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: 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: 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: 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: 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: 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: Policies
