As part of the curriculum in Marymount we provide a range of activities to support the holistic development of our pupils. You can find out about some of them by reading on this page or clicking on the links.
Activities and Programmes in Marymount include Green School, Music, Sport, Dance and Drama, Incredible Years, First Steps, Reading Recovery, Maths Recovery, Friends for Life, Maths Week, Book Week, Seachtain na Gaeilge, Sports Day and After School activities (These take place from time to time and we let parents know in advance).
School Completion Programme
The School Completion Programme is a Department of Education and Science programme that aims to have a significant positive impact on levels of young people's retention in primary and second level schools and on numbers of pupils who successfully complete the Senior Cycle, or equivalent. The School Completion Programme is a key component of the Department of Education and Science's strategy to discriminate positively in favour of children and young people who are at risk of or who are experiencing educational The School Completion Programme provides needs-based supports to children and young people at risk. These supports may take place in school, after-school or during holiday time and include One-to-One Mentoring, Drama, Attendance Incentives, Behaviour Incentives, Dance, Social and Personal Development, Basketball, Rainbows, Incredible Years, Homework Club, Activity Clubs, Holiday Camps, Parent and Child Days Out, and Social and Personal Development.
Supports are also provided for young people who have already prematurely left the school system. Caroline O'Neill is the co-ordinator for the School Completion Programme in Marymount.
Reading Recovery is a special programme to boost the reading and writing skills of children, who may need help in Senior Infants and First Class. If selected the child attends a trained Reading Recovery teacher for half hour lessons, one to one for a maximum of twenty weeks. Each child follows a programme specially tailored to their needs, which boosts their self-confidence and greatly improves their reading, writing and comprehension skills, enabling them to perform better in class. Follow up three and six month tests are given to ensure that they hold on to all the strategies Parental/Guardian co-operation and assistance plays a vital part in the success of the Reading Recovery Programme.
Maths Recovery is an early intervention programme aimed at children in 1st class. Maths Recovery follows 3 strands
Number words and numerals
Children arrive in school with differing levels of knowledge in Maths, this programme helps to identify children who may be at risk of falling behind. The Maths Recovery teacher works on a one to one basis with the identified children for 30 minutes each day following a programme that lasts between 10 to 12 weeks. Children are helped to discover and use strategies for working out Maths problems at their own pace. While the programme is aimed at 1st class the strategies learnt can be used at any age. In Marymount we have adapted the programme for use in Senior Infants where we do Station Teaching. This involves 4 teachers each teaching a different aspect of the programme while groups of 4/5 children move around to each station.
The Maths Recovery teacher also works in-class with the 1st class teachers using Maths Recovery approaches in a whole class setting. We also have a number of class teachers trained in Mata sa Rang which is an adaptation of Maths Recovery used in whole class settings.
First Steps is a literacy resource for teachers researched and developed in Western Australia. It comprises a range of literacy strands in the areas of Reading, Writing and Speaking and Listening. It is designed for schools looking for a practical resource to improve student literacy outcomes at primary level. First Steps has an in-built diagnostic framework which allows teachers to assess where children are at in each of the 3 areas of Reading, Writing and Speaking and Listening. Each phase of the continuum has direct links to appropriate teaching emphases and activities to support the student in moving further along the continuum. A whole school approach is central to the success of the resource where all teachers learn how to assess and monitor the literacy development of their students and to link this assessment to developmentally appropriate teaching strategies.
In Marymount there is a First Steps environment. We have members of staff who are trained as First Steps tutors who work collaboratively to give guidelines to our staff members. Teachers use a whole school annual plan that caters for the children’s literacy needs. We promote the strands through a writer’s notice board, a large collection of books that is used solely for First Steps as well as professional development courses that are run through the summer.