First Class and Second Class: English And Mathematics Suggested Plan
Dear Parent, please accept this information as a guide and not a demand for work to be completed. Your child will work at their own pace and we have to understand that they may be reluctant to work every day. My thinking is that in education at the moment, reading and maths are the priorities and this information is given to you in order to help children focus on a manageable piece of learning during these unpredictable times. Please use or ignore it at your own discretion.
With every good wish to you and your family, Martina Mallon.
All books needed are on www.cjfallon.ie. They can be downloaded instantly if you put in your email address. The books you might consider downloading are:
First Class: Busy At Maths 1 Looking After Zara The New Suit Dance Shoes for GG Wonderland Skills Book F
Second Class: Busy at Maths 2 Feena’s Second Book of Facts Brain Teasers 2 Wonderland Skills Book G You might also consider getting 2-3 copies to record work in.
English
Oral Language: Both Classes
To begin with, I would have a look at the advice given by our Psychological Services about talking to children about the current situation. Ask them what they think about it and if they have any worries about it. You may well be surprised at how mature their thinking is on this matter. It is really important to listen to their answers as they are quick to notice if you are really listening or if you are distracted by something else. If your child is reluctant to talk about it, which is understandable, encourage them to write or draw their feelings. Each child will have a different way of coping. I wouldn’t dwell on it unduly but at the same time, it is important to acknowledge that this is why they are not at school. (This would not need to be done everyday as it could increase your child’s worries.) I would also remind them that they can talk to you at another time, if they have further queries.
In more general terms the next part of the Oral Language would be to discuss the reading material and the illustrations that accompany the piece. Open questions are good for drawing out a deeper response; for example:
Why is that happening in the story?
What do you think will happen next?
When do you think this story was set? (i.e. past/present/future)
How do you know?
How do you think this character is feeling?
Then read the piece along with your child, or if your child wants to read it aloud on their own, let them. Praise their reading, give a direct example: “You read that character’s part with a lot of expression.” Pick maybe one phrase or word they found tricky and discuss that. If you don’t feel confident enough for error analysis, just leave it. The most important thing is that the child feels positive about reading after the session. Please feel free to record any concerns you would like me to follow up on when we return.
Suggested Reading – First Class
Revision For First Class: Looking After Zara and The New Suit (a quick read through is all that is necessary and it does not have to be completed if you do not think it is worthwhile for your child, some children might benefit from the recap.)
New Reading For First Class: Dance Shoes For GG
We had been reading this book in class in parallel with the class novel. We have already completed up to p.12. That story could be finished and the next story “Winchilla Makes Dinner” could also be completed. Do more or less, depending on the willingness of your child to co-operate.
New Reading for Second Class: Feena’s Second Book of Facts
The children are familiar with this book from last year. I would encourage them to pick three themes (listed on the contents page) and read their own choice of articles. If this is too much for your child, reduce the amount. Second Class are very interested in these types of books, so hopefully, it won’t be too difficult to keep them reading. If you want to keep a record of what they have read, please do and send it in to me when we return.
Writing: Both Classes
The children are familiar with the concept of Free Writing. A blank piece of paper is all they need and a pencil. They can write whatever they like and draw but the adult must notcorrect their work. It is a free space for the child to express themselves. You can certainly read what they have written and if they ask you for feedback keep it positive. My classes have been doing this roughly twice a week for 20 mins a session.
First Class: Wonderland Skills Book F
I would recommend a copybook for the children to record their answers. Generally, if your child read pp.5-8 for example, I would look for the corresponding exercises in the skills book. The relevant pages are on the top right-hand corner of the page in the skills book. One page of the skills book per day is plenty but if your child wants to do more, let them. You can send in any work they complete to me when we return.
Second Class
The child can be encouraged to write a summary of the topic they have been reading about. For example, I would suggest that they could do a presentation for their class on their chosen theme and then let them write their own summary. Some might copy but it is their thoughts we are looking to capture on the matter so I would discourage “blind” copying. One assignment is plenty.
Wonderland Skills Book G
Although the class have finished reading “GG’s New Job”, there are some good grammar exercises from p.24 on. Comprehension exercises can be ignored and again 1-2 pages per session is plenty and they don’t have to do it every day, if you get three sessions done in a week, you are doing well.
Maths
First Class
I am listing Busy at Maths 1 here. I know the children are on a different book at school but that programme needs lots of maths equipment and group-work to complete the exercises, so in my opinion, it is not the ideal choice for the home.
If possible, the child might complete pp.85-
- Answers can be recorded in a copy. Some of the questions cannot be completed because the child needs the physical book but just encourage the child to do what they can.
- per session would be sufficient, in my opinion.
Second Class
Busy at Maths 2, the class have a lot of this book already covered. I would not recommend teaching them subtraction that needs regrouping (for example 71-26, you can’t subtract the 6 from the 1….) as it needs to be taught using a decomposition method.
Therefore, if possible children might complete pp.149-151: Area pp.140-143: Group Counting We have also completed skip counting in 2,4,8,3,6,9,5,10 and 7. These could be revised from memory as they are a great preparation for tables in 3rd.
Also, we are using Brain Teasers for second class and have reached Test 45. Children could try a test a day and they would be able to go right to the end of the book.
25-30 mins per maths session is more than enough.
Maths Junior Infants
Number 5
Making the number 5 out of play dough. Writing the number on different surfaces (on the table, in the sandbox etc) with your finger and using different colours on paper.
Counting objects and making sets of 5. Writing the number and drawing sets of 5 objects.
Playing games with a dice.
Revision of numbers 1 – 5 using similar activities. Ordering the numbers and number rhymes. 5 Little Ducks, 5 Little Monkeys, 5 Tubby Little Snowmen etc.
Capacity
Wet play using a range of containers of different sizes and making use of maths vocabulary full and empty. Children could also count how many yoghurt cartons it takes to fill a cup etc
Busy at Maths book pgs 87 -98 Home Links book pgs 23 – 25
Pupils can’t get enough practice writing their numbers and counting so try to encourage them to do plenty of this in as fun a way as possible. Use paint, chalk or even water and a paint brush on dry surfaces outside. Check that they are forming numbers correctly and that they face the right way.
Busy at Maths for Junior and Senior Infants can be downloaded instantly at www.cjfallon.ie.
You need an email address but that is all. If you cannot access it, please contact the school on glencovittns@gmail.com
Maths Senior Infants
Number 10
Making the number on different surfaces (on the table, in the sandbox etc) with your finger and using different colours on paper.
Counting objects and making sets of 10. Writing the number and drawing sets of 10 objects.
Using 10 objects (cubes, crayons etc) combine different numbers of objects to make 10. This can be done in order to write the story of 10 as they are used to doing in school and can be done at random too.
Revision of other number stories would be beneficial too or give pupils simple adding sums for practice when possible with totals no higher than 10.
Number rhymes and using objects for counting can make this more fun.
Time
Begin looking at analogue clocks with pupils and pointing out the minute and hour hands. It would be great if there was on old clock at home they could use for this or even make one if possible. Senior infants will be learning to tell o’clock times. Any practice of this during the day would be helpful. Run through the routine of the day, we get up at 7 o’clock, we eat at 8 o’clock …. etc
Have them draw pictures to show what they do at different times of the day or ask them to tell you what time it is if suitable.
Busy at Maths pgs 86 – 99 Home Links book 30 – 32
All practice writing numbers, making sure they are correctly formed and facing the right way is really beneficial at this age.
English Junior Infants
Jolly Phonics sounds ai, j, oa and ie.
Specific pronunciations of these can be found online.
-at and –an word families.
These could be done with magnetic letters or home-made flashcards.
Pupils can see which of the sounds they know could be put at the beginning of the sound to make simple three letter words.
I would spend several days on each sound.
Just Phonics pgs 34 -35 & 40 – 47 A Way With Words pgs 42 -55
Junior Infants can continue with their new words and their word boxes. A list of the current set of word boxes is on the next page.
Just Phonics is available at: www.educate.ie
A Way With Words is available at: www.cjfallon.ie
Sounds in Action is available on: www.folens.ie
Again any problems, email the school.
Ask pupils to draw pictures of their news and get them to explain it to you in as much detail as they are able. Where necessary model sentences structure for them and ask them questions about their drawing.
When reading stories ask pupils to make predictions about or connections with the story. We have been working on these skills in class. We are currently due to be working on visualising as our comprehension skill so pupils could be asked to draw what they think a character or a favourite scene would look like. Also ask them to put events in the story in order or to retell it if they can.
Pupils would really benefit from plenty of practice writing their letters. There are plenty of worksheets on Twinkl that would help with this. Practise names, simple words or just letters on their own.
English Senior Infants
Phonics CVC words with vowels e, o, u
-op, od, og, ot word families
These could be done with magnetic letters or home-made flashcards.
Pupils can see which of the sounds they know could be put at the beginning of the sound to make simple three letter words.
Sounds in Action pgs 47 – 53 A Way With Words pgs 56 – 65
Senior Infants can continue with their reader for homework each doing 1 or 2 pages a day and not more than 6 in a week.
Pupils with their work book could continue with it.
Pupils can continue with their word boxes. A list of the current set of word boxes is on the next page.
Ask pupils to draw pictures of their news. Senior Infants have begun writing simple sentences to go with their news. They may like to be given a starting sentence: Today is _____, the _____ of April 2020. Ask them to read it out afterwards and to explain it to you in as much detail as they can. Where necessary model sentences structure for them and ask them questions about their drawing.
When reading stories ask pupils to make predictions about or connections with the story. We have been working on these skills in class. We are currently due to be working on visualising as our comprehension skill so pupils could be asked to draw what they think a character or a favourite scene would look like. Also ask them to put events in the story in order or to retell it.
Pupils would really benefit from plenty of practice writing their letters. There are plenty of worksheets on Twinkl that would help with this. Practise names, simple words or just letters on their own.
Take care everyone and hoping to see you all again soon!
–Adrienne Kerr
List 1
it
tin
pat
nip
sat
as
ant
tip
pan
sit
List 2
pest
tap
pin
is
pit
snap
in
man
red
dip
List 3
hip
pet
mat
ran
dip
map
rat
his
rip
snip
List 1a
nap
tan
set
hill
hand
sand
men
elf
snip
ram
List 2a
egg
end
imp
sock
den
fist
bin
fed
lock
hop
List 3a
nut
fluff
lost
hog
tug
got
stuck
slug
slab
fill
Check your child’s sound copy to see what list they are currently on. Do the list each day if possible, encouraging your child to sound the word before saying it. Junior Infants aim to get three ticks for each word. Senior infants can move on when they have two ticks for each word.
Miss Donnelly: English March and April Overview Plan
Books: 3rd Class: Reading Zone – 3rd Class – The Talking Horse. Reading Zone and Treasury Books can be accessed on FolensOnline.ie and then register. Any problems, email school at glencovittns@gmail.com
Treasury Core Skills in English C
Spelling Made Fun Pupils Workbook D – 3rd Class
4th Class: Reading Zone – 4th Class – The Golden Harp
Treasury Core Skills in English D
Spelling Made Fun Pupils Workbook e – 4th Class
Term Two
March(4 weeks)
April (1 week)
Reading
3rd: Chinese New Year
The Dreamer
The Frightened Scarecrow
4th: The Ghost
Krakus and the Dragon
Stone Soup
Spellings: Spellings made fun book
3rd: Animals growing and changing
4th: The Chernobyl Children’s
Project
Writing
Procedure Writing- Modelling,
shared writing, using frameworks
(PDST website have examples of
procedural writing and writing
framework)
Free Writing
Handwriting- Revision of lower
case and uppercase letters
Procedure Writing- Modelling and
independent construction
(PDST website have examples of
procedural writing and writing
framework)
Free Writing
Handwriting- practice
Oral Language
Vocabulary and
Conceptual Knowledge
(PDST website: Five
components of Oral
Language pages 31-38)
Vocabulary and
Conceptual Knowledge
(PDST online: Five
components of Oral
Language pages 31-38)
Grammar
Plurals
3rd: Treasury Core Skills in
English C
4th: Treasury Core Skills in
English D
Verb Tenses
3rd: Treasury Core Skills in
English C
4th: Treasury Core Skills in
English D
Poetry
The Dentist
and the
Crocodile
By Roald Dahl
Daddy Fell into
the Pond
By Alfred
Noyes
Miss Donnelly: Maths: March and April Overview Plan
Busy at Maths for 3rd and 4th is available on www.cjfallon.ie
You will need an email address to access the books, email glencovittns@gmail.com if you have any problems with this.
Books: 3rd class: Busy at Maths 3 Busy at Maths 3 Shadow Book Mental Maths 3rd class
4th class: Busy at Maths 4 Busy at Maths 4 Shadow Book Mental Maths 4th class
March
April
Week 1
Money COMPLETED
3rd class: Chapter 27
4th Class: Chapter 21
Mental Maths Focus: Division
Number Facts: ÷3/÷4 tables
Revision:
3rd class: Busy at Maths shadow book pages 46,47,59,60,65,66
4th class: Busy at Maths shadow book pages 50,51,60,61,55,67
Mental Maths Focus: Money week 22
Number Facts: ÷7/÷8 tables
Week 2
Multiplication COMPELETED
3rd class: Chapter 14
4th Class: Chapter 14
Mental Maths Focus: Length
Number Facts: ÷5/÷6 tables
Week 3
Number Patterns
3rd class: Chapter 28 pages 147-150
4th Class: Chapter 24 pages 122-124
Mental Maths focus: time week 20
Number Facts: ÷1/÷2 tables
Week 4
Area
3rd class: Chapter 31 pages 161-164
4th Class: Chapter 32 pages 159-162
Mental Maths Focus: area week 21
Number Facts:÷3/÷4 tables
Please note that 5th and 6th classes are being accommodated by Mr Herron through Seesaw.
Talking to Children and Young People about COVID-19 (Coronavirus) Advice for Parents and Schools
Children and young people need factual, age appropriate information about the Covid-19 virus and concrete instruction about how to avoid spreading of the virus. Without the facts, they often imagine situations far worse than reality.
The posters below are available at this link. There is also a link to a video the Deputy Chief Medical Officer answered some common questions for RTÉ Junior’s News 2Day programme here:
Let the child/young person’s questions and their age guide as to how much information to provide:
o Very young children need brief, simple information and reassurance that they are safe and that the people they care about are safe. They may ask ‘Will I get sick’ or ‘Will granny/grandad die?’
o Reassure them that the Government is working hard to ensure that people throughout the country stay healthy.
o Tell them that not everyone will get the virus and that the vast majority who get it recover fully.
o Older children may need help to separate reality from rumour and fantasy. Either provide or direct them to where they can find accurate, and factual information about the current status of COVID-19. Having such knowledge can help them feel a sense of control.
Children can feel less anxious and more in control when given guidance on what they can do to prevent infection. Give them this information. Further information is available here.
o Children and young people look to the adults in their lives to guide them on how to react to worrying and stressful events. If the adults in their lives seem overly worried, their own anxiety may rise.
o If your child seems upset, worried or anxious, encourage them to talk about what they are thinking and how they are feeling. Help them to understand that it is ok for them to be experiencing a range of thoughts and feelings. It is important to understand their point of view and to work together to create a different and more positive way to look at the situation. For example, if your child is upset that they cannot see their friends, you could say something like ‘I understand that you are missing seeing your friends every day. So am I. Why don’t we try and find new ways to stay in touch with our friends?’
o Give them extra attention and time, to talk about their concerns, fears, and questions.
o Remember they do not always talk about their concerns readily. Watch for clues that they may want to talk, such as hovering around while you do the dishes etc.
o It is very typical for younger children to ask a few questions, return to playing and then come back with further questions.
Reassure children and young people that many stories about COVID-19 on the internet may be based on rumours and inaccurate information.
o Remember factual information about the virus can help reduce anxiety.
o Avoid constantly monitoring or discussing updates on the status of COVID -19, as this can increase anxiety.
o Try to limit their access to information on the internet/television/social media that might be upsetting to them.
o Remind children/young people that no individual or group is ‘responsible’ for the virus.
Encourage children/young people to continue with their schoolwork and extracurricular activities, but don’t push them if they seem upset or overwhelmed.
During this time children and young people need your support to create new routines that will keep them busy and give them a sense of control of their lives. This will become more important as time goes on. Routines and schedules are key to helping them through this unprecedented phase in their lives. By having a structured and predictable day they will feel more secure and reassured. Further information about supporting children with routines is available here.
Check out these websites
Department of Education and Skills Department of Health
National Parents Council Primary & Early Years National Parents Council – Post Primary
COVID-19 (Coronavirus): Advice for Young People while Schools are Closed
Stay Responsible & Informed Stay Active & Connected Stay Positive & Calm
The Government has made a decision to close all schools in Ireland in order to slow down the spread of the Covid-19 virus in Ireland and keep as many people as possible safe and well. In addition to this, people have been asked to stay at home and to practice social/physical distancing. We have not been in this situation before, so this is new to us all, but if we follow the right advice we will get through this, and in time we will be proud of how we responded, working together to support our country. You have a part to play in this. Some of you may be ready to take on the challenge of staying at home, some of you may be bored and fed up and others may be feeling worried or anxious about what these changes may mean. We are all adjusting and adapting. When trying to think about how you can support yourself, your family, your community and your country in the coming weeks, remember these three key messages:
Stay Responsible & Informed Stay Active & Connected Stay Positive & Calm
1.Stay Responsible & Informed:
Follow the HSE advice on their website on protecting yourself, practicing social/physical distancing and on ways to avoid spreading the virus.
Keep up-to-date with information posted on the Department of Education & Skills’ Twitter account.
Without the facts we may believe rumours and imagine situations far worse than reality. Stick to reliable, trustworthy sources of information such as the HSE, the Department of Health, the Department of Education and Skills, the World Health Organisation and trustworthy mainstream news sources, such as RTE. All sources available here.
Take breaks from the news and social media as this makes us less vulnerable to ‘fake news’ and limits our exposure to unhelpful or inaccurate information.
Remember that the Government is working hard to ensure that people throughout the country stay healthy and safe.
Remember, too, that not everyone will get the virus and the vast majority
who get it will recover fully. At times like this we all need to support each other:
- Be kind and look out for each other.
- Remember no individual or group is ‘responsible’ for the virus.
- If people you know get the virus remember that it’s not their fault. They have been unlucky and need our support.
2.Stay Active & Connected:
Routines and schedules are the key to getting through this new phase of our lives. Making our days structured and predictable will help us feel secure and reassured. Schools have closed and this has changed our regular daily routines. During this time of Covid-19 let’s create new routines. Keeping busy, having a sense of purpose and feeling in control of our time is very important. We can help ourselves get through this time by creating a Plan for the Day, every evening for the day ahead (see link at end). Following the normal school day can be a guide. When creating a Plan for the Day think about the following:
Include some basic daily activities:
-
- Sleep is good for your health and wellbeing so it’s important to get plenty of sleep-eight to twelve hours is recommended for young people. Leaving your phone/laptop/tablet outside of your bedroom will help you to get a good night’s sleep. It’s also important to eat healthily, to drink lots of water and to take care of personal hygiene. Aim to include sleep, taking exercise, showering and getting dressed into your daily routine. (Remember to discuss your plan with your family to make sure that your plan for meals, computer time,showering etc. works for everyone.)
Include some physical activity & housework:
- Going for a walk or run/doing weights/jumping on a trampoline/following an exercise routine on line or by using an App. If possible try some physical activity outdoors and get some sunshine and fresh air but stay within 2 kilometres of your home, keeping 2 metres distance from other people.
- Tidying your room (make your bed/keep your space clean and tidy)
- Helping with the housework (empty and load the dishwasher/mow the lawn/wash the car/vacuum/ help with the shopping/with cooking/with washing & ironing)
Include some social activity:
- We all find it hard to be away from our friends, to practice physical/social distancing and to stay at home. Use technology to stay in touch. (Our country really needs your help with this.)
- If you have relatives, family or neighbours who may be lonely or who live alone, why not give them a ring? Remember in particular older relatives.
- Reconnect with your family. Find similar interests and plan to watch TV together, play board games/make a jigsaw or help with the housework together. Maybe you can help a younger brother or sister with their schoolwork.
Include enjoyable and creative activities:
- Try something new. Use YouTube to take up a new hobby. o Do a crossword, read, draw, paint, write or listen to music.
- Capture each day by documenting it through writing, recording or photography. Keep a journal/diary of this time. It might be something that you will really value in the future.
- Write/email a letter to a friend, relative or elderly neighbour. o Watch a favourite TV programme.
- Share and enjoy fun TikToks with friends. o Prepare a meal. Bake a cake.
Include schoolwork:
- It is important that your new routine on weekdays mirrors the normal school day, as much as possible. One option may be to follow the order of subjects as they appear on your usual school timetable. Another option may be to take a short break after what is the usual length of a class period in your school.
- It is important that you make time each day to complete some schoolwork. Keep a log of what you have worked on each day.
- Your school may be using technology to support your education at this time. Remember to check the school website and your email regularly for messages from your school.
- It is often hard to stay focused when working alone at home. This is normal. Taking regular breaks and rewarding yourself is key to staying motivated.
3.Stay Positive & Calm
Over the next few weeks we may have lots of different feelings. It may all feel a bit unreal. We may feel anxious, sad, afraid, fed up, angry, shocked or even numb. We may feel nothing at all. This is all ok and these are all normal and healthy reactions to stressful situations, such as the Covid-19 outbreak. There is no ‘right’ or ‘wrong’ way to feel. If our feelings and reactions seem different from those of our friends, remember that everyone reacts differently. There are things we can do, to help, such as:
Talk to family and friends about your feelings. Sharing our thoughts or worries with others really does help.
Remember that there are a lot of rumours and ‘fake news’ going around at the moment. If you are worried about them, talk to an adult or parent.
Get your information from a reliable source.
Continually talking about Covid-19 or watching constant updates on it can increase your anxiety. Try to limit accessing information on the internet/ television/social media that might be upsetting to you.
Covid-19 will pass and life will get back to normal.
Look at this break from your normal routine as a time to pay attention to yourself and make a special effort to take care of yourself. Try to get some extra sleep, eat nutritious foods and get some exercise, even if it is just a walk.
Practice some relaxation techniques (see link at end).
Do something you enjoy. Think about something that makes you feel good, then make it happen – like listening to music, going for walks, doing an exercise routine, watching a funny movie. Remember laughter is good medicine!
Check out these hyperlinks:
Check out these websites (this list is not exhaustive):
Covid-19 (Corona Virus): A Guide for Parents on supporting children and young people with daily routines while schools are closed
The Government has made a decision to close all schools in Ireland in order to slow down the spread of the Covid-19 virus and keep as many people as possible safe and well. In addition to this, people have been asked to stay at home and to practice social/physical distancing. We have not been in this situation before, so this is new to us all, but if we follow the right advice we will get through this, and in time we will be proud of how we responded and worked together to support our country. This decision has impacted on all of our lives and changed everyone’s daily routines.
Some children and young people may be coping well with social/physical distancing and/or staying at home and completing school work at home whereas others may be struggling with these changes. There will be challenges ahead as your child will miss their friends, school and their extra-curricular activities. We are all in a period of adjustment and it will take time for us to adapt to being at home so much and spending more time together as families. There are things that can help you and your children to get through this challenging time.
During this time children and young people need your support to create new routines that will keep them busy and give them a sense of control of their lives. This will become more important as time goes on. Routines and schedules are key to helping them through this unprecedented phase in their lives. By having a structured and predictable day they will feel more secure and reassured.
Children and young people can help themselves to get through this time by creating a Plan for the Day every evening for the day ahead, and they may need your help with this, particularly younger children. The Plan for the Day should include where possible:
- Normal Daily Routines
- Physical Activities & Housework
- Social Activities
- Enjoyable/Creative Activities
- Schoolwork
1.Normal Daily Routines: It’s important to encourage your child to eat healthily, to drink lots of water and to take care of their personal hygiene.
Taking exercise, showering, getting dressed and getting a good night’s sleep should be included in their daily routine.
Having regular mealtimes as a family, as well as dividing up the day, is a valuable opportunity to connect with your children and allow them to air any worries or concerns.
It is important to keep to the normal bedtime routine. Encourage your child to go to bed and get up at the usual time during the week. Sleep is very important for our health and wellbeing and eight to twelve hours is recommended each night.
Help your child have a good night’s sleep by asking them to leave their devices (phone/laptop/tablet) outside of their bedroom each night. (Remind your child to discuss their plan with you to make sure access to the
computer and access to the shower, work for everyone in the family.)
2.Physical activity & housework: Physical activity is important for children and young people’s health and wellbeing. Helping others makes us feel good and gives us a sense of purpose. Consider encouraging the following:
Timetabling physical exercise into each day. Your child may already have an exercise routine or preferred physical activity. If they don’t or are looking for something new, there are lots of ways to exercise, for example, going for a walk or run/doing weights/jumping on a trampoline1/following an exercise routine on line or by using an App. If possible try some physical activity outdoors and get some sunshine and fresh air but stay within a 2km radius of your home and with your family only.
Your child may be spending more time in their bedroom so encourage them to take pride in their personal space by taking responsibility for how it looks, they can do this by, making their bed/vacuuming their room/ keeping their space clean and tidy.
Helping with the extra housework (empty and load the dishwasher/vacuum/ help with the shopping/cooking/washing & ironing/mow the lawn/wash & vacuum the car).
3.Social activity: Many young people are finding it hard not meeting their Encourage them to use technology to stay in touch with friends. Our country really needs our support with this.
You can encourage other types of social contact by supporting them to:
- Telephone relatives, family or neighbours who may be lonely or live alone
- Spend time with the family watching TV together, playing board games/ making a jigsaw or helping with the housework.
- Help a younger brother or sister with their schoolwork.
4.Enjoyable/creative activities, should also be included in the Plan for the Day:
Using the time to try something new or learn a new hobby. Technology/ YouTube can be helpful when learning something new.
Encouraging your child to try a crossword, draw, paint, write or listen to music.
Encouraging your child to capture each day by documenting it through drawing, writing, recording or photography
Write/email a letter to a friend, relative or elderly neighbour. Watch a favourite TV programme.
Share and enjoy fun TikToks with friends. Prepare a meal. Bake a cake.
Read a book.
5.Schoolwork:
For post primary students it may be helpful if their new schoolwork routine on weekdays mirrors the normal school day, as much as possible. One option may be to follow the order of subjects as they appear on their usual school timetable. Another option may be to take a short break after what is the usual length of a class period in school. Some schools are using technology to support students with their schoolwork. If your child’s school is doing this, you may need to remind them to check their email regularly.
Primary school children are usually engaged in ‘active learning’ when they are in school, which means that they move and change tasks frequently throughout the day. Break up the schoolwork routine with physical activities and creative/ enjoyable activities. Look out for emails or messages from your child’s school/teacher. They may be able to provide some helpful support during this time.
RTÉ Home School Hub is a daily scheduled virtual classroom for primary school children on RTÉ 2 from 11am to 12 noon. It can also be viewed anytime on the RTE Player with online resources available here.
Sticking to a full schoolwork timetable will not work for everyone. Insisting on one may lead to heightened stress and tension at home, particularly if you have a number of school-going children. Be flexible and sensible.
What’s important is that your child makes a good effort each day to complete some schoolwork.
Ten Useful Tips for Parents
- Younger children may respond well to setting up routines and taking your advice and guidance while older children may resist having a Plan for the Remind them that this is still the school term and schoolwork is continuing. Talk to them about the importance of routine for their health and wellbeing at this time, as well as the importance of keeping up with the curriculum, in preparation for their return to school.
- Remind yourself that having to work independently without the stimulus and interaction of teachers and peers is new for your children and may be challenging. While it may be important to support your child to engage with learning at home by using technology, it’s not and cannot be exactly the same for your child as learning in school. Your child is likely to be less focused and attentive than they would be in school. If this is the case, consider helping them to start small and increase their study/schoolwork time gradually. Encourage them to take short breaks between study blocks.
- It may be stressful for parents and carers of younger children if they believe that they have to be a ‘substitute teacher’. Remember you are not a teacher and there is no expectation that you should be doing extensive hours of tutoring or completing schoolwork with your child every day. Be realistic and sensible about your child’s needs and your own, during this time. Be flexible and open to adjusting to both your needs and your child’s needs – do what you can!
- If you have older children in the house encourage them to help their young siblings and build this in to their Plan for the Day.
- Remember that learning isn’t just about sitting with a pen and paper at a desk. Children can learn through baking, gardening or other activities of interest to you or your family. For example, baking can involve reading the recipe, following written instructions, learning about weight and measurement and the development of life skills, such as how to clean up after yourself, how to share and how to take turns.
- As you know every child is different and you may find that your individual children respond to this situation in different ways. That’s ok. If needed, try to support them individually to adjust their schedules depending on their age, additional needs, motivation etc.
- No matter what age, allow your children choices in relation to their Plan for the Day. Choosing the activities and the order in which they engage with those activities will be motivating and empowering for your child.
- If your child’s first few attempts at the Plan for the Day have not worked, remember this is a time of learning and adjusting so it may take time to get it right. At the end of each day, your child may want to discuss with you what worked well about the plan and what was challenging. Help them to think about how it could be improved for the next day.
- For many children and young people it may be difficult to stay motivated and focused when working alone at home. This is normal. The Plan for the Day will help. Encourage them to take regular breaks and praise and reward them for working hard and trying their best. You may need to consider building in a reward or incentive system in order to help them experience success learning at home. Rewards don’t have to cost money and can be daily or weekly depending on the age of the child. Examples include choosing a game for the family to play, having their favourite meal for dinner, choosing a family movie or extra phone or PlayStation time etc.
- This may be a challenging time for families. Be patient and kind with If you can, take breaks during your day, get plenty of sleep, connect with friends and family using social media, exercise and eat well. Remember that the most important thing that you can do is love and care for your child and reassure them that Covid-19 will pass.
Check out these websites (list is not exhaustive):
- HSE
- Department of Education and Skills
- https://twitter.com/@Education_Ire
- Department of Health
- World Health Organisation (WHO)
- National Parents Council Primary & Early Years
- National Parents Council – Post Primary
- www.spunout.ie
- www.youth.ie
- Jigsaw
- Little Things Campaign
- RTE School Hub
- Healthy Ireland
(Revised 31/3/20)
Example of Plan for the Day
During this time of school closure, your teacher(s) may have given you a structured timetable to follow. If not, you will need to design your own Plan for the Day. Remember to plan for schoolwork, physical exercise and household jobs as well as activities you enjoy, connecting with friends and family and taking some free time and food breaks throughout the day.
TIME
9.00
10.00
10.45
11.00
12.00
1.00
2.00
2.45
3.00
5.00
6.00
Evening Plan
ACTIVITY
Breakfast / Wash / Dress / Get ready for school work
Schoolwork
Fifteen minute break (healthy snack / listen to music)
Schoolwork (post primary) or RTE Home School Hub (primary)
Bike ride (no more than 2km from home) / Tidy my bedroom
Help to make and take lunch / link with friends
Schoolwork
Fifteen minute break (healthy snack / link with friends)
Schoolwork (post primary) Board game and jigsaw (primary)
Bake a treat for family – find a receipe to follow on YouTube
Dinner time (& tidy up)
Physical activity, family time & relax
Tick when complete
This is a generic plan which can be adapted to suit your situation. Remember to take breaks. Break up the schoolwork routine with physical activities and creative/enjoyable activities.