Whole School Plan for Aistear

1. Introductory Statement and Rationale

(a) Introductory Statement

This plan forms the basis of infant teachers’ long and short term planning and so will influence teaching and learning in individual classrooms.

It also informs new or temporary teachers of our approaches and teaching methodologies in the infant classrooms.

(b) Rationale

What is Aistear?

Aistear is a curriculum framework for children from birth to six years in Ireland. It

describes the types of learning that are important for children in their early years. As a

curriculum framework, Aistear can work as a guide for primary schools and teachers

in planning practical learning programmes for children in infant classes. Aistear is to

be used together with the Infant Curriculum to plan fun and challenging experiences

for the children in your classroom.

The importance of play in our school:

Play can make a unique contribution to the development of the child. It is the child’s

way of making sense of the world – a learning tool that engages, motivates,

challenges and pleases. Its purposes, and the particular character of its activity,

provide the means by which the child can achieve an enhanced awareness of self and

can experience a unique mode of learning. It can:

Give each child a rich oral language experience and afford the opportunity to

experiment with different registers of language.

Give each child the opportunity to approach new knowledge through the

dimension of imaginative activity and experience.

Give each child the opportunity to approach knowledge in the ways that are

most suitable to him/her

Create the motivation and interest that can spur the child to research, and thus

foster an attitude that views knowledge as essential in adapting his/her

perception of the world.

Provide the means by which the child can relate knowledge, in a special way,

to previous learning and experience.

Help the child to see pattern and unity in seemingly disparate pieces of

knowledge encountered in different subjects.

Make distant what is close and make close what is distant at both a cognitive

and an affective level, so that aspects of life can be explored closely enough to

afford effective examination but distant enough to provide safety for the child.

Facilitate the child’s imaginative, intellectual, emotional and physical

development in a contemporaneous and holistic way.

Foster the child’s creativity, invention, insight, discovery and problem solving

through exploring actively the intuitive and the spontaneous.

Allow the child, through the medium of play, to experience, understand and

practise the life skills needed in reality.

Promote empathy with the ideas, attitudes and feelings of others.

2. Vision and Aims

(a) Vision

We seek to use the Aistear framework to provide information for teachers to help

them plan for and provide enjoyable and challenging learning experiences, so that all

children can grow and develop as competent and confident learners. We seek to use

the Aistear methodology as part of early intervention in the infant classes. We intend

for all children to be exposed to wide range of vocabulary in a practical setting in

order to improve language fluency and comprehension.

(b) Aims

We endorse the themes and aims of the Aistear framework:

Themes Aims

Well-being

Children will be strong psychologically and socially.

Children will be as healthy and fit as they can be.

Children will be creative and spiritual.

Children will have positive outlooks on learning and on life.

Identity and Belonging

Children will have strong self-identities and will feel respected and affirmed as unique individuals

with their own life stories.

Children will have a sense of group identity where links with their family and community are

acknowledged and extended.

Children will be able to express their rights and show an understanding and regard for the identity,

rights and views of others.

Children will see themselves as capable learners.

Communicating

Children will use non-verbal communication skills.

Children will use language (listening, speaking, signing, drawing, and writing).

Children will broaden their understanding of the world by making sense of experiences through

language (listening, speaking, signing, drawing,

and writing).

Children will express themselves creatively and imaginatively.

Exploring and

Thinking

Children will learn about and make sense of the world around them.

Children will develop and use skills and strategies for observing, questioning, investigating,

understanding, negotiating, and problem-solving,

and come to see themselves as explorers and

thinkers.

Children will explore ways to represent ideas, feelings, thoughts, objects, and actions through

symbols.

Children will have positive attitudes towards learning and develop dispositions like curiosity,

playfulness, perseverance, confidence,

resourcefulness, and risk-taking.

Short term Aims

To engage in full classroom planning for play during the academic year.

To develop a suitable stock of resources for themed play.

All teachers are to develop a “Visual Timetable” to aid planning.

All teachers are to develop a “Playtime board” to assist children in reviewing play. The current play theme is to be clearly identified, alongside relevant

vocabulary.

3. Types of play

Teachers will plan four types of play in each Aistear session.*See Appendix 4 for

sample themed plans that can be used to support these different types of play.

Creative play: involves children exploring and using their bodies and materials to

make and do things and to share their feelings, ideas and thoughts. Activities can

include dancing, painting, playing with junk and recycled materials, working with

play-dough and clay, and using their imaginations.

Language play: involves children playing with sounds and words. It includes

unrehearsed and spontaneous manipulation of these, often with rhythmic and

repetitive elements. Activities should encourage children to play with language –

enjoy patterns, jokes, stories, sounds and nonsense words.

Physical play: involves children developing, practising and refining bodily

movements and control. It includes whole body and limb movements, co-ordination

and balance. Exploratory play involves children using physical skills and their senses

to find out what things feel like and what can be done with them. Manipulative play

involves practising and refining motor skills. This type of play enhances physical

dexterity and hand-eye co-ordination. This type of play includes manipulating objects

and materials. Constructive play involves building something using natural and

manufactured materials. This type of play can become more complex and intricate.

Pretend play: involves children using their imaginations. It includes pretending with

objects, actions and situations. Children use their developing language to move from

thinking in the concrete to thinking in the abstract. They make up stories and

scenarios. Children act out real events and they also take part in fantasy play about

things that are not real, such as fairies or super heroes. Children try out roles,

occupations and experiences in their pretend play. Small world play involves children using small-scale representations of real things like animals, people, cars, and train

sets as play props. *See Appendix 5 for examples of role play vocabulary.

Games with Rules: *See Appendix 2.

4. Children with Different Needs

It is the policy of our school that all children should have the opportunity to

participate in and benefit from the full range of experiences offered in play. In

planning for play account should be taken of the range of differences in the school so

that all children will be given the opportunity to obtain maximum benefit from the

session.

Teachers support and ensure the participation of children with special needs by being aware of the level and pace at which these children are learning.

All children are enabled to make an important contribution regardless of academic achievement.

We adapt and modify activities so that all children in the class can participate.

Primarily the responsibilities of the class teacher in relation to play are planning, delivery, support, and assessment.

The special needs teachers support and compliment the work done in this area in their class.

The role and responsibility of the special needs assistant in relation to play is to assist the special needs child to whom they are assigned and to.

Children with exceptional ability/talent are encouraged and supported to develop their full potential in the play session.

5. Linkage and Integration

Linkage

Linkage within the play session will occur where a lesson based on one particular

strand may also draw on another strand. For example: a group of children reflecting

on the drama that they created in role play.

Integration

Integration across curricular areas will occur where the teacher draws on another

subject topic as a stimulus for the play session or uses play to aid consolidation of a

particular topic.

Aistear can be used to integrate all areas of the curriculum. For example, a play

session about “The Opticians” might include:

-Socio-dramatic play where children play in role using pre-taught vocabulary

-An investigation area where children record items “near and far” using magnifying

glasses.

-A story bag where children sequence and re-tell a known story using props.

-A creative area where children design glasses and use problem solving skills when

discussing how to cut and assemble them.

6. Assessment and Record Keeping

Aistear provides lots of information on and examples of assessment-in-action in

different types of early childhood settings. The framework uses five assessment

methods to gather evidence of children's learning and development across Aistear's

themes. This evidence helps practitioners to build rich portraits of children as learners

in order to celebrate their achievements and to help them take the next steps in their

learning.

Records of assessment will be kept in observation notes, pupil profiles and pupil

scrapbooks. Mainstream teachers will record reflections of play sessions on the

NCCA Aistear short term planning template. Where possible, learn support staff will

take part in Aistear sessions and make observation notes alongside the mainstream

teacher.

Assessment methods:

-Self-assessment: using samples of work.

-Conversations: one to one, paired, group and whole class.

-Observation: teacher as an observer and teacher in role.

-Setting tasks: worksheets and activities

-Testing/Questioning: reporting and reflecting on play using photos and video clips.

What do I assess and when?

-Dispositions: curiosity, concentration, resilience, and perseverance.

-Skills: walking, cutting, writing, and problem-solving.

-Attitudes and values: respect for themselves and others, care for the environment,

and positive attitudes to learning and to life.

-Knowledge and understanding: classifying objects using colour and size, learning

‘rules’ for interacting with others, finding out about people in their community, and

understanding that words have meaning.

7. Organisational Planning

An Aistear session must include the following stages:

Planning: group discussion about the

visual timetable. Paired or group

planning of play using future tense.

10 minutes

Play: engaging with activities/material

at assigned play areas. Tidy up.

Junior Infant Play: 15-20 minutes

Junior Infant Tidy Up: 10-15 minutes

Senior Infant Play: 30 minutes

Senior Infant Tidy up: 5 minutes

Reviewing: can include oral reporting

(knee to knee), guided writing and free

writing (using the playtime vocabulary

board)

Senior Infant Review: 15 minutes

Junior Infant Review: 20 minutes

*See Appendix 3 for examples of questions that can be used to develop planning

and reviewing.

8. Health and Safety

Activities must be assigned to an appropriate area in the classroom. There

must be a safe distance between play areas.

Playtime resources/props are to be stored away on shelves or on a portable toy trolley.

Teachers are to consider the health and safety of all children when selecting appropriate props and resources for playtime.

Rough behaviour is not tolerated even within the context of role play and children are made aware of this beforehand.

9. Individual Teachers’ Planning and Reporting

Teachers consult this Whole School Plan and the curriculum documents for

curriculum subjects being integrated in Aistear sessions when they are drawing up

their long and short term plans.

Teachers use Aistear as a methodology to aid curricular integration. Where suitable,

Aistear will be used in a thematic way to integrate with the other curricular subjects.

Each teacher will have a long term plan for the year and will tailor them to the needs

of their own classes in their short term planning.

Teachers should not use the term “Aistear” on their timetable. Aistear is a play

methodology. The phrase “integrated play” should be used, to be followed by a short

English slot for reviewing play.

The NCCA Aistear template will assist in recording work covered, in evaluating

progress in learning and in informing future teaching. *See Appendix 2 for the role

of the teacher during play.

10. Staff Development

Teachers will have access to reference books, resource materials and websites

dealing with Aistear. Staff will be encouraged to observe Aistear sessions in

infant classrooms.

All teachers will be responsible for cataloguing resources and will arrange for

opportunities for resources to be assessed for purchase.

Access to Aistear Toolkit: http://www.ncca.ie/aisteartoolkit The culture in our school is one that encourages the sharing of experience and

good practice.

11. Parental Involvement

http://www.ncca.ie/aisteartoolkit

Parents have an important role to play by discussing their child’s playtime

experiences with them. This gives the parent a valuable role in facilitating the

children’s playtime experiences with them.

Parents can also become directly involved in the organisation of projects

associated with Aistear.

Parents can also assist with the compilation of toys, props and costumes.

Parents will be made aware of the contribution that play makes to their child’s

learning and development. (Aistear leaflets are available on the NCCA

website)

12. Success Criteria

We shall review this whole school plan in the future under the following headings:

How individual teacher preparation, planning and teaching reflects this plan.

How the Aistear play methodology is working in the classroom

Resources

Progression in the use and understanding of new vocabulary, aiding fluency

and comprehension skills.

Means of assessing the outcomes of the plan will include

Revisiting the aims of this plan as a staff

Teacher / Parent feedback

Children’s feedback

Inspectors reports / suggestions

Results of class assessment

13. Implementation (a) Roles and Responsibilities

The plan will be supported, developed and implemented by all staff members.

The staff members will have responsibility for the following :

Audit and recommendation of play resources for infant classes – Sinéad

Kearney and Louise Ring

Purchase of resources for infants – all infant teachers.

14. Review

It will be necessary to review this plan on a regular basis to ensure optimum

implementation of Aistear as a teaching methodology. We aim to review this plan

during the 2017/18 school year. On this date we will refer to the tasks in our action

plan and check that they have been completed in accordance with the agreed time

frame.

Those involved in the review will be:

Principal

All staff

BOM

Parent Policy Committee

Appendix

1. Games with rules. 2. Teacher’s role in Aistear. 3. Planning and reviewing objectives. 4. Sample schemes of work (Junior and Senior infant). 5. Suggested vocabulary for role play areas. 6. List of resources

1. Games with Rules

“Games with rules” is the fifth type of play used in the Aistear framework. It may not

always be possible to plan for this type of play during an Aistear session as the nature

of the activities often require constant adult supervision. It is advised that “games

with rules” are explicitly taught in the following areas:

Maths through “Ready Set Go”,

Gaeilge through “Abair Liom”,

English through “Jolly Phonics”

Through other games used across the curriculum.

2. Teacher’s role in Aistear

Whilst the tendency to play is universally acknowledged as being innate, increasingly

it is recognised that in order for play to flourish as a truly enjoyable, cognitive, and

socially adaptive human ability, adult support is necessary. Where possible, learn

support staff will take part in Aistear sessions and make observation notes alongside

the mainstream teacher.

The role of the mainstream teacher:

Planning for play: resources, space and what the children will learn. The teachers will use the NCCA Aistear planning template for short term planning. Themes and specific vocabulary will be noted in long term Drama plans. *See appendix 4 for sample schemes of work. Supporting play: observing, documenting, facilitating and participating in play. Teachers will remember that they are an equal participant and will not take over the play session. The session is to be child led and the teacher must ask the children if they may join the session. Teachers will not interrupt the play session in order to assess or question the children. Teachers will alter the type and amount of support as the children grow in confidence and competence. Reviewing play: reflecting on the children’s play, what they learned and plan forward. *See appendix 3 for sample review questions. Teachers will use the NCCA Aistear planning template to record short term reflections.

3. Planning and Reviewing Objectives

Sample of Teacher's Questions which develop planning skills and use of future tense:

What are you going to do in your area today?

What toys are you going to choose? / What equipment are you going to use?

How are you going to make that?

Why are you going to choose that?

Who are you going to play with?

Sample of Teacher's Questions which develop recount skills and use of past tense:

Who did you play with today?

What area did you play in?

What did you do in that area?

What did you play with? / What equipment did you use?

What was your favourite part of playtime? Why?

Reviewing play Reviewing happens at the end of the play session.

The child considers four questions when reviewing: Who? What? Where? and How?

The teacher should challenge easy answers, model correct grammar and model a

clear speaking voice. The teacher will draw attention to vocabulary on the playtime

board as it arises in conversation.

A balance between individual, group and whole class discussion.

A balance between reflecting, listening, speaking, writing and questioning.

Can be enhanced by use of photos and video clips of the play session.

Imagine what might happen in the future – make choices and consider consequences.

4. Sample Schemes of Work

Junior Infants

*If play becomes “stale”, a sub-theme can be used to introduce new elements to

the play session.

Month/Theme Pretend Play Language Play Creative Play Physical Play

September 1/2: Golden rules/Tidy

Free play Free play Free play Free play

September 3/4: Golden rules/Tidy

Free play Free play Free play Free play

October1/2: School Exploring pretend play

Exploring the writing table

October3/4: Autumn Exploring pretend play

Exploring the writing table

(leaves)

Autumn art Exploring Sand pit play (pine cones, acorns, sticks, conkers,

sycamore seeds) November 1/2: My

Home Socio-dramatic: My

Home Writing Table: My

Room Design: duvet cover

for teddy Construction: build my home

November 3/4: *Types of Homes

Socio-dramatic: My Home

Writing Table: My Dream Home

Design/Print: wallpaper

Construction: building different homes

December 1/2: Toy Workshop

Socio-dramatic: Toy Workshop

Writing table: design a toy

Cutting and sticking: matching toys

Sensory tub: snow and winter treasure

December 3/4: Toy Workshop

Socio-dramatic: Toy Workshop

Writing table: design a toy

Cutting and sticking: matching toys

Sensory tub: snow and winter treasure

January 1/2: Cafe Socio-dramatic: Cafe

Story bag: The gingerbread man

Junk Art: Making gingerbread men

Sensory tub: shaving foam coffee

January 3/4: Cafe Socio-dramatic: Cafe

Story bag: The gingerbread man

Junk Art: making cupcakes

Sensory tub: shaving foam coffee

February 1/2: Food shop

Socio-dramatic: Food shop

Writing table: my lunch box

Playdoh: making food

Exploring scissors: cutting spaghetti

February 3/4: Food shop

Socio-dramatic: Food shop

Writing table: my favourite dinner

Junk Art: making pizzas

Exploring scissors: cutting and matching food.

March 1/2: Dentist Socio-dramatic: Dentist

Story bag: the tooth fairy

Drawing: the tooth fairy

Brushing/cleaning pretend teeth

March 3/4: Dentist Socio-dramatic: Dentist

Writing table: letters for the

tooth fairy

Junk art: tooth fairy Brushing/cleaning pretend teeth

April 1/2: Garden Centre/Mini Beasts

Socio-dramatic: Garden Centre

Writing table: design seed

packets

Painting: flowers, soil and seeds

Sand/soil table: clay gardening

April 3/4: Garden Centre/ Mini beasts

Socio-dramatic: Garden Centre

Story bag: The Very Hungry Caterpillar

Play-dough: mini beasts. Making fossil

prints

Sand/soil table: hiding/finding mini beasts in sand

May 1/2: Hospital Socio-dramatic: Hospital

Writing table: Miss Polly

Design: plasters Magnifying glass: drawing pictures

May 3/4: Hospital Socio-dramatic: Hospital

Writing table: prescriptions

Junk Art: Chalk X-rays

Magnifying glass: drawing pictures

June 1/2: Ice Cream Parlour

Socio-dramatic: Ice cream parlour

Writing table: my favourite ice cream

Painting: shaving foam ice cream

Exploring musical instruments

June 3/4: Ice Cream Parlour

Socio-dramatic: Ice cream parlour

Writing table: my favourite ice cream

Painting: shaving foam ice cream

Exploring musical instruments

Senior Infants

Month/Theme Pretend Play Language Play Creative Play Physical Play

September 1/2: Myself Role Play: free play Writing area: free play Junk art: free play Construction: free play

September 3/4: Homes Socio-dramatic: at

home

Writing table: my home Drawing: homes Construction: homes

October 1/2: Weather Socio-dramatic: TV

weather reporter

Writing table: writing about

weather

Drawing: types of

weather

Construction: types of

weather

October 3/4: Weather Socio-dramatic: TV

weather reporter

Writing table: writing about

weather

Junk Art: types of

weather

Construction: types of

weather

November 1/2: Three Little Pigs Socio-dramatic: Three

Little Pigs

Story bag: 3 little pigs Play-dough: making

pigs

Sensory tub: Three Little

Pigs

November 3/4: Estate Agent* Socio-dramatic: Estate

Agents

Writing table: writing ads Junk art: making homes Peg board: making homes

December 1/2: Winter Socio-dramatic: Toy

Workshop

Writing table: design a toy Design: baubles Sensory tub: winter

December 3/4: Winter Socio-dramatic: Toy

Workshop

Writing table: design a toy Junk Art: wrapping

presents

Sensory tub: winter

January 1/2: Opticians Socio-dramatic:

Opticians

Story bag: Luna and the Big

Blur

Design: glasses Magnifying glass: near and

far

January 3/4: Opticians Socio-dramatic:

Opticians

Story bag: Luna and the Big

Blur

Design: glasses Magnifying glass: near and

far

February 1/2: Chinese Restaurant Socio-dramatic: Chinese

Restaurant

Writing table: red

envelopes

Paint: Blossom trees Sensory tub: Chinese NY

story

February 3/4: Restaurant* Socio-dramatic:

Restaurant*

Writing table: zodiac closed

procedure

Junk Art: Monkey

bookmark

Sensory tub: Chinese NY

story

March 1/2: The Vets/Frog Prince Socio-dramatic: The

Vets

Story bag: The Frog prince Junk Art: animals Sensory tub: frog life cycle

March 3/4: The Vets/ Frog Prince Socio-dramatic: The

Vets

Writing table: If I was a

frog.

Junk art: life cycle of a

frog

Sensory tub: frog life cycle

April 1/2: Baby Clinic Socio-dramatic: Baby

clinic

Story bag: Ulchabháin Óga Design: baby grows Singing & instruments:

lullaby

April 3/4: Baby Clinic Socio-dramatic: Baby

clinic

Story bag: Ulchabháin Óga Junk Art: teddy Singing & instruments:

lullaby

May 1/2: Travel Agents Socio-dramatic: Travel

Agents

Writing table: Passports Water colour: Sun

holiday

Water table: Small world

swimmers

May 3/4: Airport* Socio-dramatic:

Airport/Security

Writing table: Postcards Water colour: Snow

Holiday

Water table: Small world

swimmers

June 1/2: Ice Cream Parlour Socio-dramatic: Ice

cream parlour

Ice-cream rhyme game Paint: shaving foam ice-

cream

Musical instruments: Ice

cream van music

June 3/4: Ice Cream Parlour Socio-dramatic: Ice

cream parlour

Ice-cream rhyme game Junk Art: ice-cream Musical instruments: Ice

cream van music

5. Suggested vocabulary for role play areas

Senior Infants

THEME DESCRIPTION VOCABULARY / PHRASES

Homes Various home

scenes: sitting

room,

kitchen...etc

I’m hungry/starving.

What would you like to eat? I’d like…

Dinner’s ready.

Could you set the table?

Could you pass me the …?

This is delicious/ tasty!

Thank you so much.

Could you help me wash up/stack the dishwasher?

Go make your bed!

Go tidy your room!

How was school?

Would you like to read a story?

Time for homework!

Weather News desk set up.

Children sit on

chairs in front

pretending to be a

family watching

TV.

Good morning/afternoon/evening.

Welcome to the SETNS weather forecast!

The weather today is …

Tomorrow it/the weather will be …

Tomorrow there will be …

cold, hot, wet, dry, cloudy, sunny, stormy, thunder and lightning, frosty, foggy, hail, freezing fog, raining, snowing,

In the north, south, east, west

And now over to … with the news!

Make sure you bring a coat/umbrella/sunscreen/sunglasses/wellington boots

Winter Toy Workshop.

Assembly and

quality check

areas.

Can you please pass me the hammer?

I’m looking for ….

a present for a young boy/girl.

Have you any suggestions/ideas?

How many dolls have been ordered?

This toy is ready for quality check.

This toy has to go back to the assembly area.

This toy is ready to be shipped out.

doll/puzzle/football/basketball/building bricks/Lego/Match Attacks/computer game

Does it need batteries?

Are batteries included? Batteries are included.

Could you send this toy to the wrapping area?

Opticians Shop set up with

waiting area and

reception.

Hello. May I help you?

I’d like to get my eyesight checked.

I can’t see very well. My eyes have been hurting me.

Of course. Follow me.

Take a seat, the optician will be ready in a moment.

What is your name? How old are you?

Have you been here before?

Have you ever had your eyes tested before?

Which pair of glasses would you like?

Do these suit me?

Do you have these in another colour/style?

This pair is too tight/too loose.

Your eyesight is perfect. You don’t need glasses.

Would you like to try contact lenses?

Can you read the letters on this chart?

How about the next line?

Chinese

Restaurant

Restaurant set up

with dining and

take away area.

Welcome to China Garden!

Have you made a reservation?

What is your name?

Table for …?

Your table’s not ready. Would you mind waiting a few minutes?

Your table is ready.

Follow me please.

Here are your menus.

Would you like some prawn crackers?

What would you like to order?

What would you recommend?/What are the specials?

Have you an early bird menu?

I would like … for my starter/main course/dessert.

rice, chicken, beef, duck, noodles, chips, curry, sweet and sour

Is this spicy?

What would you like to drink?

Could we have a jug of water for our table?

Could we have the bill please?

Here you go.

The food was delicious. Thank you. We will have to come again.

Should we leave a tip? The service was excellent. I think we should.

6. Resources

Twinkl: role play packs and worksheets http://www.twinkl.co.uk/

Primary Treasure Chest (lots of editable resources) http://www.primarytreasurechest.com/

Aistear toolkit http://www.ncca.ie/aisteartoolkit

NCCA Aistear planning/reflection template (page 18) http://www.nccaplanning.ie/support/pdf/short_term_planning.pdf

Various big books and stories (available in the resource room, library and infant classrooms).

Aistear resource packs (available in infant classrooms)

Dress up boxes (available in infant classrooms)

http://www.twinkl.co.uk/http://www.primarytreasurechest.com/http://www.ncca.ie/aisteartoolkithttp://www.nccaplanning.ie/support/pdf/short_term_planning.pdf