Scoil Bhride BNS

History


Scoil Bhride Boys N.S.

18524K

Kilcruttin

Tullamore
Co. Offaly





Introduction

Historical education enables children to investigate and examine critically significant events in their own immediate past, the past of their families and local communities and the histories of people in Ireland and other parts of the world.

This plan has been drawn up in accordance with the history curriculum to set out our approach to the teaching and learning of history. This plan will form the basis for teachers' long and short-term planning. It will also inform new or temporary teachers of the approaches and methodologies used in our school.




Rationale

History develops an understanding of the actions, beliefs and motivations of people in the past and is fundamental to an informed appreciation of contemporary society and environments. It was decided to focus on this area for development

" To benefit teaching and learning in our school
" To conform to principles outlined in the primary curriculum
" To review the existing plan for history in light of the 1999 Primary School Curriculum






Vision


A broad and balanced understanding of history is essential if a child is to become a confident, informed, critical and responsible adult member of society. Through exploring the past in this way, we seek to assist the boys in Scoil Bhride in acquiring knowledge and concepts while simultaneously developing important skills and attitudes appropriate to their individual stages of development. History in the primary school can then make a unique and vital contribution to the harmonious development of the child in a truly child-centred education.








Aims


The aims of the History Curriculum in Scoil Bhride are:


" 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 have had an impact upon 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 development 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 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





Broad Objectives

" To study a range of people and events in the past in order to develop a balanced understanding of family, local, national and world history

" To develop an understanding of chronology, in order to place people, events and topics studied in a broad historical sequence

" To examine and use a range of historical evidence systematically and critically, and appreciate the fact that evidence can be interpreted in different ways

" To use imagination and evidence to reconstruct elements of the past

" To be aware that the attitudes and behaviour of people may be influenced by their understanding of the past and by their past experiences

" To develop a sense of personal, local, national, European and wider identities through studying the history and cultural inheritance of local and other communities

" To develop a sense of responsibility for, and a willingness to participate in, the preservation of heritage.




















This History Plan for Scoil Bhride will be addressed under the following headings:

Curriculum Planning:

1. Strands and strand units
2. Skills and concepts development
3. Approaches and methodologies
4. Linkage and integration
5. Multi-grade teaching
6. Assessment and record keeping
7. Children with different needs
8. Equality of participation and access

Organisational Planning:

9. Timetable
10. Resources and ICT
11. Health and safety
12. Individual teachers' planning and reporting
13. Staff development
14. Parental involvement
15. Community links
16. Places of historic interest





Strands and Strand Units


" Teachers are familiar with the strands/strand units/ content objectives for the relevant class level

" Teachers are aware that 2nd class must explore all the strand units

" Teachers are aware that 3rd - 6th classes have the option of a menu curriculum.

" Teachers from 3rd to 6th classes will collaborate on a yearly basis in selecting strand units for each class?

" Children from 3rd to 6th classes will be exposed to a variety of strand units (see table)

" Certain topics will be selected from the menu curriculum, and studied in depth by middle classes and senior classes

" Certain topics will be revisited in more depth as the child progresses through the school. (Spiral Approach)

" Local studies will be included at all levels

" We will ensure a range of historical periods is included in our content selection.

" There will be continuity and progression in the history curriculum from class to class. Efforts will be made to avoid gaps and undue repetition between classes

" When selecting content, we will strive for a balance between local, national and international contexts

" Strands that are relevant to the local environment and the locality of the school will be selected.

" Teachers will strive to familiarize themselves with the local environment and the history of the local area

" An audit of local history been completed, and some aspects of the local environment will be used to illustrate national and international history










Curriculum Planning 1st and 2nd Classes



Content in history for first and second classes is confined to three strands

" Myself and my family, which encourages the exploration of the past experiences of the child and that of his/her wider family circle

" Change and continuity, which involves the child in exploring items from the past in the immediate environment

" Story, in which the child will encounter elements from the lives of a range of people



¢ All Strand units must be explored

¢ An important emphasis is placed on the exploration of personal and family history at this level.




Objectives


¢ To begin to distinguish between the past present and future

¢ To explore instances of change and continuity especially in personal life, in family and local history

¢ To discuss the reasons why some things happened and some of their consequences

¢ To begin to distinguish between fictional accounts in stories, myths and legends and real people and events in the past.













1st & 2nd classes


Strand
Strand Unit Objectives

Myself and my family
To enable the child
o to explore thoroughly elements of his/her own past and that of his/her family, community and locality
o to explore and record significant personal dates and events
o to explore and record traditional non formal games
o to explore and discuss the origins and traditions of some common festivals



Change and Continuity
To enable the child
o to visit, explore and become aware of elements in the local environment which show continuity and change
o to listen to and record memories of older people about such places


Story
To enable the child
o to listen, to discuss, retell and record a range of stories from the lives of people who have made a contribution to local and/or national life and to the lives of people in other countries who have contributed to social and political developments
o to listen to, discuss, retell and record a range of myths and legends from different cultural, ethnic and religious backgrounds.














Curriculum Content
1st & 2nd classes



Working as an historian

Skills and concept development
" Time and chronology
" Change and continuity
" Cause and effect
" Using evidence
" Synthesis and communication
" Empathy
Strand
Strand Unit
Myself and my family " Myself
" My family
" When my grandparents were young
" Games in the Past
" Feasts and festivals in the past
Change and Continuity Continuity and change in the local environment



Story Stories








Curriculum Planning 3rd and 4th Classes


The range of strands is expanded significantly at this level and include

" Local Studies

" Story

" Early people and ancient societies

" Life, society, work and culture in the past

" Continuity and change over time

¢ An important emphasis is placed on the exploration of personal history and / or local studies at this level.





Objectives

" To distinguish between the past, present and future

" To record information about people and events in the past using simple timelines

" To develop an understanding of change and continuity by exploring similarities and differences between the past and the present

" To examine and use a wider range of historical evidence especially that which may be found in the locality or which is connected with local history










3rd & 4th Classes

Strand Strand Unit Objectives


Local Studies

To enable the child
o to explore thoroughly elements of his/her own past and that of his/her family, community and locality
o to explore changes which have taken place in the home and other homes in the area
o to become familiar with the origins and traditions of some common festivals in Ireland and other countries


Story


To enable the child
o to listen to, discuss, retell and record a range of stories from the lives of people who have made a contribution to local and/or national life and to the lives of people in other countries who have contributed to social and political developments


Early People and ancient societies


To enable the child
o to become familiar with aspects of the lives of these peoples eg, origins, homelands, food and cooking, clothes, faith and beliefs etc


Life Society work and culture in the past


To enable the child
o to become familiar with aspects of the lives of these peoples eg, homes of people, people at work, tools and weapons, leisure and pastimes etc


Continuity and Change over time


To enable the child
o to study aspects of social, artistic, technological and scientific developments over long periods
o to identify items of change and continuity in the line of development











3rd & 4th Classes

Strand Strand Units

Local Studies
(Two strand units to be selected during each year) My family
Homes
My School
Games and Pastimes in the past
Feasts & festivals in the past
Buildings, sites or ruins in my locality
My locality through the ages
Story
(A selection of stories to be explored in each year)
Stories from the lives of people in the past Myths and legends
Early People and ancient societies
(Two strand units to be selected during each year) Study a selection from

Stone Age Peoples
Bronze Age peoples
Early Societies of the Tigris and Euphrates Valleys
Egyptians
Greeks
Romans
Celts
Early Christian Ireland
Vikings And a selection from

Central and South American peoples e.g. Aztecs
Asian Peoples eg. peoples of the Indus valley
Ch'in and Han empires of China
African peoples eg. Benin peoples
North American peoples eg Native American peoples
Australisian peoples eg Maori

Life Society work and culture in the past
(3rd/4th Two strand units)
Life in Norman Ireland
Life in mediaeval towns and countryside in Ireland and Europe

Life in the 18th Century
Life in the 19th century
Life during World war 2
Life in Ireland since the 1950s
Continuity and Change over time
(Two strand units to be selected during each year) Food and farming
Clothes
Homes and Houses
Transport
Communications
Shops and fairs
Schools and education
Caring for the sick












Curriculum Planning 5th 6th Classes



The range of strands is expanded further at this level and include

" Local Studies

" Story

" Early people and ancient societies

" Life, society, work and culture in the past

" Eras of change and conflict

" Politics, conflict and society

" Continuity and change over time





Objectives



¢ To develop an understanding of time and chronology so as to place people, objects and events within a broad historical sequence

¢ To develop an understanding of change and continuity by exploring similarities and differences between the past and the present and between different periods in the past

¢ Recognise some factors which may have caused, prevented or delayed changes in the past

¢ To examine and use critically a wide range of historical evidence








5th/6th Classes

Strand Strand Unit Objectives

Local Studies
To enable the child
o to compare and classify a range of homes in the area,
o to study the development of the school over a period,
o to become familiar with aspects of the history of games in the locality,
o to become familiar with the traditions associated with a range of festivals in Ireland and other countries and
o to actively explore some features of the local environment

Story

To enable the child
o to listen to, discuss, retell and record a wider range of more complex myths and legends from different cultural, ethnic and religious backgrounds in Ireland and other countries

Early People and ancient societies

To enable the child
o to become familiar with aspects of the lives of these peoples eg, origins, homelands and migrations, settlements and urban developments, work and technologies, cultural or artistic achievements etc

Life Society work and culture in the past


To enable the child
o to become familiar with aspects of the lives of these peoples eg, homes of people, settlement patterns and urban developments, culture, art and music, migration and emigration etc

Eras of Change and conflict

To enable the child
o to become familiar with aspects of these periods eg ways in which the everyday lives of people changed, changes and conflicts in peoples thoughts and beliefs, local evidence of changes and conflicts etc

Politics, conflict and society

To enable the child
o to engage in simple studies of some of the more important aspects of periods in which political changes or movements have had an important influence on the lives of people in Ireland


Continuity and Change over time

To enable the child
o to study aspects of social, artistic, technological and scientific developments over long periods and to identify the factors which
may have caused or prevented change


5th/6th Classes

Strand Strand Units

Local Studies
(Two strand units to be selected during each year) Homes
Schools
Games and Pastimes in the past
Feasts & festivals in the past
Buildings, sites or ruins in my locality
My locality through the ages
Story
(A selection of stories to be explored in each year) Stories from the lives of people in the past Myths and legends
Early People and ancient societies
(Two strand units to be selected during each year) Study a selection from

Stone Age Peoples
Bronze Age peoples
Early Societies of the Tigris and Euphrates Valleys
Egyptians
Greeks
Romans
Celts
Early Christian Ireland
Vikings And a selection from

Central and South American peoples e.g. Aztecs
Asian Peoples eg. peoples of the Indus valley
Ch'in and Han empires of China
African peoples eg. Benin peoples
North American peoples eg Native American peoples
Australisian peoples eg Maori
Life Society work and culture in the past

(One strand unit to be selected during each yr)
Life in Norman Ireland
Life in mediaeval towns and countryside in Ireland and Europe

Life in the 18th Century
Life in the 19th century
Life during World war 2
Life in Ireland since the 1950s
Language and Culture in late 19th and early 20th Century Ireland
Eras of Change and conflict
(5th / 6th Two strand units to be selected during each year) The Renaissance
The Reformation
Traders, Explorers and colonisers from Europe
The Great famine
The Industrial Revolution Changing Land ownership in 19th century Ireland
Changing Roles of women in the 19th and 20th centuries
World war 1
Modern Ireland

Politics, conflict andsociety
(5th / 6th Two strand units to be selected during each year)
16th and 17th century Ireland
Revolution and Change in America, France and Ireland
O Connell and Catholic Emancipation 1916 and the foundation of the state
Northern Ireland
Ireland Europe and the world 1960 to the present
Continuity and Change over time

(Two strand units to be selected during each year) Homes housing and urban developments
Nomadism
Food and farming
Clothes
Transport
Barter trade and money
Communications
Energy and power
Workshops and factories
Schools and education
Literature Arts crafts and culture
Caring for the sick



3rd & 4th Classes 5th/6th Classes
Strand Strand Units Strand Units
Local Studies
(Two strand units to be selected during each year) My family
Homes
My School
Games and Pastimes in the past Feasts & festivals in the past
Buildings, sites or ruins in my locality
My locality through the ages Homes
Schools
Games and Pastimes in the past
Feasts & festivals in the past Buildings, sites or ruins in my locality
My locality through the ages
Story
(A selection of stories to be explored in each year) Stories from the lives of people in the past Myths and legends Stories from the lives of people in the past Myths and legends
Early People and ancient societies
(Two strand units to be selected during each year) Study a selection from

Stone Age Peoples
Bronze Age peoples
Early Societies of the Tigris and Euphrates Valleys
Egyptians
Greeks
Romans
Celts
Early Christian Ireland
Vikings And a selection from
Central and South American peoples e.g. Aztecs
Asian Peoples eg. peoples of the Indus valley
Ch'in and Han empires of China
African peoples eg. Benin peoples
North American peoples eg Native American peoples
Australisian peoples eg Maori
Study a selection from

Stone Age Peoples
Bronze Age peoples
Early Societies of the Tigris and Euphrates Valleys
Egyptians
Greeks
Romans
Celts
Early Christian Ireland
Vikings And a selection from

Central and South American peoples e.g. Aztecs
Asian Peoples eg. peoples of the Indus valley
Ch'in and Han empires of China
African peoples eg. Benin peoples
North American peoples eg Native American peoples
Australisian peoples eg Maori
Life Society work and culture in the past

(3rd/4th Two strand units
5th/6th One strand unit ) Life in Norman Ireland
Life in mediaeval towns and countryside in Ireland and Europe

Life in the 18th Century
Life in the 19th century
Life during World war 2
Life in Ireland since the 1950s Life in Norman Ireland
Life in mediaeval towns and countryside in Ireland and Europe

Life in the 18th Century
Life in the 19th century
Life during World war 2
Life in Ireland since the 1950s
Language and Culture in late 19th and early 20th Century Ireland
Eras of Change and conflict
(5th / 6th Two strand units to be selected during each year) The Renaissance
The Reformation
Traders, Explorers and colonisers from Europe
The Great famine
The Industrial Revolution Changing Land ownership in 19th century Ireland
Changing Roles of women in the 19th and 20th centuries
World war 1
Modern Ireland

Politics, conflict and society
(5th / 6th Two strand units to be selected during each year) 16th and 17th century Ireland
Revolution and Change in America, France and Ireland
O Connell and Catholic Emancipation 1916 and the foundation of the state
Northern Ireland
Ireland Europe and the world 1960 to the present
Continuity and Change over time
(Two strand units to be selected during each year) Food and farming
Clothes

Homes and Houses
Transport Communications
Shops and fairs
Schools and education
Caring for the sick Homes housing and urban developments
Nomadism
Food and farming
Clothes
Transport
Barter trade and money Communications
Energy and power
Workshops and factories
Schools and education
Literature Arts crafts and culture
Caring for the sick

Skills and Concepts Development


" A skills section entitled Working as an historian describes the historical skills which children should develop as they encounter historical topics.

" These skills are listed below.


o Time and chronology developing an understanding of time and chronology so as to place people, objects and events within a broad historical sequence.

o Change and continuity Developing an understanding of change and continuity by exploring similarities and differences between the past and the present


o Cause and effect recognising some factors, which may have caused. Prevented or delayed changes in the past

o Using evidence Examining and using critically a wide range of historical evidence


o Synthesis and communication Selecting and organising historical information

o Empathy Imagining and discussing the feelings and motives of people in the past


" The following are the strategies used by each class in Scoil Bhride to develop the child's skills to work as a young historian.

" Steps will be taken to ensure that there is a balance between skills development and the acquisition of knowledge in implementing the curriculum




Skills and Concepts 1st / 2nd Class
3rd / 4th class 5th / 6th Class
Time and Chronology " Begin to distinguish between the past, present and future
" Begin to develop an understanding of chronology by recording simple sequences and by placing objects or pictures in historical sequence " Distinguish between the past, present and future
" Develop an understanding of time and chronology through comparing the relative ages of people, objects and events
" Record information about people and events in the past using simple timelines
" Understand and use date conventions when studying the past, including day, month and year
" Use common words and phrases associated with time " Develop an understanding of time and chronology so as to place people, objects and events within a broad historical sequence
" Record people and events in the past using a variety of simple timelines
" Use words, phrases and conventions associated with the recording of dates and time, such as BC, AD, age, period

Change and Continuity 1st / 2nd Class

" Explore instances of change and continuity especially in personal life, in family and local history 3rd / 4th class

" Develop an understanding of change and continuity by exploring similarities and differences between the past and the present 5th / 6th Class

" Develop an understanding of change and continuity by exploring similarities and differences between the past and the present and between different periods in the past
Cause and effect " Discuss the reasons why some events happened and some of their consequences " Discuss the reasons for, and the effect of, some events and changes in the past " Recognise some factors which may have caused, prevented or delayed changes in the past
" Appreciate that events usually have a number of causes and outcomes
Using evidence





Using evidence " Examine a range of simple historical evidence eg photos, stories, songs etc
1st / 2nd Class







































1st / 2nd Class " Examine and use a wider range of historical evidence, especially that

3rd / 4th class

which may be found in the locality or which is connected with local history eg photos, written sources, films etc

" Ask questions about a piece of evidence



" Summarise information in, and make simple deductions from, a single source of evidence
















3rd / 4th Class " Examine and use critically a wide range of historical evidence



5th / 6th Class
" Develop some skills in the location and selection of evidence
" Distinguish between primary and secondary sources
" Ask questions about a piece of evidence
" Compare accounts of a person or event from two or more sources
" Make simple deductions from evidence
" Recognise that evidence may be incomplete or biased
" Appreciate that evidence can be interpreted in a number of ways





5th / 6th Class

Synthesis and communication




" Communicate an awareness of stories, people and events from the past in a variety of ways eg writing, drama etc

" Use evidence and imagination to reconstruct elements of the past
" Communicate this understanding of the past in a variety of ways eg oral language, drama etc
" Select and organise historical information
" Use evidence and imagination to reconstruct elements of the past
" Communicate this understanding of the past in a variety of ways eg oral language, drama etc
Empathy " Imagine and discuss the feelings of characters in stories from the past " Imagine and discuss the feelings and motives of people in the past " Imagine and discuss the feelings and motives of people in the past
" Discuss how an event in the past may have been perceived by those who participated in it






















Approaches and Methodologies


" Scoil Bhride recognises that one of the keys to successful history teaching is the use of a broad range of classroom approaches and methodologies. Approaches and methodologies currently being implemented include:

o Story pp. 65-71 Teacher Guidelines

o Drama and role play pp. 109-113 Teacher Guidelines

o Oral evidence pp. 77-80 Teacher Guidelines

o Documentary evidence pp. 104-108 Teacher Guidelines

o Using ICT p.114 Teacher Guidelines

o Personal and family history pp.72-75 Teacher Guidelines

o Using artefacts pp. 81-86 Teacher Guidelines

o Pictures and photographs pp. 87-98 Teacher Guidelines

o Use of the environment pp. 99-103 Teacher Guidelines


" Using ICT

" Use of the Environment

" Oral Evidence



Use of Time lines


We realize that the sequencing of objects and pictures and the use of time lines can play a major role in the development of chronological understanding and should be used at all levels in the primary school.

It is envisaged that time lines will be used and displayed in each class/throughout the school. There will be an effort to either source commercial timelines or develop them ourselves within the school. Teacher Guidelines p.8 and pp. 25 -54 Archaeology in the Classroom



Linkage and Integration



" Opportunities for the use of an integrated approach exist at all levels in the History curriculum.

" Within the content sections, notes below strand units suggest some of the instances where linkage (i.e. integration within the history curriculum) and integration (i.e. cross-curricular connections) might be established.



Integration could take place

" Within history. A number of items of content could be linked together eg a local study which includes a prehistoric grave might lead to the examination of the burial practices of Stone Age Peoples

" Within SESE or between history and other subject areas. Many content elements in the history curriculum have close links with units in other curricula. The cross-reference notes included in the curriculum statements will help to identify some possibilities for practical links.


" History because of its emphasis on narrative and discussion has a major role to play in the development of the child's oral language and literacy.

" Using a broad-based theme or topic approach. A theme such as Water, Homes or one based on a novel or story can be chosen and explored in a number of ways which would include elements of many different subject areas.




A number of factors are necessary for integration to work successfully

" Systematic planning by the teacher, which is consistent and carefully structured to ensure continuity and progression.

" The structuring of topic work


" Whole-school planning to ensure adequate subject coverage and a balanced range of content within each subject.



Assessment and Record Keeping



We in Scoil Bhride realize that assessment techniques used in history must seek to assess

" Progress in children's knowledge of the past
" Their ability to use historical skills
" Their development of attitudes



Assessment Tools in History

Teachers will be guided in the selection of assessment tools by the need for assessment to reflect the aims and objectives of the curriculum, particularly the importance attached to the development of historical skills as well as knowledge and attitudes.

" Teacher observation

The details of children's learning which teachers notice as historical topics are explored and taught

" Teacher-designed tasks and tests

The wide range of activities in which children will be engaged in history lessons

" Work samples, portfolios and projects

Samples of the children's work from some of the tasks will be compiled, making possible monitoring of the child's progress

" Scrapbooks To be started in 2nd class and to be used progressively through the school.





Children with Different Needs


Teachers will consider

" Using a mixture of whole-class teaching and focussed group work. Different groups of children will be set tasks of varying complexity

" Planning topics so that opportunities are provided for further investigation work for the more able or less able

" Choosing more accessible or more demanding evidence.

" Using a range of questions and providing a range of tasks


" Planning for the use of a wide range of communication skills

" Intervening to give individuals and groups the tuition they need as the children are engaged in learning activities.




Equality of Participation and Access


This History Plan seeks to generate an appreciation of cultural and historical inheritance and cultivates an atmosphere of equality and opportunity where gender, cultural diversity, minorities and special needs are respected and valued. Prejudice and discrimination are challenged while respect and mutual understanding are promoted.




Organisational Planning

Timetable

Primary School curriculum stipulates three hours per week as the minimum time allotted for SESE.

Time will be blocked on occasion for History eg. Using a thematic approach, working on a project, visits to local historical sites etc.

Discretionary curriculum time will be used occasionally for SESE



Resources and ICT


It is our aim to develop a central bank of materials to aid us in the History Curriculum and that can be accessed by all teachers. These will include

¢ Archaeology Folder courtesy Laois education Centre (Small Office)

¢ Archive Photographs NLI.ie

¢ CD's Photographic Tour - Tullamore / Grand Canal

¢ The People of Tullamore in the 20th century - an album of memories M. Byrne

¢ Timelines

¢ Sources / Resources (see attached)

¢ List of useful websites (see attached)

¢ List of some suggested books / novels with historical subject matter (see attached)

¢ Horrible History Collection (School Library)

¢ History reference Books (School Library)

¢ BBC Schools Video Collection (Small Office)

¢ ICT Software

Health and Safety

With regard to going on trails, visiting museums, ruins, archaeological sites etc. we will refer to Guidelines as laid down in Scoil Bhride Health and Safety Policy 'Outdoor Activities and Fieldwork'.

Individual Teachers' Planning and Reporting


The teaching staff realizes the importance of liaising on an ongoing basis, but particularly at the end of the school year to plan for the year ahead.

Teachers at each class level have already met to choose the relevant strand units so that each child will achieve the optimum learning experience given the spiral nature of the Curriculum.


Staff Development

In order to successfully implement this plan all of the teaching staff have attended
One full day in-service seminar 2005 - 2006 by the Primary Curriculum Support Programme



Parental Involvement

As the programme places a heavy emphasis on family and local history the co-operation and help of parents will be very important for success.

We welcome parents to assist us on out of school trips and historic trails and appreciate this necessary support.


Community Links

Listed below are local societies and individuals in the community that help support the school's history curriculum.

Historical Society Bury Quay

Heritage centre Bury Quay

Planning Section of the Local Authority

Michael Byrne Historian, Paddy Lowry

John Kearney / Steve McNeill Historical Society

Parents, Grandparents, relatives of the children

Links with local services to access resources

County Library

Local newspapers

Local Places of Interest

Charleville Castle / Old Jail / Kilcruttin Cemetery / Sragh Castle / O'Connor Square etc.


Places of historic interest



Every effort will be made to incorporate places of historic interest into school tours eg. Kilmainham Jail, Aughrim, Kilkenny Castle, Newgrange, Clonmacnoise, Athlone Castle, Bunratty folk Park etc.

Suitable themes considered for local trails include:

" A small area in the immediate vicinity of the school, eg a section of a street, a church or graveyard, a mill etc.

" A more extensive area of the town eg. a number of streets or a square

" A theme such as house design, or street furniture, or bridges

" An historic site or house

" An exhibition in a museum or gallery

Two historic trails have been devised within the school to support the teaching of local history

Historic Town trail

Charleville Castle Demesne trail










Success Criteria


We propose to use


(a) Self assessment

" Have I covered the agreed strand units?
" What do I/we need to change?

(b) DES / Outside assessment




Implementation


The staff will endeavour to implement the History Curriculum comprehensively from September 2006




Review

We will review this plan within two years and evaluate its implementation. This plan was formulated by M. Buckley in consultation with Principal and the Teaching staff.