20
May
2007
Friday 11th May was the school’s very first Eco Day. This was the first of what we are calling ‘Days for Action’ that will become a regular part of school life in the future. The idea behind Eco Day isthat for one day normal lessons will be suspended so that the children canfocus on one big issue in depth giving their learning on that issue a bigger impact.
Several of our Eco Day activities built upon the ideas ans skills that Rosemary has been learning in her ‘Forset Schools’ training that she has been involved with over the past year. Other activities linked with ongoing School Board projects to improve the school grounds.
The children were organised into family groups that also involved the nursery children during the morning sessions. This way of grouping children allows children of all ages to work together, younger children to learn from older children and older children to take responsibility for helping younger children.
The children rotated throughout the day around 6 different areas. Some of the activities changed at these groups throughout the day while others stayed the same.
Area 1: planting sunflower seeds, recycling plastic bottles and drawing chalk pictures on the paving slabs.
Area 2: recycling plastic bottles to make mobiles, making wind chimes from spoons.
Area 3: planting the tubs and hanging baskets at the front entrance to the school, creating a herb garden, planting sweet peas in the tyres in the garden and garden tidy.
Area 4: Planning the new area of the playground. There is a piece of waste ground at the far side of the garden and the school board have been discussing and planning how to incorporate this into the playground/garden.
Area 5: making a wooden hanging xylophone, making charcoal, building a shelter.
Area 6: Learning about marine litter with the help of GRAB.
The children have all reported that they thought Eco Day was fantastic and really enjoyable. They have all been discussing what their favourite activity was and what our next day of action might be about.
Posted under Events & Activities
11
March
2007
On Thursday 8th March the children enjoyed a highly entertaining and informative visit by Jon Hodkin, aka ‘Inner Tuba.’ Jon shared the trials and tribulations of his journey through Scotland on his recumbent tricycle and trailer with the children before introducing them to his favourite instrument, the tuba. Jon explained how sound is created and demonstrated that sound is created through vibration by playing the garden hose and letting the children feel the sound in the hose as he played.
The next half of the morning was spent outside as Jon explained how his bike and trailer worked and answered the many questions that the children had for him. Jon is now in the process of island hopping as he makes his way to the Western Isles where he is touring around all the primary schools.
Posted under Uncategorized
11
March
2007
Have a look at some of the Boxariums the children created. They now make a fabulous display in Mrs. McAdam’s and Mrs. Kidd’s classes.
Posted under Uncategorized
6
March
2007
A reading workshop was held in the school on Monday 5th March. At this workshop, parents had the opportunity to find out how they could help their child/children with reading at home, how to become ‘a reading family’ and get a flavour of the type of reading activities and resources used in school.
If you could not manage along to the workshop but would like to find out more, please click on the link for the National Literacy Trust. You should then follow the link to the family reading campaign and then ‘advice for families’.
If you did attend the worshop, please leave any comments or questions on the Kilmartin P.S. blog using the button below this post.
Posted under Uncategorized
3
March
2007
Now that it’s March, things are really getting busy. The children are putting in a lot of effort at school learning their songs and poems and we are now approaching the final run-in to the festival.
With so many children entered in so many competitions it gets quite hectic trying to make sure that everybody gets an opportunity to have a practice. Just relying on getting the work done in music and drama lessons alone isn’t enough. Everyday extra practices are squeezed in beside the children’s normal lessons. It’s really important to us that normal lessons continue and that progress in maths or writing is not lost because of music festival preparations. So first thing in the morning or 5 minutes before lunch, teachers are hearing and practising poems or fitting in a quick burst of Chatanooga Choo Choo!
A great deal of work is carried out during lunch breaks with a rota of different groups of children being heard on different days. Participation at lunchtime is on a voluntary basis for the children with most coming along to the practice.
Music and drama classes allow teachers some quality time to work on poems and songs. Whether children are entering the festival or not, all children learn the poems and songs as part of their music/drama lessons this term. All of the songs are taught to all of the children so that by this time in the term the children have all learned a brand new repertoire! Favourite songs with P.3/4 children at the moment are Chitty Chitty Bang Bang and Nellie the Elephant but they do also enjoy Chatanooga Choo Choo! The children in P.5-7 are also enjoying The Bare Necessities and Tears in Heaven. Helen Maddox comes in for an hour every Thursday afternoon which really helps to bring the children onto the next level. Working with a pianist is so much better than working with a tape!!
The next stage is to start hearing children individually to check that they know their words and to give some top tips on performance skills.
The children have all learned their poems very well already so learning to perform their poem is now the big area for development. The most demanding poem this year is most definitely ‘Lament for a Lost Dinner Ticket’. When the children first set eyes on this poem they couldn’t see how they would ever be able to work out what it said, never mind learn and perform it! To help, the whole class have been learning this poem by memorising chunks of sound without looking at the written word. This seems to have worked well and now the whole of P.5-7 can perform the poem and think that it’s brilliant!
The children in P.1-3 are also working hard learning their action song, ‘It Happens Each Spring’, and costumes are already in production .
This year there will also be a wind and brass ensemble taking part in the festival and they will be playing ‘Scotland the Brave’ as well as taking part in their solo competitions.
All in all, busy days at Kilmartin Primary School.
What can parents do to help?
Keep hearing your child say their poem for 5 minutes every night and also go over song words as they really need to learn these too. Many of the children have a CD with the music for the songs so this can help with extra practice. When time allows, more CDs will be produced so that everybody who needs one has one for home. Try not to get to worried if your child’s confidence wobbles a bit in the run up to the festival, just keep encouraging them, after all performing on a stage is quite a thought!
Why do we ‘do’ Music Festival?
It’s always a bonus when some children come back with a cup or other trophy but this isn’t why all this effort is put in. All of the children who enter gain the knowledge that they managed to do something that’s a bit scary and makes their heart pound and gives them butterflies in their tummies. This knowledge that ‘I did it!’ will give the children confidence to try other new things in the future with the knowledge that they do come out the other side and actually enjoyed the experience! What a gift to give our children for their future.
Posted under Events & Activities
2
March
2007
The ‘Rivers in the Classroom’ project, run by the Argyll Fisheries Trust, sets out to establish a programme in local primary schools in Argyll & Bute that will foster a caring attitude towards freshwater ecosystems containing important local and UK Biodiversity Action Species such as Atlantic salmon, freshwater pearl mussels and otters.
The children in P.5-7 are going to be involved in this project over the next few months. The project involves the life cycle of trout as a tool to promote children’s awareness of river ecology in general.
Trout eggs have been taken into the classroom and are kept in a self contained hatchery (i.e. an aquarium). Pupils will be actively involved in looking after the fish eggs, monitoring their progress and finally helping to stock the fish into a suitable burn near Loch Awe. In addition to the trout hatching and stocking project, the Fisheries Trust biologist has carried out classroom teaching to raise pupils’ awareness of freshwater ecosystems and factors affecting freshwater habitats and species. This should help to show how both pupils and local communities can assist with caring for their local burns, rivers and wetlands and the species that inhabit them.
Posted under Events & Activities
2
March
2007
Kilmartin P.S.
Support for Learning Policy
Our aim in Kilmartin Primary and Pre 5 Unit is to provide quality-learning experiences within a safe, caring environment where everyone has the opportunity to achieve their potential and develop as happy, informed and confident individuals.
In order to achieve our aim for all pupils it is essential that we have clear procedures to support inclusive education and to support learning which in turn will provide an appropriate curriculum for all, which takes into account, from the earliest stages, the different needs of our pupils.
Procedures:
• Early identification of stage of development of pupil
• Early identification of special educational needs
• Curriculum will be adapted as appropriate
• Monitor, assess and record as required
• Involvement of parents of the ‘exceptional ‘ child at the earliest stage
• Parental involvement at all stages
• Involvement of specialist support services
• Regular review meetings involving parents/carers and professionals
Our procedures therefore will:
• Ensure a structure which enables early identification of stage of development and needs
• Involve parents/carers
• Ensure the delivery of a differentiated curriculum
• Allow for ongoing training for staff
• Ensure an organisation which allows liaison with all support services
• Be enhanced through appropriate record keeping
Early Identification:
Through our work in the Pre 5 Unit, the upkeep of our transition records and our induction programme we can assess and have evidence of the stage of development of each pupil coming into school.
If a child is identified as having special requirements then one, some or all of the following may take place:
• An assessment/ observation of that child will take place
• Parents will be involved
• A referral to relevant support service will be made
• A referral to prescat or to school psychologist
• A differentiated curriculum
• A referral to school medical service
• Support Plan
• Co-ordinated Support Plan
• Split placement
Parental Involvement:
Parents/Carers are actively encouraged to be involved in their children’s learning. Clear information, advice and support is available for all parents.
As a result of parental participation in Pre 5 education and our induction programme, parents will have the opportunity to:
• Hear about how we work in school and nursery
• Have a one to one consultation with the child’s teacher
• Discuss their child’s development to date
• Be given support materials and advice if necessary
• Have targets set for their child if necessary
• Attend parent workshops on
o Classroom Routines
o Activity based learning
o Reading pre- entry
o Writing pre- entry
o Maths pre- entry
o General School Information
o
• Attend regular meetings, if necessary
• Have access to school support services, if necessary
• Have ongoing support for their child as long as is necessary
The support of parents is actively encouraged. Parents are invited to parents’ evenings twice each session, November and June and are invited to contact the school regularly for an update on the progress their child is making ensuring that:
• Parents are made aware of their child’s progress
• There is an opportunity to exchange information
• Next steps are discussed
If a parent is unable to attend parents’ evenings then alternative arrangements can be made.
Differentiated Curriculum:
Regular monitoring of forward plans and ongoing assessment of the child plus regular monitoring of pupils’ written work should ensure:
• Continuity and progress
• Relevant support and teaching strategies
• The use of suitable resources
• An appropriate balance of the curriculum
• An appropriate pace of curriculum
Staff are encouraged to refer pupils to the head teacher as early as possible if they have concerns.
Staff Development and Training:
Staff will require regular and ongoing support at both whole school level and at an individual level. Staff development can be delivered as part of an ongoing Continued Professional Development (CPD) programme and Inset should be regularly provided on:
• Differentiation
• Developmental Disorders
• Specific Difficulties
• Sensory Difficulties
• Use of specialised resources
• Interaction of support services
Support Services:
Support Services should be involved as early as it is necessary. Regular meetings will involve anyone directly working with the child or who has an input to the future progress of the child.
Record Keeping:
Good record keeping will depend on implicit procedures and a clear understanding of the different needs of pupils and how these should be recorded.
Recording of progress is crucial in order to provide continuity of education for pupils. Records must be up-to-date, clear and concise.
The following types of records may be in use in school:
Type of Record For Whom Responsibility for Up Keep
Next Steps sheets All Pupils Teacher
Learning Support Records Children with Additional Support Needs Class Teacher & HT
IEPs / Support Plans Children with additional support needs Teacher / HT
Education Support Plans Looked After Pupils HT
Area Learning Support Records Children with Special Educational Needs ALST
Co-ordinated support plans CSP pupils HT/ANST Co-ordinator
Pupils’ Folio All pupils Teacher and Pupils
Pupils’ Report All Pupils Teacher
Transition Records All Pre 5 pupils Pre 5 Staff & P.1 Teacher
In Kilmartin P.S. the HT has the overall responsibility for learning support.
Throughout the procedures detailed above each child’s self esteem and confidence should be developed to enable them to participate effectively and safely in whatever they choose to do.
Posted under Policies
28
February
2007
Here is a boxarium that Hannah Tofts has already made. The children will be finishing their creations off this week so look out for photos of their work.
Posted under Events & Activities
26
February
2007
The role of Information & Communications Technology (ICT) has an ever-increasing contribution to make to learning, employment and everyday life. Pupils will need Information and Communications Technology skills, knowledge and awareness if they are to be successful in their futures. They will also need to be able to use ICT to support their learning in many curriculum areas and to develop informed attitudes to learning with ICT throughout their lives. The pace of change in the future is very hard to predict both in terms of software and hardware and as a result teaching and learning should be constantly reviewed as new and emerging technologies appear. The school recognises the importance of Information and Communications Technology, now and its future potential. This policy endorses the National Guidelines in Information and Communication Technology 5-14 (Learning and Teaching Scotland, 2000). The school’s Policy and Programme are in accordance with National and Authority Guidelines. AIMS To develop in our pupils; knowledge, skills and informed attitudes in relation to information and communications technology through:
- ensuring that staff and pupils are comfortable and confident users of ICT
- developing pupils’ skills on how to use computers and other devices relevant to ICT
- developing and reinforcing cross-curricular approaches to ICT
- supporting the development of learning and teaching in all areas of the curriculum
- establishing a school programme to ensure coherent progression from P1 – P7
- creating opportunities for all staff to acquire and develop the necessary expertise in ICT, thus enhancing teaching and learning
- to provide appropriate and equal access to ICT for all pupils as far as is possible within our limited resources
TEACHING & LEARNING Pupils will have varying levels of access to, and experience of, ICT and this needs to be acknowledged and addressed. Account should be taken of the prior learning that pupils bring to the area of ICT. Setting appropriate next steps for pupils and sharing information with pupils and teachers is important to ensure continuity and progression. Attainment levels in ICT may vary considerably within classes, particularly given the essentially composite nature of the smaller school. ICT permeates the entire 5-14 curriculum and the focus for the school should be two fold. Pupils should use ICT to improve their knowledge, understanding and skills in a range of curricular areas and also develop their general skills in ICT. Regular use of ICT is important to build both skills and the confidence of pupils. As with all curricular areas effective learning and teaching in ICT requires a planned approach. Pupils should be given opportunities to use, learn about and learn through, a variety of ICT devices. APPROACHES AND METHODOLOGIES The following principles will be taken into account:
- making learning outcomes clear
- using a variety of approaches as appropriate to styles of teaching and learning
- giving and receiving clear, regular feedback
- monitoring progress in attainment and learning
- differentiation to ensure that the needs and abilities of pupils are met
PLANNING AND ASSESSMENT PLANNING
In planning for ICT teachers should provide balance, breadth, coherence, continuity and progression and pupils’ experiences should reflect these. Teachers will use the school programme to plan blocks of work in ICT. Teachers should also plan for the transference of these ICT skills to enhance all areas of the curriculum. Successful planning for progression in ICT will ensure that opportunities are given to:
- teach new concepts and skills
- practise and reinforce concepts and skills
- meet individuals’ development needs
- assess progress and attainment in ICT
- use ICT skills in other areas of the curriculum
ASSESSMENT The same principles apply to assessment of ICT as to any other 5-14 curricular area. Assessment is an integral and planned part of teaching and learning in ICT and will highlight achievements and indicate next steps. Whenever possible assessments will be shared between pupil and teacher and with parents where it is appropriate to do so. There are many and varied approaches to assessment including observation, discussion with pupils, checklists, examination of written work, a book/folder containing printouts and pupil, peer and self-evaluation.
ICT will be formally reported to parents annually. Teachers will pass on information at the point of transfer to another school or class through an appropriate system of record keeping. Monitoring and review of teaching and learning in ICT will be carried out according to school procedures and the programme will be subject to regular review within the five year cycle. TIME ALLOCATION Although ICT need not have any specific time allocated to it; due to the fact that it should encompass all areas of the curriculum, the shifting focus within the curriculum highlights the importance of ICT alongside Maths and Language.
RESPONSIBILITY The Headteacher has overall responsibility for the management and delivery of ICT. It is the responsibility of class teachers to implement the school’s Information Communication Policy through delivery of the School Programme and to inform management of any hardware or software deficiencies. HARDWARE & SOFTWARE AVAILABLE The school’s main resource is the stock of networked computers (14). We have one “stand alone” p.c. We have a multi-media projector and inter-active whiteboard, two digital cameras, a digital camcorder, 10 Alphasmarts and a range of other items such as videos, cassette players, TV, DVD player and video etc. We have a programmable Roamer.
SAFE USE OF E-MAIL AND INTERNET The Internet provides both pupils and staff access to a wealth of materials and information. The school has access to the Internet and e-mail through an Authority server but as with any internet filter it cannot be guaranteed to be 100% effective. Teachers should periodically take time with their class to revise and reinforce rules for safe use of the internet. Pupils will have access to the Internet in a planned and organised way and will be expected to take a very responsible attitude to this facility. STAFF DEVELOPMENT AND TRAINING
The school recognises that ICT is a developing and expanding area.of the curriculum.Opportunities for staff development, as identified during consultation, should be taken wherever possible, within both budgetary and time restrictions. INCLUSION and ADDITIONAL NEEDS ICT has a special role to play in Support for Learning across the curriculum. It provides a wide range of software, tools and aids which can be used to support the learning and teaching of all pupils with different needs and abilities. Support and advice for pupils regarding specialised equipment or software can be accessed through normal authority referral procedures. In order to include pupils with additional needs, we will endeavour to provide them with appropriate equipment and resources to access the curriculum where appropriate.
AUTHORITY SUPPORT Argyll & Bute provides technicians who are responsible for maintaining the network. A Quality Improvement Officer (QIO) provides advice and support.
Posted under Policies
24
February
2007
Have a look at the finished results at the gallery.
Posted under Uncategorized
