Primary Curriculum Support Programme



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Primary Curriculum

Support Programme

foghlaim agus forbairt



School Development

Planning Support


Curriculum Planning Template for drafting

a Whole School Plan for

History

Scoil Chríost Rí,

Caherdavin,

Limerick.










G/01/06


frame2

Introductory Statement

This History Policy was drafted by the staff of Scoil Chríost Rí. The staff attended an inservice day in December 2005 with the assistance of a cuiditheoir. This was followed by a further school based planning day January 25th 2006. The final plan was drafted in 2008/2009. It will form the basis for teachers long and short term planning. It will also inform new and temporary teachers of the approaches and methodologies used in our school.



Rationale

We focused on History for a number of reasons:




  • To benefit teaching and learning of History in our school.




  • To comply with planning requirements as outlined in the primary curriculum.




  • In particular we intend to place a strong emphasis on the study of personal and local history in all classes.


Vision

Through the teaching of History in our school, we hope to provide pupils with opportunities to investigate and examine critically-




  • Significant events in our own immediate past.

  • The past of pupils families and local communities.

  • The histories of people in Ireland and other parts of the world.

History should lead to an understanding of the actions, beliefs and motivations of people in the past.




Aims

We endorse the aims and objectives of the Primary Curriculum for History as set out in the Primary School Curriculum P. 12.




  • To develop an interest in and curiosity about the past.

  • To make the child aware of the lives of women, men and children in the past and how people and events had an impact on each other.

  • To develop an understanding of the concepts of change and continuity.

  • To provide for the acquisition of concepts and skills associated with sequence, time and chronology, appropriate to the developmental stages of the child.

  • To allow the child to encounter and use a range of historical evidence systematically and critically.
  • To provide opportunities for the child to communicate historical findings and interpretations in a variety of ways.


  • To foster sensitivity to the impact of conservation and change within the local and wider environments.

  • To help the child recognise and examine the influences of the past on the attitudes and behaviour of people today.

  • To foster a willingness to explore personal attitudes and values and to promote an openness to the possibility of changing one’s own point of view.

  • To encourage the child to recognise how past and present events, actions and materials may become historically significant.

  • To enable the child to acquire a balanced appreciation of cultural and historical inheritances from local, national and global contexts.


Our personal Aims





  • To develop history trails using the locality of Caherdavin and historical Limerick City.

  • To encourage the use of timelines in each class.

  • To gather together a rich collection of resources and artefacts for use in history.


CURRICULUM PLANNING



  1. Strands & Strand Units

All teachers in Scoil Chríost Rí are familiar with the strands/strand units/ content objectives for the various classes. In particular teachers have familiarised themselves with same for their own class level.

Classes from Junior/Senior Infants to First/Second class will work very closely. At these levels history may be delivered through integrated themes therefore making the learning experience more holistic and meaningful to the child.

During our planning day for History, classes from 3rd to 6th selected certain topics for study, during school year 2006 – 2007. This has now been revised to coincide with newly selected textbook. Effort is being made to have continuity and progression from class to class.

Infants Pg. 19 – 20 Curriculum
We are aware that the content in history for the infant classes is confined to the two strands.


  • Myself and My Family

  • Story

Each of these stands will be covered.


1st/2nd Pg. 27 – 31 Curriculum
We understand that the three strands that comprise the content of the History Curriculum at this level must be covered.

  • Myself and My Family.

  • Change and Continuity.

  • Story.

Each of these strands will be covered.


During our planning day for History 3rd6th class selected certain topics for study. This has now been revised to coincide with newly selected textbooks. Effort is being made to ensure continuity and progression from class to class. Also the objective is that pupils are exposed to a variety of strand units.
See overleaf for 3 – 6th class Year Plans for History.






5th & 6th Year Plan for History



















Year

Local Studies (2)


Story

Early People

Life, Society,

 

 

(Selection)

and Ancient

Work and

 

 

 

Societies (2)

Culture in the

 

 

 

 

Past (1)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Fifth

Games & Pastimes

Hugh O’Flaherty

The Celts

Normans

Class

 

 


 




 

 

 

 

 

 

 

 

 

 

 

Place Names

Androcles

Mauris

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Sixth

Buildings, Sites or

Martin Luther

Aztecs

World War II

Class

Ruins in my

King

 




 

locality

 


 

 

 

 

 

 

 

 

The History of

Saint Patrick

Ancient Egyptians

 

 

our School &

 

 

 

 

 going to school

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 







5th & 6th Year Plan for History













 

Eras of

Politics,

Continuity and

 

Change and

Conflict and

Change over

 

Conflict (2)

Society (2)

time (2)

 

 

 

 

 

 




 

 

 




 

 


 

 

 

Fifth

The Great Famine

16th Century Ireland

Clothes

Class






 

 

 




 

 

 




 

 

The Renaissance

War of the two Kings

Barter

 

 




 

 

 

 

 

 

 

 

 

Sixth

Industrial Revolution

Civil War in Ireland

Nomads

Class











 

 




 

 

 




 

 

19th Century Ireland

American Revolution

Schools &

 

 




Education

 

 




 

 

 

 

 

 

 




 

 

 




 

 

 




 

 

 

 

 




3rd & 4th Year Plan for History



















Year

Local Studies (2)

Story

Early People

Life, Society,

 

 

(Selection)

and Ancient

Work and

 

 

 

Societies (2)

Culture in the

 

 

 

 

Past (1)

 

 

 

 

 

 


 

 

 

 

 

 

 

 

 

Third

Games & Pastimes

Cúchulainn

The Stone Age

Dublin in the

Class

 

 

 

Middle Ages

 

 

 

 

 

 

 

 

 

 

 

Homes

Romulus &

African People

Famine Time

 

 

Remus

 

 

 

 

 

 

 

 


 

 

 

 

Fourth

My Family

Fionn & Salmon of Knowledge

Early Christian Ireland

Life in Middle Ages

Class

 







I

 

 

 

 

 

 

 

 

 

 

 

Feasts & Festivals

St. Brigid

Native Americans

Industrial Revolution

 

 










 

 

 

 

 

 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 









3rd & 4th Year Plan for History
















Year




Eras of

Politics,

Continuity and

 




Change and

Conflict and


Change over

 




Conflict (2)

Society (2)

time (2)

 




 

 

 

 




 




 

 




 




 

 




 

 

 

Third




 




Farming & Food

Class




 




 

 




 




 

 





 




 

 




 




Homes, Houses,

 




 




& Urban Development

 




 

 

 

 




 

 

 

Fourth




 




Shops through

Class




 




the ages.

 




 




 

 




 




 

 





 




Communications

 




 




 

 




 




 

 




 

 

 

 




 




 

 




 




 

 




 




 

 




 

 

 


  1. Skills and Concepts Development

We are aware that the skills and concepts developed by the children as they work as historians throughout the school are:


  • Time and chronology.

  • Using evidence.

  • Communication and synthesis.

  • Change and continuity.

  • Cause and effect.

  • Empathy.

Each teacher is aware that the curriculum provides for the development of a range of historical skills and concepts.


The following strategies may be used to develop the above concepts and skills. They will be adapted as appropriate from Infants to 6th Class.


  • Sequencing artefacts from own personal past.

Sequencing activities/ordering objects/pictures.

Sequencing elements in a story, etc.



  • Use of simple timelines.

  • Using simple historical evidence; photographs, objects, memories of older people, buildings, stories and songs.

  • Allowing children opportunities to communicate an awareness of stories about the past in a variety of ways; listening to and retelling stories through drama, artwork, and ICT.

  • Exploring instances of change and continuity in personal life, family and immediate local environment; looking at features which have changed or remained unchanged.

  • Through examining the actions of a character in a story, discuss the reasons for change and the effects of change.

  • Enable children to use words, phrases and conventions associated with the recording of dates and time, such as BC and AD, Stone Age, early Christian Ireland, et c.

  • Allow children to examine and use critically a wide range of historical evidence.

  • Enable children to develop some skills in the location and selection of evidence.
  • Encourage children to ask questions about a piece of evidence.


  • Encourage children to use imagination and evidence to reconstruct the past in a variety of ways; oral language, drama, writing, artwork, modelling, other media, ICT.


All teachers will endeavour to include a balance between the development of these skills and the acquisition of knowledge when designing their short and long term planning and when implementing it in the classroom.




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