Learning is the discovery that

something is possible- Fritz Perl

Aims-

•Promote children’s personal development

•Promote positive attitudes and dispositions to learning

•Promote children’s Thinking skills and Personal Capabilities

•Encourage creativity and imagination

•Enable children to develop physical confidence and competence

•Develop children’s curiosity and interact in the world around them

•Enable children to communicate in a variety of ways

•Motivate children to develop literacy and numeracy skills in meaningful contexts.

•Develop secure relationships with adults and peers

Activities will be-

• Practical

•Open ended

•Challenging

•Encourage creativity

•Build on own interests and experiences

•Children will be actively involved in their learning-planning, reviewing and reflecting on what they have done.

WHY ATTENDANCE AT SCHOOL

IS SO IMPORTANT –Excellent attendance at school is important

to allow a child or youngperson to fulfil their potential.

Every single day a child is absent from school equates to aday of lost learning.

Attendance percentages can be misleading.

100% Attendance 0 Days Missed Excellent

95% Attendance 9 Days of Absence1 Week and 4 Days of Learning Missed

Satisfactory

90% Attendance 19 Days of Absence3 Weeks and 4 Daysof Learning Missed

Poor

85% Attendance 28 Days of Absence5 Weeks and 3 Days of Learning Missed

Very Poor

80% Attendance 38 Days of Absence7 Weeks and 3 Days ofLearning Missed

Unacceptable

75% Attendance 46 Days of Absence9 Weeks and 1 Day ofLearning Missed

Unacceptable

For some parents, 90% may seem like an acceptable level of attendance,

but the reality is that 90% attendance means that your child will miss half aschool day each week or 19 days of

school during the school year – that’snearly 4 school weeks.

• DENI are monitoring attendance much more closely than ever before.

Each month the EA Western Area EWO (Educational Welfare Officer) visits the school to monitor attendance.

Therefore during the year if you child hits any of the above attendance levels you will be informed so you too are aware of how much learning time this equates to.

Put snack in school bag

Water- children are given water in class so no water

bottles

Send dinner money in a named purse

Any other money must be brought in an envelope with

the child’s name

Sam Roberts

Primary 1

Please send in 1 box of tissues and 2 jumbo Pritt Sticks

Medication- in school

Achievements and Good Citizen Award – Wednesday

Assembly

Homework Bags- £3.50

Homework

Monday Tuesday Wednesday

Share the story book and the activity with someone at home.

Draw a snowman in the space. Make sure that he has

4 buttons a black hat twigs f or arms a red and blue scarf a carrot nose coal eyes and mouth

Think about things that begin with the ‘m’ sound. You could draw them in the space.

Parent's Signature:

Thursday night- Shared reading

Sick notes to be brought in on day of child’s return

P.E- Slippers to be sent in for Week beginning 14th

September

Children will not need a full P.E kit until February

Show and Tell- Thursday

Children will be given a Show and Tell slip if it is their turn.

•count a variety of objects; • develop an understanding of one-to-one correspondence and come to appreciate that the size of a set is given by the last number in the count; • make sets for a given number within 10; • match numerals to sets and order numerals and sets within 10• develop an understanding of conservation of number within 10; • understand in counting activities that ‘none’ is represented by zero; • explore ordinal number; • explore the number that comes after, before, between a given number to 10• carry out simple mental calculations e.g. 1 more…1 less•count in the context of number rhymes, jingles and stories; • count forwards/backwards in ones within 10 from different starting points; •Handle money in play contexts•Sort the different coins.

• explore and talk about shapes in the environment; • describe and name common 3-D and 2-D shapes; •build and make models with 3D shapes; create pictures and patterns with 2D shapes; • investigate and talk about the properties of shapes; • sort collections of shapes in several ways; describe the arrangements; • explore body space through different types of movement; • explore movement through space during indoor and outdoor play activities; • understand and use a range of positional words; • explore movement using programmable devices; • follow/give directions for simple movements.

•compare two objects of different length/weight/capacity/area;•understand and use the language of comparison; •order three objects of different length, weight, capacity, area; talk about the ordering using appropriate language;

• sort collections of random materials; • sort for one and two criterion • investigate and talk about pattern in the environment; • copy and continue a simple pattern; • continue a simple pattern; • investigate different ways of partitioning sets to 5 into subsets practically; • understand the concept of addition by combining sets of objects to find ‘how many’; • match objects in real contexts; • compare sets by matching objects/counting objects to understand the terms ‘more than’ less than’ ‘the same’; • investigate the relationship between addition and subtraction in practical situations.

3 Areas

•Reading

•Talking and Listening

•Writing

Reading is about understanding written texts. Reading consists of two related processes.

1. Word recognition

2. Comprehension

Shared Reading

Guided Reading

Early progress in reading is closely linked to the development of oral

language.

Children will have a range of opportunities throughout the day to write for their own

purposes using a range of writing materials.

World Around Us

Personal DevelopmentICT

Physical Development

PATHS® CurriculumFoundation Stage

Barnardo’s NI

Barnardo’s NI aims to provide children and young people with a brighter future through the social and emotional learning curriculum (PATHS).

What is PATHS®?• Promoting Alternative Thinking Strategies

A highly recognised Social and Emotional learning programme which covers the PDMU curriculum. (With the exception of the health and safety aspect, as this is not fully explicit.)

• Whole school Curriculum with 5 Key Concepts:

―Self-Esteem ―Emotional Understanding―Self-Control―Social Problem-Solving―Peer Relationships

The PATHS® Curriculum

In P1 and P2 your child will learn these social and emotional learning skills through the use of puppets and stories.

Find Out More

• You can also find out more via the PATHS® Website, Facebook and Twitter pages.

www.pathseducation.co.uk https://www.facebook.com/pathseducationuk

@PATHSEdUK

Please check out our Year 1 page for regular updates!

www.omaghcounty.org/

Please don’t hesitate to meet with us if you have any questions or problems

The beautiful thing about learning is that no one can take it away from

you.

B.B. King