Exploring Oral Language & Teanga Ó Bhéal in the Primary Language Curriculum 11. 00 – 11. 15 COFFEE • Exploring the Support Material • Transfer of Skills across languages 11. 15 – 12. 45 • Iniúchadh ar Theanga Ó Bhéal sa Churaclam www. pdst. ie SESSION 2 1. 00 – 1. 45 LUNCH SESSION 3 • Iniúchadh ar na Treoirchleachtais – An Cur Chuige Cumarsáideach • Supporting the planning process • Reflection/Next steps 1. 45 – 3. 30
Updates • Circular 0061/2015 • DES clarification letter (Feb 2016) www. pdst. ie • SSE circular (39/2016) • DES FAQs on PLC
Implementation • Information sessions for principals • Information webinar • Full-day seminar for principal and one other member of staff 20152016 Oral Language & Teanga ó bhéal will begin to be implemented • Whole staff seminars • In-school support including facilitated planning • Elective workshops Reading and Léitheoireacht & Writing and Scríbhneoireacht will begin to be implemented • Whole staff seminars • In-school support including facilitated planning • Elective workshops Sept. 2018 All three strands will be implemented in both languages • Summer course • Professional learning communities Sept. 2019 3 rd to 6 th class implementation 201620172018 www. pdst. ie Support Available
Purpose of Seminar To explore the structure and content of the Primary Language Curriculum with a particular emphasis on the Oral Language & Teanga Ó Bhéal strands www. pdst. ie To begin to explore a suggested planning process for the Primary Language Curriculum To consider ways to begin the implementation of the oral language/teanga ó bhéal strand of the Primary Language Curriculum
www. pdst. ie Curriculum Development and Rationale
Learning Outcomes Key Features of the Curriculum (Gaeilge and English) Differentiation Transfer of Skills Common structure Stage 1&2 Interactions Immersion Education CLIL Cainteoirí Dúchais All school types
Treisí Breise don Ghaeilge An Ghaeilge mar Torthaí Foghlama chéad teanga agus ar leith do mar dhara theanga chainteoirí dúchais www. pdst. ie Múineadh na Gaeilge mar dhara theanga Foghlaim Chomhtháite Ábhair agus Teangacha (CLIL) Tumoideachas (Scoileanna Gaeltachta agus lán. Ghaeilge)
Curriculum Comparisons 1999 2015 Strand: Oral Language, Reading, Writing Strand: Oral Language, Reading, Writing Strand Unit Element Different structure for each language Same structure for each language Class Level www. pdst. ie Content Objectives Stages Learning Outcomes Progression Continua Assessment Examples of children’s learning/development Guidelines Support Material Hard Copy only Online and Hard Copy Adapted from Primary Language Curriculum (p. 8) Curaclam Teanga na Bunscoile (lch. 8)
www. pdst. ie Strands and Elements Snáitheanna agus Gnéithe
www. pdst. ie Strands and Elements Snáitheanna agus Gnéithe
www. pdst. ie A Language Curriculum + A Language Toolkit
www. pdst. ie Curaclam Teanga na Bunscoile + Úirlisí Úsáide Teanga na Bunscoile
SEN Updates www. pdst. ie SEN Pathways
16 www. pdst. ie Curriculum Documents Page 51 (Gaeilge) (English) 46 Page 63 Page 55
www. pdst. ie Whole-School Reflection What’s working well in oral language? What are the current challenges in relation to learning oral language? How might we go about overcoming these challenges and bringing about improvement in oral language?
The Importance of Oral Language Oral language is the child’s first, most important, and most frequently used structured medium of communication. It is the primary means through which each individual child will be enabled to structure, to evaluate, to describe and to control his/her experience. www. pdst. ie (Cregan, 1998, p. 7 / NCCA Research Report 14, p. 33) 'Is í an teanga an príomh-mheán cumarsáide inphearsanta agus idirphearsanta atá againn agus is eochair í d’fhorbairt an pháiste mar dhuine. ' (Curaclam Teanga na Bunscoile, lch. 19)
Exploration Tasks – English (T 1) www. pdst. ie Using the Curriculum
www. pdst. ie Learning Outcomes and Elements
Milestones and Progression Steps Milestones www. pdst. ie p. 63 Progression Steps p. 64 - 66
Context School Context Non-DEIS High % EAL Multicultural www. pdst. ie Classroom Context 29 Junior Infants Wide array of needs and abilities 50% EAL
www. pdst. ie Exploring the Progression Milestones Which milestone is demonstrated by the child? 23
www. pdst. ie Exploring the Progression Steps 24
www. pdst. ie Planning in Context
www. pdst. ie Session 2
pport u S f o e l t i T Material Support Material Language/Strand /Stage Key points for teacher www. pdst. ie Learning Outcomes Methodology Links to video clips
www. pdst. ie
www. pdst. ie Critical Thinking and Book Talk (CT&BT) is an approach which encourages children to become thinkers, speakers, listeners and readers who enjoy reading and dialogue about books. “Critical thinking means thinking for yourself…it means looking at something from all sides and weighing up the evidence before adopting a particular stance or point of view” (Roche, 2015) Picture books are important because they: • are relevant to all ages • introduce big ideas • can engage children in authentic dialogue • support collaborative meaning- making
www. pdst. ie Critical Thinking and Book Talk Reflection
www. pdst. ie Transfer of Skills across Languages
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www. pdst. ie Transferable Skills
Tasc Iniúchta – Gaeilge (T 2) www. pdst. ie Ag Úsáid an Churaclaim 34
www. pdst. ie Machnamh Scoile Uile Cad a oibríonn go maith i dteanga ó bhéal? Cad iad na dúshláin reatha maidir le foghlaim theanga ó bhéal? Conas a d’fhéadfaimis na dúshláin seo a shárú agus an teanga ó bhéal a chur chun cinn?
Téarmaíocht Céim www. pdst. ie Gnéithe Torthaí Foghlama Snáithe Contanaim Dul chun Cinn Samplaí de theanga agus d’fhorbairt na bpáistí Ábhar Tacaíochta do Mhúinteoirí
www. pdst. ie Torthaí Foghlama
Gaeilge - Teanga ó Bhéal Céim 1 www. pdst. ie Céim 2 Féach ar leathanach 77
Gaeilge - Teanga ó Bhéal Inis dom faoin mbia is An maith leat milseáin? fearr leat. www. pdst. ie Is breá liom Is maith liom mar tá milseáin agusblasta. is Is Is maith liom. milseáinsiad maith liomfuath úlla. liom brioscaí. Céim 1 Féach ar leathanach 77 Céim 2
www. pdst. ie Comhthéacs – Mórchéimeanna an Ranga Cad iad na mórchéimeanna a léirítear sa rang seo, go ginearálta?
www. pdst. ie Toradh Foghlama – Struchtúr Abairte agus Gramadach (4)
www. pdst. ie Pleanáil i g. Comhthéacs
www. pdst. ie Seisiún 3
An Teanga Ó Bhéal Sealbhú v Foghlaim “Má fhoghlaimíonn tú teanga déanfaidh tú dearmad uirthi ach má shealbhaíonn tú í beidh sí i do sheilbh go deo. ” www. pdst. ie (Dr Muiris Ó Laoire) The quantity and the quality of the language input have been shown to influence the speed of acquisition. . . The more exposure the learners have to the target language the more they will learn and the faster they will learn it. (Cummins & Ó Duibhir, 2012: 51)
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An Cur Chuige Cumarsáideach An Tréimhse Réamhchumarsáide An Tréimhse Cumarsáide Múineadh na Teanga Cleachtadh na Teanga www. pdst. ie • Spreagadh • Tuiscint teanga • Ionchur teanga • Tascanna a dhéanamh • Cluichí (Foclóir, Frásaí, cumarsáide Foirm, • Rólimirt / Foghraíocht) Drámaíocht • Aithris & athrá • Cleachtadh meicniúil An Tréimhse Iarchumarsáide Daingniú na Teanga • Féachaint siar • Botúin a cheartú • Féachaint ar aghaidh
Straitéisí Cluichí Teanga www. pdst. ie Tascanna & Fadhbanna Scéalaíocht / Cartúin / Físeáin Bealaí ina gcuireann an múinteoir an Ghaeilge i láthair. Amhráin Filíocht Rannta Dánta Páistí páirteach agus ag úsáíd teanga trí ghníomhaíochtaí taitneamhacha. Druileanna Drámaíocht / Rólimirt / Agallaimh
CLIL: Sainmhínithe www. pdst. ie • “…a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. ” (Coyle, Hood & Marsh, 2010) • “CLIL enables learners to encounter language in context and to use it for authentic communication. ” (NCCA 2015)
Príomhthréithe CLIL www. pdst. ie 1. 2. 3. 4. Béim ar an ábhar agus ar an teanga Foghlaim thascbhunaithe Deiseanna cumarsáide Réamh-mhúineadh foclóra agus téarmaíochta 5. Idirtheanga
Teanga CLIL: Ealaín agus Eolaíocht www. pdst. ie Teanga an Ábhair Teanga Tacaíochta don Cheacht
Teanga CLIL: Ealaín Teanga Tacaíochta don Cheacht www. pdst. ie Teanga an Ábhair • • • Na dathanna Péint Scuab Uisce Pota Páipéar Dhathaigh mé Tharraing mé Mheasc mé Cad a rinne tú? Cad a fheiceann tú? An maith leat? Is/Ní maith liom… Inis dom faoi do phictiúr. Ceapaim… An féidir leat bándearg a dhéanamh? • Is/Ní féidir liom. • •
Teanga CLIL: Eolaíocht www. pdst. ie Teanga an Ábhair • • • Leictreachas Statach Balún Bolgán Sreang Cadhnra Cíor Cuimil Las Múch Teanga Tacaíochta don Cheacht • • • Cad a rinne tú? Cad a tharla? Cad a fheiceann tú? Níor oibrigh sé. Cén fáth? Ceapaim… Is dóigh liom… Measaim… An féidir leat? Níl sé ag obair.
www. pdst. ie Áiseanna / Tuilleadh Eolais • Treoirchleachtas CLIL, Curaclam Teanga na Bunscoile 2015 • Lean den Ealaín (sraith ceachtanna CLIL don ealaín a mhúineadh trí Ghaeilge), Harris & Mac Ghiollabhuí, ar fáil www. kennys. ie • Bain Triail As (sraith ceachtanna CLIL don eolaíocht a mhúineadh trí Ghaeilge), Harris & Mac Ghiollabhuí, ar fáil www. kennys. ie • Uncovering CLIL, Mehisto, Marsh & Frigols 2008
www. pdst. ie A Teacher’s Experience
www. pdst. ie Planning for Learning
www. pdst. ie Draft Short-Term Planning
www. pdst. ie Planning in Context
www. pdst. ie Pleanáil i g. Comhthéacs
www. pdst. ie Activity
www. pdst. ie NCCA Planning Templates
Beginning to Implement the PLC www. pdst. ie Oral Language & Teanga Ó Bhéal Elements and Learning Outcomes Progression Continua Support Material for Teachers Examples of Children’s Language Learning Transfer of Skills Planning Templates
www. pdst. ie Where to next?
www. pdst. ie http: //dmsnew. pdst. ie/school/register Schoolsupport 2016
www. pdst. ie SESS In-School Support Special Education Support Service 2016
Forbairt Foghlaim Fís www. pdst. ie © PDST 2015 This work is made available under the terms of the Creative Commons Attribution Share Alike 3. 0 Licence http: //creativecommons. org/licenses/by-sa/3. 0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence. The PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed by Dublin West Education Centre
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