- Junior & Senior Infants – 8.40 a.m. – 1.20p.m.
- First to Sixth Classes – 8.40 a.m. – 2.20p.m.
- Morning Break – 10.30 p.m.– 10.40a.m.
- Lunch Break – 12.30 p.m. – 1.00p.m.
- Children should have their names on their coats and other personal property such as school books, copies, lunch boxes, drinks bottles etc.
- It is never a good idea for children to bring valuable items, toys, jewelery etc. to school as the loss of which can cause great upset.
- Hair should be tied up at all times and regularly checked for lice as this is a commom problem in primary schools.
Frequent communication is of vital importance in developing and nurturing co-operation between home and school. In our school, communication between parents and teachers may take one of the following forms:
Individual consultation : This occurs where a parent has asked for an interview with a teacher or has been invited to visit the school to exchange information or to discuss matters of concern. A note to the class teacher requesting such an appointment is always essential. It is also necessary that the purpose of the visit be stated so that teachers may undertake whatever preparation is necessary with regard to information and records.
- Appointment with Principal: Parents should contact Secretary in the school if they wish to meet the Principal.
- Parent / teacher meetings for pupils are held annually and the parents will be advised of the date and time in advance.
- Meetings are held in connection with preparation for the Sacraments of Reconciliation, Holy Communion and Confirmation.
- A meeting is held in May of each year with parents of the new Junior Infant pupils.
In addition to the above forms of home/school links, regular communication are sent using:
- Notes sent home with the pupil.
- Notes in the pupil’s homework notebook.
- Details of school holidays or early school closures are always communicated in writing.
As a whole the school communicates through email to save on paper and ink but from time to time, parents will receive notices with regard to school matters and events which will be given to the children to bring home. Encourage your child to deliver any notes immediately or check each evening at homework time to see if there is a note from the school in the childs bag or homework note book.
- We are very conscious of the cost of school books and for this reason the different book series in use in the school are changed as rarely as possible.
- A limited amount of money is made available to the school for the purchase of books for children where circumstances merit this assistance being given. Please contact the Principal or Deputy–Principal if there is a problem with regard to the purchase of books.
- Books purchased under the scheme should be returned at the end of each school year.
- The school also operates the school book rental scheme whereby books are given to each class for the school year and return to the school once the year ends for use by the up and coming students for following year.
- Near the end of each school year a book list is sent home to all parents. It is divided into two sections . One list requires a payment directly to the school and the second is a list to be ordered from a school book suppliers and requires separate payment be made directly with that supplier.
Why are Tables so important?
Helping your child to master their Tables is as important as helping them master their reading.
Tables are essential for learning mathematics.
As the building blocks for sums children need to master Tables the way they master the alphabet.
However, there are a lot more tables to learn than alphabetical letters and unless children learn their Tables and learn them off by heart, it is difficult for them to learn other aspects of maths.
- Long division and fractions are two maths concepts that children find hard to master as they move primary school.
- A child may need to divide, multiply and subtract several times to find the answer to a sum.
- Working with fractions also needs the ability to add, subtract, multiply and divide.
- Not knowing their Tables makes it incredibly difficult for children to grasps these maths concepts and be able to progress confidently.
- If a child fails to answer a complex sum correctly they often think they didn’t understand the sum when in fact they are making simple mistakes within addition, subtraction, multiplication or division leading them to the incorrect answer.
- This can be discouraging for the child. They may think they don’t understand maths, when in reality they just don’t know their Tables.
When do children begin to learn Tables?
- 1st and 2nd class teaches addition & subtraction tables from numbers 2 to 12.
- It is crucial to master the addition and subtraction of these Tables by the end of 2nd class.
- They should trip off the tongue like a poem.
- 3rd & 4th introduces multiplication and division.
- 5th and 6th class sees regular revision of Tables.
- Teachers still report having to teach tables in these classes that should have been learnt in previous years and this holds student back in terms of their ability to progress confidently and understand maths requirements for their age and progression into secondary school.
How the school teaches Tables?
- Children learn in different ways and teachers use many methods to reinforce Tables.
- Using concrete objects like lollipop sticks and cubes.
- Singing or chanting the tables.
- Using Kinaesthetic approach, which is counting on fingers.
- The tables book.
- Towards the end of 2nd class multiplication is introduced as repeated addition. Using the dundred square children learn about number patterns and learn to count in 2s, 4s, 5s, etc.
How can parents help?
- Your child will regularly be given Tables as homework.
- Learning these off is really important and needn’t just be done at the kitchen table.
- Reinforce the kitchen table work by making tables games with your child on the journey to and from school or while travelling in the car or waiting in the supermarket queue!
- Using the Tables book get older and younger children to quiz each other.
- Buy Tables posters in your school supply store and hang them on kitchen/playroom walls.
What else can parents do?
- Show your children that there is great value in learning Tables.
- Play Table games and show your child how quickly an answer should be arrived at.
- Find out what your child already knows and focus on what your child still needs to learn.
- Keep an eye on their progress in such a way that they too can see it.
- Be encouraging and praise their success.
- Keep it lighthearted and have fun!
The aims of giving homework are as follows:
- To benefit student learning
- To reinforce work done in class
- To develop study skills
- To promote a similar approach to homework across all classes
- To strengthen links between home and school
Suggested length of time:
- Senior Infants:10 minutes
- 1st and 2nd: 20-30 minutes
- 3rd and 4th: 35-45 minutes
- 5th and 6th: 45-60 minutes
Expected homework format by class:
- Junior Infants – Occasional, informal oral work
- Senior Infants – Reading & Regular worksheets
- 1st and 2nd Classes – Reading, Spellings, Tables & Regular written work
- 3rd and 4th Classes – Reading, Spellings, Tables, Maths & Regular written work
- 5th and 6th Classes – Reading, Spellings, Tables, Maths, Oral learning & Regular written work
- Provision is made for children with special needs. Class teacher and support teacher will liaise to provide appropriate homework
- Homework is seen as a reinforcement of work done in class
- All classes from 1st to 6th have a Homework Journal
- Homework is to be signed by parents and teacher to decide on frequency of same
- Homework is given Monday to Thursday but there can be exceptions to this
- Homework is always checked by the class teacher
- Exemption from homework may be used as a system of rewards. Poor quality or incomplete homework may be sent home to be re-done / completed
- Pupils have a responsibility to ensure they have taken down and have the necessary books etc. for homework
- If pupils have a problem with the homework they should make the teacher aware of this as soon as possible
- Parents’ role in establishing a routine for homework – place and time. Preventing interruptions is vital
- Parents should monitor homework appropriately in consultation with class teacher
The school embraces the curriculum programmes prescribed by the Department of Education and Science, which may be amended from time to time, in accordance with Sections 9 and 30 of the Education Act (1998) The curriculum at St. Brigid’s Girls’ “ school provides a broad and balanced learning experience and a wide variety of teaching methods are used. The subjects taught include, English, Gaeilge, Maths, Music and Drama, S.P.H.E. (Social, Personal and Health Education), S.E.S.E. (Social, Environmental and Scientific Education, and Physical Education.
The teaching of Religious Education throughout the school is in accordance with the programme stipulated the Diocesan Advisors. The Veritas Alive- O Programme is the scheme in use in the school. It is important to note that religious education in a Catholic School cannot be just confined to specific religious education lessons. It permeates all aspects of school life. Children take part in daily collective prayer. This may be within their own classroom, or with the whole school, e.g. as assemblies. Children are prepared for the Sacraments of Reconciliation and Holy Communion in second class and the Sacrament of Confirmation in sixth class.