RISE Parent Website. LOTS of excellent resources for parents: https://view.pagetiger.com/RISENI/parents
In May We Are Learning.....
In Literacy
We are learning to…
use poems or part of poems as models for own writing, example by substituting words or elaborating on the text.
•Compose own poetic sentences using repetitive patterns, carefully selected sentences and imagery.
•Create short simple text on paper and on screen which combine words with images.
•Use phonological and graphic knowledge and sight vocab when spelling during shared, guided and independent work.
•Understand and anthology participate in reading poetry aloud.
•Understand the concept of theme by reading and discussing a variety of poems and stories.
•Know how to compare and contrast using stories with a variety of settings.
•Identify phonemes in speech and writing
•Blend phonemes for reading.
•Segment words into phonemes for reading.
•Identify and categories the most common representations of the same sound. Example boat, no, tow, note.
•Know and understand that the same spelling may be represented by more than one sound. Example cow and blow.
•Read familiar text aloud with pace and expression appropriate to the grammar.
•Understand the concept of question and exclamation marks and apply this understanding in reading and writing.
Linguistic Phonics u, ss/s, ar/or, igh.
In Numeracy
We are learning to
•Show that numbers between ten and one hundred can be made up of tens and so many ones
•Use number line to count back for subtraction within 20, recording calculations horizontally.
•Find the difference between two numbers within 20 practaclly.
•Identify odd and even numbers
•Use coins to pay for different amounts (within 20p)
•Find the difference between 2 numbers within 20
•Number bonds to 20
•Mentally subtract 1 from any number, answers within 20.
•Mentally subtract 2 from any number, answers within 20.
•Mentally subtract 0 from any number, answers within 20.
•Key in instructions for beebot, to move from one specific location to another. Estimating distances and using trial and improvements strategy.
•Understand and use analogue and digital time
•Record results of sorting on Tree, Venn and Carroll Diagrams using own drawings. Explain what their drawing represents.
•Measure using non-standard units
•Given one object find a second object which is long and a third object which is shorter; and prove their choice is correct by direct comparison, using comparative language
In World Around Us
We are learning
To know about their journey to and from school
To recognise things around us that move
Some of the ways in which things are made to move
An awareness that they move things by pushing or pulling them
About some of the changes of familiar things over time
To be aware that there are plants and animals from other parts of the world
About other localities which are different from theirs
That some of our goods and services come from other places
That we can travel to other places, and the means of travel
To recognise the different materials used every day
Learning through play
Numeracy and non-number work
In April…
We are learning to
Literacy
know that factual information may be written in simple sentences
know how to group written sentences together in chunks of meaning or subject, e.g. its appearance, habitat, food, etc.
use simple structures to write non-chronological reports
begin to understand the concept of organising ideas within a section/paragraph, using simple non-chronological reports
know and understand how to locate parts of text that give particular information including labelled diagrams and charts, e.g. parts of a car, what pets eat, clothes that keep us warm
use the grammar of a sentence in conjunction with decoding skills to read new or unfamiliar words, e.g. predict text from the grammar, read on, leave a gap and re-read
predict words from preceding words in sentences and investigate the sorts of words that ‘fit’, suggesting appropriate alternatives, i.e. that make sense
use features of punctuation in order to read in a phrased and fluent manner
investigate and use new words from reading and shared experiences
write correct spelling for common high frequency words
spell new words using phonics and a range of self-checking strategies
identify, segment and blend syllables in words orally, in reading and in writing
Numeracy
Show that numbers between 10 and 20 can be made up of a “ten” and so many “ones” (or “units”), e.g. using Cuisenaire rods, Base 10 material, blank 20 grids through
Investigate different combinations of all coins up to 20p to make a particular amount within 20p
Count forwards in 10’s from 0, answers within 50
Revision of 2D and 3D shapes for end of year tests
Talk about possible areas for data collection, and represent this data using block graphs
Develop an understanding of the passing of time (months of the year) through
World Around Us
know some of the ways in which things are made to move
know that they move things by pushing or pulling them
be aware that there are plants and animals from other parts of the world
understand how weather is different in different places and ways in which it can have an impact on living things
know some of the reasons why people and animals move from place to place
In December we are learning:
Literacy
Children will;
Focus- Christmas play/nativity
Reading:
Share a wide range of books with parents/cares.
Talk about what has been read and say what they have enjoyed or found out.
Explore features in written language, for example, the beginning, middle and end of words, spaces between words, capital letters and full stops.
Talk about ways that unknown words can be read, for example, using picture cues, contextual cues, sound cues.
Be able to talk about what has been read and say what they have enjoyed or found out.
Know how to handle and care for books correctly.
Develop concepts of print: understand the differences between print and picture, be able to track text, make one-to-one correspondence.
Follow pictorial instructions.
Be aware of features in written language capital letters and full stops.
Understand that sounds are represented by letters.
Show some awareness of the sounds at the beginning, middle, end of a word.
Writing:
Talk about why people need or chose to write.
Talk about different forms of writing in context, for example, recipes, stories and lists.
Understand that writing is a means of communication, for example, writing messages for others to read.
Understand that writing is formed directionally, one word at a time, for example, left to right or in a list.
Improve physical writing skills in order to develop balance, co-ordination and space awareness.
Develop manipulative skills in order to be able to handle writing materials, for example, finger exercises, action rhymes, threading beads, drawing and painting and using scissors.
Experiment with mark-making to share ideas.
Be able to distinguish between drawing and writing.
Use a comfortable and efficient pencil grip with some control.
Begin to form letters correctly.
Talking & Listening
Be able to listen to others and respond, demonstrating some social conventions
Listening with increased attentiveness for longer periods of time.
Ba able to listen attentively to a range of stimuli.
be able to listen and carry out instructions
be able to talk about personal experiences
Show some awareness of the structure of words by recognising syllables and sounds within words.
begin to plan and talk about what they are doing.
Present dramatisations to a range of audiences.
Linguistic Phonics (Weeks 1-4)
Demonstrate knowledge of grapheme/phoneme correspondences
G1/2 ll, ss, cvc
Gr3 – vowel sounds, IEP words
Weekly Spelling and dictation check up
ICT led activities:
Children will spend time learning to log in on the computer.
Explore- investigate, make predictions and solve problems through interaction with digital tools
Express-create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.
Evaluate- talk about, review and make improvements to work, reflecting on the process and outcome, and consider the sources and resources used, including safety, reliability and acceptability
Numeracy
Pupils will be able to:
Mental Maths (weeks 1-4)
Count backwards in 1’s from different starting points within 20.
Count forwards in 2’s from 0 to 20
Number (weeks 1-4)
Count forwards in 2’s from 0 to 20.
Find missing numbers in a sequence of consecutive numbers, within 20.
Partition sets into subsets, within 20.
Combine two sets to find a total, within 20.
Combine more than two sets to find a total, within 20.
Add two numbers, practically within 10.
Mentally add 1 to any number, answers within 10, then 20.
Measures
Use more refined mathematical language when comparing objects for weight: e.g. a little bit heavier (lighter) than, a lot heavier (lighter) than.
Understand and use analogue time: o’clock only.
Understand and use digital time: o’clock only.
Handling Data/Shape and Space
Sort 2D and 3D shapes for one criterion and talk about their sorting (e.g. by number of sides). Graph activity.
ICT led activities:
Explore- investigate, make predictions and solve problems through interaction with digital tools
Express-create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.
Evaluate- talk about, review and make improvements to work, reflecting on the process and outcome, and consider the sources and resources used, including safety, reliability and acceptability
WAU
INTERDEPENDENCE
To be aware of some similarities and difference between themselves and other children.
MOVEMENT AND ENERGY
To recognise things around us that move
Some of the ways in which things are made to move
Awareness that they move things by pushing or pulling them
Awareness of what makes everyday thigs work
PLACE
About other localities that are different from theirs (toys)
CHANGE OVER TIME
How they can chance the materials they play with
About some of the chances about familiar things over time.
LITERACY
Talk about their favourite/special toy.
Draw a picture and write a sentences about their favourite/special toy.
Talk toys past and present.
Compare similarities and differences between old/new toys.
Talk about the characters in the story.
Hot seat characters and talk about their thoughts and feelings.
NUMERACY
Toys shop – identifying coins, giving total amounts, giving change within 20p.
Using 2D/3D shapes to design and construct a toy.
Sorting types of toys. E.g. toys that move, toys that roll, stationary toys.
use different size toys to discuss terms for measure. Eg. big, small, tall short etc.
ICT
Design a toy on the IWB.
Write a sentences about your toy using IWB.
Use Book Creator app to design and label a toy.
ARTS / PE
Observational drawings of their own special toy.
Design and label a toy
Use recycled materials to construct a toy.
Use photos of toys to create an abstract picture.
In November we are Learning:
Numeracy
Mental Maths (weeks 1-4)
Count backwards in 1’s from different starting points within 20.
Count forwards in 2’s from 0 to 20
Number (weeks 1-4)
Count forwards in 2’s from 0 to 20.
Find missing numbers in a sequence of consecutive numbers, within 20.
Partition sets into subsets, within 20.
Combine two sets to find a total, within 20.
Combine more than two sets to find a total, within 20.
Add two numbers, practically within 10.
Mentally add 1 to any number, answers within 10, then 20.
Measures
Use more refined mathematical language when comparing objects for weight: e.g. a little bit heavier (lighter) than, a lot heavier (lighter) than.
Understand and use analogue time: o’clock only.
Understand and use digital time: o’clock only.
Handling Data/Shape and Space
Sort 2D and 3D shapes for one criterion and talk about their sorting (e.g. by number of sides). Graph activity.
Literacy
Focus- poetry and non-fiction
Reading:
Use title, cover, blurb and illustrations to predict type of text and content.
Enjoy a range of stories, poems and non-fiction texts read to them by adults/other children.
Use pictures and text to make prediction,
Justify prediction using picture and text.
Give reasons for your predictions.
Read a variety of texts, stories, list, information books
Understand and use some language associated with books, for example cover, spine, author, illustrator.
Recognise different types of text – fiction and non-fiction.
Know how to make predictions showing an understanding of ideas, events or characters.
Learn about rhyme by extending patterns, inventing patterns and playing with rhymes.
Understand the elements of story through role play using dolls or puppets.
Writing:
Use a wide range of reading experiences in the construction of a variety of written texts e.g. using personal experience, making simple picture books, creating rhymes.
Observe the teacher modelling specific writing.
Choose independently what to write about, plan and follow it through.
Use a wide range of vocabulary.
Show evidence in structure if sentences.
Talk about the ideas represented in their drawings
Talk about what they want to write.
Use increased knowledge of sound-symbol correspondence, analogy or word accessing to write in a way that other understand.
Begin to talk about the most appropriate form for a specific purpose.
Begin to use capital letters for the pronoun ‘I’ for names and for the start of a sentence.
Show increased control over formation of upper-case and lower-case spacing.
Write captions for their own work.
Use a comfortable and efficient pencil grip.
Write with spaces between words.
Sentence level
Write captions and simple sentences and to re-read recognising whether or not they make sense.
Recognise full stops and capital letters when reading and name them correctly.
Begin using the term ‘sentence’ when identifying sentences in a text.
Word level
recognise and generate rhymes and relate this to spelling patterns through; exploring and playing with rhyming patterns and generating rhyming strings e.g. fat, hat pat.
Talking & Listening
Recite poems and rhymes with some variety in pace, emphasis and annotation.
Listening with increased attentiveness for longer periods of time.
Listen with enjoyment and respond to rhymes poems and songs.
be able to listen and carry out instructions
be able to talk about personal experiences
Show some awareness of the structure of words by recognising syllables and sounds within words.
begin to plan and talk about what they are doing.
Present dramatisations to a range of audiences.
Linguistic Phonics (Weeks 1-4)
Demonstrate knowledge of grapheme/phoneme correspondences
G1/2 vcc/cvcc – and, went, help, jump
Gr3 – vowel sounds, IEP words
Look what our fantastic teachers did 🏆🏆🏆🏆
In September we are learning:
Literacy:
Reading:
Use title, cover, blurb and illustrations to predict type of text and content.
Enjoy a range of stories, poems and non-fiction texts read to them by adults/other children.
Use pictures and text to make prediction,
Use pictures and text to make prediction about what will happen next
Justify prediction using picture and text.
Give reasons for your predictions.
Read a variety of texts, stories, list, information books
Retell stories using picture prompts, oral prompts, memory
Understand and use some language associated with books, for example cover, spine, author, illustrator.
Recognise different types of text – fiction and non-fiction.
Writing:
see the teacher model specific writing genre, for example, procedure, recount, report, narrative.
Observe the teacher modelling specific writing.
Talk about the ideas represented in their drawings
Talk about what they want to write.
Use increased knowledge of sound-symbol correspondence, analogy or word accessing to write in a way that other understand.
Begin to talk about the most appropriate form for a specific purpose.
Begin to use capital letters for the pronoun ‘I’ for names and for the start of a sentence.
Show increased control over formation of upper-case and lower-case spacing.
Talking & Listening
Listening with increased attentiveness for longer periods of time.
Listen to a wide range of stories, poems, songs, music and writing of other children.
be able to listen and carry out instructions
be able to talk about personal experiences
be able to retell stories in sequence.
Show some awareness of the structure of words by recognising syllables and sounds within words.
Linguistic Phonics (Weeks 1-4)
Satpin revision (Weeks 1&2)
Mocfrudhgkb (weeks 3+4)
ICT led activities:
Children will spend time learning to log in on the computer. They will design names for an ICT display using painter.
Numeracy:
Number (weeks 1-4)
Recognise the numbers from 1-20
Add 1 to any number within 10
Add two numbers practically within 10
Number stories of 2, 3, 4 and 5 (Number bonds to 5)
Recognise 1p, 2p and 5p coins
Add 1p/2p to amounts within 10p
Mental Maths (weeks 1-4)
Count forwards in 1s to 20
Adding 1 within 10
Count forwards in 1s from different starting points
Count forwards and backwards in 1s from different starting points
Adding 1 within 20
Number bonds to 5 and then 10
Number before, after, between within 20
Measures (weeks 2, 3)
Use more refined language when comparing objects for length e.g. a little bit longer/shorter.
Develop an understanding of times in the day which are important to them.
Handling Data/Shape and Space (Week 4)
Compare different 2D shapes and say how they are similar/different
Use Venn diagrams to sort
ICT led activities:
Pupils create an ‘Eye colour in Primary 2’ pictograph using 2graph app
WAU:
INTERDEPENDENCE
To recognise that they have a personal history.
About significant people in the past.
That other people share some seasonal and topical significant events.
About weather in the different seasons and how it effects different things.
MOVEMENT AND ENERGY
That we use light and sound to keep us safe.
PLACE
To be aware of where their home is.
To have an awareness of features of the local landscape.
To know about the variety of buildings in their locality, including their purpose.
Some of the changes to their locality over time.
CHANGE OVER TIME
To know how the weather changes through the seasons
To know about change all around them (buildings, clothing, food, school environment)
How animals and plants are influenced by changes in the weather.
2020 and 2021 P1 little Deers
On this page you will find lots of important information about school and what's been going on in the Little Deer's class throughout the year.
Our Prefect
Star of the Week.
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November Plans
In Literacy we are learning to…
Talking & listening
Weeks 1-4
Children will have the opportunities to:
Attention & Listening
Listen to a wide range of stories, songs, poems, music and writing of other children, using various media for e.g cds, interactive whiteboard.
listen and respond to familiar phrases in stories
listen to a variety of sounds in order to identify familiar sounds in theenvironment; and
listen to and recall a sequence of instructions
Phonological awareness
-Respond to a steady beat
Explore the structure of words by
tapping syllables
focussing on initial sounds, specifically, i, n, m and o
-identify words in phrases;
discriminate between sounds, for example:
loud/quiet,
high/low,
odd one out;
Conventions of speech
Observe modelled behaviours
Initiate and join in conversations, taking turns with adults/ another child/ children e.g during play.
Take part in oral language activities, e.g circle time. Adopt a role relevant to context, for example, the baker in a bakery
Language and thinking
Talk about experiences, pictures, stories, rhymes, poems and information with adults/peers, for a range of purposes.
Talk about their work, play and things they have made.
Repeat sound sequences, for example, short clapping or musical phrases.
Listen with enjoyment and respond to stories, rhymes, poems and songs.
Retell a story, for example, by using pictures, props or prompts;
ask and answer questions for a range of purposes, (for example, to find information, ask permission, find out ‘why?’) with adults modelling questions for children where appropriate;
Extended Vocabulary
Listen and respond to adults and peers
be immersed in the language of book
join in with familiar phrases in a story
Reading
Weeks 1-4
Children will have the opportunities to:
Enjoy a range of stories, poems and non- fiction texts, read to them by adults/ other children.
share a wide range of books with parents/carers
Shared Reading
Talk about what has been read and say what they have enjoyed or found out.
Talk about personal experiences related to text.
recognise their name.
talk about story structures, for example, actions, reactions, build-up, conclusion
read a variety of texts in diff rent ways, for example, stories, lists, information books;
-use title, cover, blurb and illustrations to predict type of text and content;
use pictures and text to make predictions, for example, stories, lists, information books;
talk about personal experiences related to text;
Writing
Weeks 1-4
Modelled writing
See the teacher as a “writer”, e.g writing messages, recording observations, scribing shared text.
Observe the teacher modelling specific writing strategies, including directionally, ---correspondence between spoken and written word, spacing, sound- symbol ---relationships, letter formation and simple punctuation.
Shared, guided and Independent writing
Talk about the ideas represented in their drawings.
Talk about why people need to write.
read or interpret’ their emergent/experimental writing;
see themselves as ‘writers’ as they experiment with ‘writing’ in a range of informal contexts, for example,
writing messages or during play;
-talk about what they want to write;
ICT led activities:
Explore
access, select, interpret and research information from safe and reliable sources.
Express
create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.
Children will use RM Colour Magic to make marks with the interactive pen. Children will be encouraged to select a different colour for each letter. Children will progress to attempting to write their name.
Evaluate
talk about, review and make improvements to work, reflecting on the process and outcome and consider the sources and resources used, including safety, reliability and acceptability.
Exhibit
manage and present their stored work and showcase their learning across the curriculum, using ICT safely and responsibly.
Children will recognise the print icon and go to the office to collect their work.
Exchange
communicate safely and responsibly using a range of contemporary digital methods and tools, exchanging, sharing, collaborating and developing ideas digital
In Numeracy, we are learning to…
Mental Maths(Weeks 1-4)
Count orally during number rhymes, jingles and stories.
Count forwards from 1, within 5.
Count forwards from different starting points, within 5.
Number (Weeks 1-4)
Know the number “after” within 5.
Identify missing numbers in a sequence, within 5.
Order a set of consecutive numbers within 5 (increasing and decreasing).
Touch count sets of objects within 5, understanding that the size of the set is given by the last number in the count.
Make a variety of sets for a given number within 5.
Match numerals to sets within 5.
Partition sets into sub-sets, within 5.
Use money in the context of play.
Understand the idea of exchanging goods for money.
Measures(Weeks 2 and 4)
Understand and use language associated with time.
Handling Data ( week 2)
Sort one property sets for one criterion.
Shape & Space (weeks1-4)
Talk about shapes in the environment.
In W.A.U we are learning to…
be aware of where their home is.
recognise some basic features of their home.
talk about their journey to and from school.
be aware that different people live in different homes.
be aware of the features of their local landscape.
understand that people are not as fortunate as us, some people live in poverty, no electricity etc.
know that many of the appliances we use are powered by electricity.
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SEESAW
Dear parents/ Queridos pais/ Drodzy Rodzice
If you have 2 or more children, you will have to log off and then log in on the Seesaw app. Each child has a separate code for the seesaw app. Please keep the codes you have been given for each child safe so you can sign in and out for each child.
This is only the case if you have 2 or more children on Seesaw using the same device.
We are sorry for any inconvenience but each child has a separate account for Seesaw as they have different classes. If you would like another copy of the code please do not hesitate to contact me on ymulholland883@c2kni.net or your teachers email address is on their webpage.
Se tem um ou mais filhos, tem que sair de uma conta Seesaw para poder entrar em outra. Cada aluno tem o seu proprio codigo para a sua conta Seesaw. Por favor, guarde os codigos que foram atribuidos aos seus filhos cuidadosamente para poder fazer o login e o logout sempre que necessário.
Este caso aplica-se apenas a quem tem mais que um filho a usar o mesmo dispositivo electronico para a Seesaw.
Pedimos desculpas pela incoveniencia mas cada aluno tem o seu proprio codigo de usuário pois estao em classes diferentes. Se necessita de uma outra copia do codigo, nao hesite em pedir-me atraves do email ymulholland883@c2kni.net ou atraves do email do professor que está disponivel na nossa página online.
Jesli masz 2 lub wiecej dzieci, musisz sie calkowicie wylogowac, a nastepnie ponownie zalogowac w aplikacji Seesaw. Kazde dziecko otrzymalo indywidualny kod do app . Seesaw. Zachowaj kody, ktore otrzymales osobno dla kazdego z dzieci, abys mogl indywidualnie zalogowac i wylogowac kazde z dziecko z osobna.
Informacja ta dotyczy rodzicow w przypadku, gdy masz 2 lub wiecej dzieci w szkole korzystajacych z app.Seesaw z tegosamego urzÄ…dzenia.
Przepraszamy za wszelkie niedogodnosci, ale kazde dziecko ma oddzielne konto na app. Seesaw, poniewaz uczeszczaja do innej klasy. Jesli chcesz otrzymac kolejna kopie kodu, nie wahaj sie skontaktowac ze mna pod adresem ymulholland883@c2kni.net lub adres e-mail Twojego nauczyciela ktory znajduje sie na stronie internetowej szkoly.
Kind regards/ Com os melhores comprimentos/ Z powazaniem
Ms Mulholland
September Plans
In Literacy
We are learning to…
Listen to a wide range of stories, songs, poems, music and writing of other children, using various media for e.g cds, interactive whiteboard.
Respond to a steady beat
Explore the structure of words by
tapping syllables
focussing on initial sounds, specifically, s and a.
Observe modelled behaviours
Initiate and join in conversations, taking turns with adults/ another child/ children e.g during play.
Take part in oral language activities, e.g circle time.
Talk about experiences, pictures, stories, rhymes, poems and information with adults/peers, for a range of purposes.
Talk about their work, play and things they have made.
Repeat sound sequences, for example, short clapping or musical phrases.
Listen with enjoyment and respond to stories, rhymes, poems and songs.
Listen and respond to adults and peers.
Enjoy a range of stories, poems and non- fiction texts, read to them by adults/ other children.
Talk about what has been read and say what they have enjoyed or found out.
Talk about personal experiences related to text.
Recognise their name.
See the teacher as a “writer”, e.g writing messages, recording observations, scribing shared text.
Observe the teacher modelling specific writing strategies, including directionally, correspondence between spoken and written word, spacing, sound- symbol relationships, letter formation and simple punctuation.
Talk about the ideas represented in their drawings.
Talk about why people need to write.
In Numeracy
We are learning to…
Count orally during number rhymes, jingles and stories.
Count forwards from 1, within 5.
Count forwards from different starting point, within 5.
Recognise spoken numerals within 5
Read numerals within 5
Write numerals 0 and 1
Understand one to one correspondence by matching
Touch count sets of objects within 1, understanding that the size of the set is given by the last number in the count.
Sort a variety of coins.
Use money in the context of play.
See zero as an empty set.
Understand and use language associated with length.
Sort without direction, random collections of materials in a range of ways, talk about the sorting
Talk about shapes in the environment.
In World Around Us
We are learning to…
Be aware of some of the similarities and differences between themselves and other children.
Recognise and name parts of the body
Be aware of how our bodies are unique to us and need to be cared for in order to remain healthy and kept safe.
Know the parts of the body and talk about what we use the different parts of our body for.
Understand the main stages in human development.
recognise they have a personal history.
P1 Induction Meeting
For those parents who were unable to attend the meeting, this is a short video explaining what was said.
O executivo do Norte da Irelanda confirmou que se viajar de volta ao UK DEPOIS das 4 da manhã de sábado, dia 22/08/20, de Portugal NÃO precisará ficar em quarentena por 2 semanas. Os pais são avisados se os seus filhos regressaram de Portugal ANTES de 22/08/20, DEVEM continuar a isolar-se durante 14 dias a partir da data do regresso. Confiamos que TODOS os pais seguirão este conselho e enviarão os seus filhos de volta à escola na data correta, caso ainda estejam a cumprir isolamento. Estamos a zelar pela segurança de toda a nossa comunidade escolar e pedimos aos pais que sigam esta orientação atualizada.
Atenciosamente
Ms Mulholland
IMPORTANT MESSAGE
The Ni Executive has confirmed if you travel back from Portugal AFTER 4 am on Saturday 22/8/20 you do NOT have to quarantine for 2 weeks. Parents are reminded if their children have returned from Portugal BEFORE 22/8/20 they MUST still keep isolating for 14 days from the date of their return. We TRUST ALL parents will follow this advice and send their children back to school on the correct date if they are isolating currently. We are caring for the safety of our whole school community and ask parents to follow the this updated advice.
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The necessary cookies set on this website are as follows:
Website CMS
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Matomo
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to improve the website performance by capturing information such as browser and device
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reCaptcha
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Cookie notice
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