School Plan for S.E.S.E History
Introductory Statement and Rationale
With guidance from our History in-service day and SESE cuiditheoir Maire Boyle we began work on this plan on our school planning days. All teachers were involved.
on this plan continues and is co-ordinated by the special duties teacher with responsibility for History.
We aim through this plan, drawn up in accordance with the History curriculum, to set out our approach to the teaching and learning of History. It 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.
The S.E.S.E. History curriculum provides opportunities for the children in Holy Family N.S. to acquire a broad and balanced understanding of local, Irish and international history while at the same time developing historical investigation skills.
cherish our pupils equally and recognising the uniqueness of each child work together to help them reach their potential in all areas of the curriculum. When they leave Holy Family N.S. we hope our pupils will have developed the Historical thinking skills they need for future education, skills to become citizens who appreciate their cultural and historical inheritance and that they continue to enjoy history throughout their lives.
We endorse the aims of the Primary School Curriculum for History
To develop an interest in and curiosity about the pastmake 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 otherdevelop an understanding of the concepts of change and continuityprovide for the acquisition of concepts and skills associated with sequence, time and chronology, appropriate to the development stages of the childallow the child to encounter and use a range of historical evidence systematically and criticallyprovide opportunities for the child to communicate historical findings and interpretations in a variety of waysfoster sensitivity to the impact of conservation and change within local and wider environmentshelp the child recognise and examine the influences of the past on the attitudes and behaviour of people todayfoster a willingness to explore personal attitudes and values and to promote an openness to the possibility of changing one’s own point of viewencourage the child to recognise how past and present actions, events and materials may become historically significantenable the child to acquire a balanced appreciation of cultural and historical inheritances from local, national and global contexts
and Strand Units
History programme is detailed in the S.E.S.E. History Curriculum D.E.S. 1999.should be familiar with the content relevant to their classes.
Infants page 15and Second page 23and Fourth page 34and Sixth page 54
understand that every strand, every strand unit and every content objective is to be covered each year from Junior Infants to Second class.
use these integrated SESE themes in these classes:
S.E.S.E. themes for Junior and Senior Infants. (with suggestions)
“Myself” p.58 History Teacher Guidelines “People Who help us”p. 50 Geog. TG
“Autumn” p.58 History TG “School”p. 50 Geog. TG
“The hedgerow”p.51 Geog. TG “Spring”p. 46 Science
E.S.E. Themes for First and Second Class. (with suggestions)
“Clothes”p. 47 Science TG “Toys and Games”p. 59 History TG
“Water”p. 59 History TG “Winter”p. 50 Geog. TG
In addition to the themes listed events in the children’s lives and from local, national or world news may also be stimulus for S.E.S.E…
Menu Curriculum Third to Sixth Class:
We understand that choices of strand units have to be made within the strands from Third class to Sixth class. These choices will be made by each class teacher in consultation with other class teachers to avoid overlap. Also the choices may be changed from year to year.
As S.E.S.E. History is a menu curriculum for middle and senior classes we have planned the strand units to be covered at each level.
Tubbercurry is in an area rich in local history.
are the features of local history we have decided to include in our History programme:
local railway and railway station. Mass Hill and Penal Times The Famine (Stirabout Road) Various Tobair(Wells) ************ ************** *************** *************************** ************** *************** *************************** *************** *************** ***************
are reminded that S.E.S.E History.is a spiral curriculum .Topics studied in one class may be returned to in an older class in an age and interest appropriate way.
class from 3 to sixth takes one topic from local history as an in depth study or project.
National or World History Projects.
middle and senior classes also undertake an in depth study or project in national or world history.
These are subject to change from year to year. However the topic will be defined in teachers’ yearly plan.
for in depth studies in local and national or world history have been planned in tandem with S.E.S.E. Geography.
Guided by the curriculum we do not select topics in a strictly chronological order. It is important that at all levels the use of time lines is a feature of history teaching.
Working as an historian – Skills and concept development.
Time and chronology
Change and continuityand effectevidenceand communication
order to foster historical thinking skills we will use these strategies at all class levels
Display and frequently refer to appropriate time lines.
Ensure our pupils have access to a wide range of primary evidence including artefacts, pictures and photographs, documents, and have opportunities to talk to older people.
Include talk and discussion with lots of questioning as a feature of all History lessons.
Incorporate story into our History teaching whenever we can.
So that our pupils may learn to work as historians we are all committed to using a wide range of methodologies at all class levels.
Storyand family historyevidenceartefactsand Photographsthe environmentevidenceand Role PlayI.C.T.
is a list of the approaches used in the teaching of History:
Pictures and photographs.
Documentary evidence relating to personal and family history and school.
we will prioritise particular methodologies for the coming year all methodologies of the curriculum feature in our history teaching.
A story well told, read by the children themselves or read to them, can play an important role in the development of historical understanding.
have prioritises this methodology at all class levels.
In responding to story we engage children in oral language activities, drama, writing and visual arts.
class novel is studied by children in third to sixth classes in their English programme. Many class novels are of historic content. The choice of novel is at the discretion of the class teachers.
audit of history books including story and fiction in classrooms is to be carried out by each teacher. This will be collated by the special duties teacher and needs at each level can be determined. Teachers are reminded that Sligo Co. Library will also help in this area.
and family history
Personal and family history provides an ideal starting point for the exploration of the past and along with story plays an important part in the teaching and learning of history in our junior classes.
Handling and investigating historical artefacts is an activity based approach involving primary evidence that has a motivating influence on teaching and learning history.
will be encouraged to bring in artefacts “on loan” from home. This will bring the whole concept of working as a historian alive in the children’s lives.
makes incidents and aspects of the past real to children and gives access to memories and information which are almost impossible to obtain else were.
class will be encouraged to have a visit from an older person from the locality.
tasks will also include interviewing parents, grand parents, minders and friends.
evidence for lessons relating to myself, my home and my school will be used.
The documents we use will include birthday cards, Christmas cards, postcards, newspapers, old magazines, receipts, bus tickets, appointment cards, timetables etc.senior classes documents such as census returns, marriage, and birth or death certificates may also be used.
to children’s personal circumstances must be exercised and careful thought given to the selection of documents .It may be necessary to ask permission for use of some documents that relate to people living in the area. Teachers should discuss concerns about this with principal and take extreme care when choosing documents.
at pictures and photographs is an approach to history particularly suited to primary school children and one we use at all levels.
Pictures and photographs of people and places familiar to the children help them develop a sense of a time past, see change and continuity, cause and effect in a real and relevant way.
of photographs of the locality that may be used for different S.E.S.E. themes and at different levels are to be organised. Multiple sets will be available for group work.
are to look into the sourcing and purchasing of historical photographs from national collections e.g. Lawrence or Browne. Also there are many historical photographs in banks and businesses around and we will endeavour to collect as many copies of these photographs as possible.
of school events down through the years at present on display along corridors may be taken into classrooms for history lessons.
When looking at pictures of time past we use discussion and questioning to develop the children’s awareness of the bias which often existed in the work of artists and the dangers this can pose for the historian.
We recognise the children’s own environment as our primary resource and our starting point for S.E.S.E.
the local environment encourages the use of a wide range of historical skills.
the approaches and methodologies of the history curriculum may be used.
In our Infants and First classes we will focus on the immediate environment of the school and an S.E.S.E. trails will be within the school grounds.
to Sixth classes will have local history trips.
We recognise drama as valuable methodology for teaching history as it aims to re create human experience.
may include ‘Talk through ‘and ‘Role play ‘lessons.
We have prioritised the use of Story in History lessons at all levels. This will provide opportunities Drama through response stories.
internet is used by some classes for S.E.S.E. strictly in accordance with school policy. A list of suitable websites is included with this policy.
Photographs of children’s work and of children working as historians will in future to be part of our record keeping and assessment work.
So that children may apply prior learning and because it makes history more relevant
We use an integrated teaching approach.
Our integration strategies include
Developing themes and topics in a cross curricular way
Blocking S.E.S.E. time
Selecting a history topic as the focus for oral language work, reading and writing.time tabling
We have single grade [straight] and multi grade [split] classes in our school and this is a consideration in planning for History and in classroom practice.
strategies for multigrade teaching of History include
A topic or thematic approach.
Our menu curriculum has been planned so that the Third and Fourth class has been planned as a 2 year cycle as has the curriculum for Fifth and Sixth class.
Collaborative group work where each team has children from both classes.
Use of a broad range of methodologies so tasks are not reliant on reading ability.
Resources for particular class to work independently e.g. station work, research through library books and i.c.t.
and Record Keeping
Just as we use a range of methodologies in our teaching we use a range of methodologies in our assessment of History. Individual learning styles are accommodated and the full nature of the child’s learning in history is assessed.
Teacher observation of children might focus on:
Participation in discussions of history
Response to and use of historical evidenceand synthesising of information to carry out tasks
Teacher designed tests and tasks include :
Telling and retelling of events and storiesand pictorial accounts makingof timelinessheets to guide examination of evidence designed revision tests
Work samples and projects:
Personal folders of each child’s work are compiled at all levels. Samples of work from all subjects are included. Children take their folders are taken home at the end of the year. Folders are organised by the teacher at junior level while children in senior classes take responsibility for their own folders.
Work samples for history include
Photographs of children at work as historians, pictorial accounts and models of written accountswork
Record keeping and communication:
range of assessment provides information to
Review progress at history with children
Give feedback at parent teacher meetings
Inform in-house records progress reports sent to parents. future teaching and planning
See Assessment and Record Keeping Policy.
with Different Needs
our classrooms we approach History in a way that is inclusive of all our children.
are the strategies we use
Use a mixture of whole class, group and individual work.tasks .topics that provide opportunities for further research for more able pupils
Include a range of more accessible and more demanding evidence.keep in mind different learning styles questioning during oral discussion from recall to analytical and recall skills
All teachers should be familiar with the Draft Guidelines for children with Mild General Learning difficulties N.C.C.A.
of Participation and Access
S.E.S.E seeks to generate an appreciation of cultural and historical inheritance and cultivates an atmosphere of equality of opportunity where gender, cultural diversity, minorities and special needs are respected and valued.
are the strategies we use in our approach to History.
At all class levels we include the lives of men, women and children from different social, cultural ethnic and religious backgrounds when
Selecting stories topics and themesvisitors into school to talk to childrenevidence – artefacts, photographs and documents.resources – books for the library , posters, software
Personal and Family History
In our approach to this strand teachers at all levels keep in mind :
For the small child ‘my family are the people I live with, the people who love and care for me.
We cherish diversity. Families are different and we would like every child to be proud of his or her family
No child should be made feel uncomfortable through activities relating to Personal and Family history.
Sometimes what seems a like simple task could cause anxiety e .g. bringing in photograph of themselves as babies may not be a possibly for some children.should always be planning with sensitivity to every child’s circumstances.
Feasts and Festivals.
Guided by the S.E.S.E. Curriculum and Inter Cultural Guidelines [N.C.C.A.] we include in our programme units of work where children become familiar with origins and traditions associated with a wide range of festivals in Ireland and other countries.
Classroom planning and practice
We use talk and discussion with lots of questioning as a feature of all History lessons in a way that includes all children so that awareness of different perspectives is fostered.
We ensure children having Resource and Learning Support Time are not missing all History time.
In our Primary School Curriculum the suggested minimum weekly time for S.E.S.E. is
Infants: 2 hours 15 minutes
1 to 6 class: 3 hours.are reminded that S.E.S.E. time may be blocked.
E.S.E may be approached in an integrated way.
Text books are a resource to support our history teaching and should be used judiciously.
N.T.O. Heritage in Schools , updated every year.people available to come to the school to work on heritage projects with the children. The Board of Management will pay the fee for a half or full day visit.
in the Classroom :
Resources include: a timeline, background on excavation, monuments, buildings, photographs, streetscapes and maps.
World Our History, Trocaire:
3/4 Early people and Ancient Societies.
Central and South American People- The Maya
/ 6 Eras of Conflict and Change
Politics , Conflict and Society
Continuity and Change over time.
Education in the Primary school. N.C.C.A.
Digital camera, tape recorders, computers and scanner.school hopes to purchase an interactive white board as soon as is economically viable.will be extremely useful when teaching SESE subjects.