English

Language acquisition is a developmental process. It begins from birth and continues throughout the primary school and beyond. The child comes to school with considerable verbal facility. This is achieved not in any formal learning or teaching situation but in the day-to-day social context of the home, and its most important characteristic is the engagement of the child in a stimulating and challenging way. This process of language learning is linked inextricably with a growing knowledge of the world. Language, therefore, is also a central factor in the expansion of the child's conceptual framework and body of knowledge.
A large part of the child's language experience is verbal and it is through oral language activity that much of his/her learning takes place, both in and out of school. The potential of oral language activity as a learning and teaching medium is acknowledged in the key role it is given throughout the curriculum.

The ability to read effectively is an essential requirement if the child is to benefit fully from the educational process, to develop his/her potential, and to participate appropriately as a citizen in society. This is a crucial element in the child's language learning.

The acquisition of literacy is a principal concern of the English curriculum and this reflects stated national policy. It is important that reading, comprehension and writing skills are acquired systematically and that children with particular learning needs are identified at an early stage and provided with adequate remedial support.
Writing has an equal contribution to make to the child's language development. The ability to write clearly and expressively provides him/her with a skill that can greatly enhance personal, social and vocational experience. Furthermore, through the process of expressing thoughts and feelings he/she can clarify concepts and explore emotions. The child's writing experience in school can, therefore, contribute greatly to his/her cognitive, emotional and imaginative development.
Language learning is an integrated process in which it is difficult to separate the functions of oral language, reading and writing. All three are intimately related and each interacts with the others in a myriad of ways. For example, the child's ability with oral language can be a determining factor in the speed and effectiveness with which he/she learns to read, just as his/her experience of reading can enrich vocabulary and improve command of sentence structure.
Similarly, there is a close relationship between competence in reading and expressiveness in writing. Each draws from and feeds into the other in a host of interconnections to form an integrated process of language learning.

Because of its pervasive influence, English is not just concerned with language learning but also with learning through language. In the process of acquiring language skills and in developing the ability to use language other crucial elements of the child's personality and potential are cultivated. For instance, the learning of a new word, or an extended meaning of a word already known, can entail more than extension of vocabulary. It can interact with ideas already familiar to the child in a way that broadens and deepens understanding. Likewise, in attempting to express emotional or imaginative experience, the act of putting feelings and intuitions into language can give them a focus that deepens the child's knowledge of himself/herself and of the world.
To give expression to these two principles the curriculum is structured in four strands:

• Receptiveness to language
• Competence and confidence in using language
• Developing cognitive abilities through language
• Emotional and imaginative development through language.

Although no one strand is concerned exclusively with either principle, the
first two, Receptiveness to language and Competence and confidence in using
language, are aimed primarily at language learning while the other two, Developing cognitive abilities through language and Emotional and imaginative development through language, contribute to more general aspects of the child's development.
Each strand is divided into three strand units, reflecting the contribution oral language, reading and writing make to that particular facet of the child's development, and the strand units contain the detailed elements of curriculum content. A number of these elements reflect activities and experiences that, because of the nature of language, will recur from level to level and throughout the strands. To avoid repetition particular elements of content may be mentioned at just one level although they may involve activities and experiences that are appropriate to every level. Teachers will readily recognise these as they become familiar with the curriculum.

Receptiveness to language

Language development is very complex. Hearing or reading words and knowing what they mean may not amount to understanding. We must make many other connections to bridge the gap between what we know and what we hear or read. We need an awareness and an appreciation of

• context
• grammar
• tone of voice
• gesture and facial expression.

Above all we need the ability to listen, to attend and to be alert to all of these, and to the way they interrelate with one another to create meaning. That willingness and ability to listen, to attend and to be aware of the possibilities and the potential of language can be summed up in the word receptiveness. It is a facility that is crucial to the child's mastery of language and is the first of the four strands that comprise the English curriculum. It involves developing an appreciation of the listener-speaker relationship, learning to attend actively, and responding to all the verbal and non-verbal cues that are used to convey meaning.
It may not be immediately obvious that writing can contribute to the development of receptiveness. Writing is primarily an expressive process; yet the very act of attempting to express himself/herself in writing, whether to communicate with others or to clarify ideas, can make the child more aware of the possibilities of language and hence more receptive to it.

Receptiveness to language also comprises the development of literacy.

This includes acquiring an appreciation of the conventions of text, a knowledge of the terminology and conventions of books, and the ability to use a range of reading and
comprehension skills. In the curriculum, the acquisition of this knowledge and thedevelopmentof these skills are approached in the context of the child's overall language development.

Competence and confidence in using language

If the strand Receptiveness to Language is concerned with developing the child's awareness of language in all its forms, this strand is directed towards enhancing his/her ability to use it as a speaker, a writer and a reader. The two are, of course, interdependent. The more receptive a child is to language the better he/she will use it; and the more successfully a child engages with language the more open he/she will be to its potential .

In achieving competence with language the child develops oral fluency and expressiveness, and, in the process, learns to initiate and sustain conversations and to take turns in a class room environment that promotes tolerance for the views and opinions of others. He/she also learns to use language for the purpose of everyday social inte raction, performing social functions such as greeting, expressing appreciation, expressing sympathy and concern, and welcoming visitors with confidence.

Building on a growing mastery of reading and comprehension skills, the child can be led to appreciate the usefulness and pleasures of reading. Through having access to a wide range of texts, by being encouraged to read silently on a regular basis, and in having the freedom to choose reading material he/she can develop personal tastes and inte rests. In turn, this will help to cultivate habits that can lead to a perception of reading as a continuing source of pleasure and satisfaction.

The experience of reading in its functional and recreational roles should also be a part of reading experience. As the child progresses through the school he/she should be given the opportunity to engage with an ever more varied range of expository and diagrammatic text, including forms, menus, recipes, timetables, newspapers, magazines and text on screen .

In the context of growing competence with language the child will develop as a writer. Starting with scribbles and pictures, he/she will, with support, progress to words and phrases and then to sentences. Later, through a consistent experience of attempting to write stories and more elaborate descriptions, the ability to write in continuous prose can develop. The child should write for a growing range of audiences and in a variety of genres and have a consistent experience of the process of drafting, editing and rewriting. The topics for writing, whether chosen by the child or given by the teacher, should, as far as possible, reflect the real concerns, interests and preoccupations of the individual. In this way he/she can become an independent writer, attaining the competence to write for sustained periods.
In developing competence in using language the child will engage in activities that are directed towards extending vocabulary, developing a command of sentence structure, and mastering the conventions of grammar, punctuation and spelling. These are included in the strand Competence and confidence in using language, but they should be a concern of the work in every strand. Vocabulary extension, for example, will be a daily feature of many language activities.
Some of the elements of grammar are addressed formally in this curriculum, particularly in senior classes. It is envisaged that the child will have gained a knowledge and control of some of the principal elements of grammatical convention by the time he/she finishes primary school. However, it is not intended that these be taught in isolation. As with punctuation and spelling, they should be approached in the context of general language learning.
Although the child's confidence in using language will be determined largely by success as a speaker, a writer and a reader, it is important also that in all language activities his/her efforts are respected, supported and praised.

Developing cognitive abilities through language

In this strand the thrust is towards using language to learn. Although the activities suggested in it will involve language learning, since the two are indivisible, its main concern is to exploit the complex relationship that exists between language and thought. The importance of this cannot be overstated. Much of what the child learns and the way he/she learns it comes from the interaction of language and experience. Through naming, describing,classifying and modifying things and ideas, knowledge is extended and the command of language developed. In this way language subsumes experience. Words, in their multilayered meanings and interconnections, become the bank in which a growing fund of knowledge and concepts is stored. As the child matures this store is expanded and enriched. More and more new ideas and information are linked to it and form increasingly sophisticated connections within it. Thus, language is the medium through which new learning is assimilated and defined. It is important that he/she is helped to use language to learn.

In the curriculum this is encapsulated in activities that will lead the child

• to use questions in order to gain maximum information
• to seek and to give explanations
• to discuss different possible solutions to problems
• to argue a point of view
• to persuade others
• to examine fact and fiction, bias and objectivity.

Much of the work will be based on day-to-day experience in and out of school and will involve oral language activity, reading, writing, play and drama. In the early years play and drama will have a crucial role to play in helping the child to use his/her imagination to construct symbolic representation. As the child gets older reading will become an increasingly important context for the development of cognitive abilities. This will involve the child's engaging with a growing range of expository and representational text and will be intimately concerned with the development of comprehension skills. Cognitive abilities will also be developed through reading and responding to fiction and poetry. This is dealt with in the fourth strand, Emotional and imaginative development through language.

The development of information retrieval skills and the ability to use information technology will provide the child with the means of gaining access to new knowledge. Furthermore, the way he/she is encouraged to question and use this knowledge can play a significant role in the development of cognitive abilities.
Much of this oral and reading experience will dovetail readily with the child's writing. The strand unit is entitled 'Clarifying thought through writing' and speaks for itself. It will have a direct connection with work in oral language and reading, and through the process of drafting a piece of writing and then editing and re-drafting it the child can be encouraged to give a more structured and considered form to his/her thoughts. Furthermore, in developing as a writer the child will gradually be required to learn new forms of thinking that are different from those associated with speech. This will lead the child to explore the potential of words and sentence structure in expressing more precisely what he/she means.

Emotional and imaginative development through language

This strand deals with very special features of the human psyche. Through emotional and imaginative responses the child will often reflect what is most individual and complex in his/her personality. The child's emotional life is concerned with feelings, instincts and reactions that complement the rational self and account for much of what is intuitive in human behaviour. In exploring it the child can come to a better understanding of self and relationships with others. Through the imaginative life the child can explore the infinite possibilities of the human condition and gain a perception of experiences he/she may never know directly.

In developing these most important facets of a child's personality equal emphasis is placed on what he/she experiences and on what he/she expresses. The child is encouraged to explore everyday experiences and feelings through talk, writing, play and drama. Through expressing them he/she can come to understand them better, and give order to emotions and to reactions to people and events. A further dimension of this exploration is made possible through the child's reading and listening experience.

Stories and literature can bring the child into contact with a wide variety of emotional life and, through talking and writing about responses, he/she can come to a better understanding of human motivation and feeling.

Through literature the child can also explore the world of the imagination and at the same time come to appreciate how language makes it vivid. It is important, therefore, that the child enjoys a consistent engagement with a rich selection of the best literature appropriate to his/her stage of development. Poetry should have a special place in listening and reading experience. The heightened and often compressed expression of thought and feeling and the music, rhythm and rhyme in the language can provid e unique and striking glimpses into aspects of the human experience. Through it the child's enjoyment of language can be fostered and his/her aesthetic response and sense of beauty awakened.

Information and communication technologies

The ability to use information and communication technologies can also help to enhance the child's language development. It can be an important resource in developing reading, comprehension and information retrieval skills. The facility of word-processing can not only encourage and help the child in drafting, editing and rewriting but can underline the fact that this operation is an intrinsic part of the writing process. Because language is a feature of every curriculum area these and other applications of information and communication technologies to learning and teaching can have a relevance for the child's development throughout his/her school experience.

Assessment

Assessment is an integral part of teaching and learning in English as in other areas of the curriculum. The section on assessment outlines how a continuum of assessment techniques ranging from less structured to more structured methods can assist in enriching the learning experience of the child and provide useful information for pupils, teachers, parents and others .

Aims

The aims of the English language curriculum are to

• promote positive attitudes and develop an appreciation of the value of language spoken, read and written
• create, foster and maintain the child's interest in expression and communication
• develop the child's ability to engage appropriately in listener-speaker relationships
• develop confidence and competence in listening, speaking, reading and writing
• develop cognitive ability and the capacity to clarify thinking through oral language, writing and reading
• enable the child to read and write independently
• enhance emotional, imaginative and aesthetic development throughoral, reading and writing experiences.

Broad objectives

When due account is taken of intrinsic abilities and varying circumstances, the English language curriculum should enable the child to

• gain pleasure and fulfillment from language activity
• develop the skill of listening actively and appreciate the significance of tone of voice, facial expression and gesture
• learn to understand the conventions of oral language interaction and use oral language in a variety of social situations
• expand his/her vocabulary and develop a command of grammar, syntax and punctuation
• become fluent and explicit in communicating ideas and experiences
• explore and develop ideas and concepts through talk, directed discussion and writing
• identify and evaluate the key points, issues and central meaning of a text or oral presentation and organise efficiently the information gained
• justify and defend opinions and present a coherent argument orally and in writing
• use oral language to manipulate images in problem-solving
• express intuitions, feelings, impressions, ideas and reactions in response to real and imaginary situations through talk, discussion and writing
• organise, clarify, interpret and extend experience through oral language activity and writing
• explore and express reactions to poetry, fiction and the arts, and refine aesthetic response through oral language activity and writing
• create, develop and sustain imaginary situations through talk, discussion and improvisational drama
• compose, relate and write his/her own stories and poems
• explore, experiment with and enjoy all the playful aspects of language
• develop print awareness, an understanding of the purposes of print , and a control over the different ways meaning is derived from print
• develop a range of reading skills and abilities that would include phonemic awareness, word identification strategies and a growing sight vocabulary
• develop an appropriate range of comprehension strategies
• develop an awareness of the richness and diversity of reading material
• available and read from a variety of texts of gradually increasingly complexity
• choose his/her reading material and engage in and enjoy sustained silent reading
• develop a sense of discrimination with regard to the use of language and images in the media
• write for different purposes and different audiences
• write in a variety of genres appropriate to school and outside needs
• learn to edit and refine writing and develop a sense of appropriate presentation
• develop a personal style of writing and learn to distinguish and to use appropriate levels of formality
• share writing and responses to reading experience with other children and adults
• use computer technology in learning to write and for information retrieval
• enhance reading and writing development through the involvement of parents or guardians.

Gaeilge

Teanga bheo chumarsáide í an Ghaeilge. Is cuid dár n-oidhreacht í agus is í an ghné is sainiúla den chultúr Gaelach í. Cuireann foghlaim na Gaeilge ar chumas an pháiste teagmháil níos dlúithe a dhéanamh leis an gcultúr sin. Is í an Ghaeilge teanga náisiúnta na hÉireann agus tá stádas bunreachtúil aici.

Curaclam na Gaeilge

Is ar úsáid na Gaeilge mar ghnáth-theanga bheo chumarsáide a leagtar béim sa churaclam seo. Cuireann foghlaim na Gaeilge le cumas cumarsáide an pháiste i gcoitinne agus forbraíonn sí a scileanna cumarsáide i dteanga bhreise. Cothaíonn sé sin féinmheas agus muinín sa pháiste agus cuirtear le forás cognaíoch, mothúchánach agus samhlaíochan fhoghlaimeora. Chomh maith leis sin cuireann foghlaim na Gaeilge ar chumas an pháiste eolas a chur ar chultúr, ar litríocht, ar sheanchas agus ar amhránaíocht na tíre.

Féachann an curaclam le freastal a dhéanamh ar pháistí uile na tíre trí aitheantas a thabhairt don éagsúlacht timpeallachta atá acu. Cuireann sé san áireamh freisin cúinsí ar leith an pháiste aonair agus nach ionann an éirim ó thaobh foghlaim teanga de atá ag páistí éagsúla. Ba chóir go mbeadh taitneamh le baint as an ábhar foghlama chun go spreagfaí na páistí chun an Ghaeilge a úsáid mar ghnáth-theanga chumarsáide agus chun go mbeadh dearcadh dearfach acu ina leith.

Tá an curaclam bunaithe ar chur chuige cumarsáideach. Tá an phríomhbhéim ar an gcumarsáid san ábhar teagaisc agus foghlama agus i modhanna múinte na gceachtanna Gaeilge. Is iad móraidhmeanna an chur chuige seo ná go mbeadh an páiste in ann úsáid a bhaint as an teanga chun cuspóirí cumarsáide a bhaint amach agus go mbeadh deiseanna aige/aici an Ghaeilge atá á foghlaim a úsáid go rialta i ngnáthchaint an lae. Tá an curaclam páistelárnach, ag díriú ar ghánna an pháiste agus ar a f(h)orbairt iomlán; beidh an teanga ag leibhéal an pháiste agus taitneamhach dó/di. Tá sé tábhachtach go mbeadh an páiste gníomhach sa cheacht Gaeilge, is é sin gníomhaíochtaí teanga a bheith ar siúl, tascanna le déanamh agus fadhbanna le réiteach trí Ghaeilge. Faoin múinteoir a bheidh sé comhthéacsanna réalaíocha a chruthú i suíomh an tseomra ranga agus na scoile chun fíorchumarsáid a chur ar siúl.

Déanann an curaclam seo freastal ar na cineálacha difriúla scoileanna atá ann. Tugtar aitheantas do scoileanna na Gaeltachta agus do na scoileanna lán-Ghaeilge; is í an Ghaeilge gnáth-theanga chumarsáide na scoileanna sin agus teanga theagaisc na n-ábhar go léir seachas Béarla. Aithnítear na scoileanna ina múintear an Ghaeilge mar dhara teanga (scoileanna T2); is é an Béarla an teanga theagaisc ar an iomlán i scoileanna T2 ach múintear gnéithe eile den churaclam trí mheán na Gaeilge uaireanta. Moltar an Ghaeilge a úsáid mar mheán cumarsáide go neamhfhoirmiúil i gcomhthéacs an tseomra ranga agus na scoile de réir mar a oireann.

Leagan amach agus struchtúr an churaclaim

Tá an curaclam Gaeilge roinnte ina dhá chuid: an chéad chuid do scoileanna T2 agus an dara cuid do scoileanna Gaeltachta agus lán- Ghaeilge. Tá an t-ábhar teagaisc agus foghlama roinnte ar cheithre rangghrúpa: ranganna na naíonán, ranganna 1 agus 2, ranganna 3 agus 4 agus ranganna 5 agus 6. Tugtar foramharc ar an ábhar teagaisc agus foghlama i léaráid ag tús cláir gach rang-ghrúpa. Tá leathanach pleanála ina dhiaidh sin a chabhróidh leis an múinteoir na gnéithe éagsúla den ábhar teagaisc agus foghlama a shníomh le chéile.

Aithnítear nach bhfuil na scoileanna go léir sna haicmí éagsúla thuas mar a chéile ó thaobh teanga de. Níl sé i gceist go gcuirfí teorainn ar bith le forbairt na teanga i scoileanna T2 má tá na tosca oiriúnacha ann chun an caighdeán is airde a bhaint amach. Ar an taobh eile, tharlódh nach bhféadfaí gach cuspóir atá molta a bhaint amach i ngach scoil Gaeltachta agus lán-Ghaeilge i ngeall ar chúlra teanga na bpáistí.

Snáitheanna an churaclaim

Tá ábhar teagaisc agus foghlama an churaclaim Ghaeilge eagraithe faoi cheithre shnáithe:

• Éisteacht
• Labhairt
• Léitheoireacht
• Scríbhneoireacht.

Tá na snáitheanna sin scartha óna chéile sa churaclam ach beidh siad comhtháite chomh minic agus is féidir sa cheacht Gaeilge. Tá gach snáithe acu roinnte ina shnáithaonaid. Roinntear an t-ábhar teagaisc agus foghlama ar na snáithaonaid agus tugtar eispéiris foghlama lenar féidir cuspóirí an ábhair sin a bhaint amach. Tá grádú déanta ar ábhar teagaisc agus foghlama na snáitheanna ó rang go rang agus do na cineálacha difriúla scoileanna.

Éisteacht

Níl aon cheist faoi thábhacht na héisteachta i sealbhú teanga. Mar gheall air sin is tréimhse an-tábhachtach iad na blianta tosaigh a chaitheann an páiste óg ag éisteacht lena t(h)uismitheoirí agus le daoine eile ag caint sa bhaile. Is é seo an chaoi a bhfoghlaimíonn an páiste Gaeilge sna teaghlaigh ina labhraítear mar ghnáth-theanga í.

Éisteacht neamhfhoirmiúil gan dualgas í seo, agus is cóir feidhm a bhaint as an bpróiseas céanna chun an Ghaeilge a shealbhú i scoileanna T2. Cloiseann an páiste cuid mhaith cainte go neamhfhoirmiúil i rith an lae-i gcaidreamh sóisialta leis an múinteoir agus i dteanga bhainisteoireachta an ranga. Éisteann an páiste leis an nGaeilge mar theanga theagaisc sa cheacht Gaeilge agus le treoracha an mhúinteora chun tascanna a dhéanamh. Tuigeann sé/sí brí na cainte sin ón gcomhthéacs, ó gheáitsí, ó thuin chainte agus ó bhealaí eile mínithe a úsáideann an múinteoir.

Is féidir cluas an pháiste a oiliúint trí éisteacht go foirmiúil i rith ceachta ina ndírítear go háirithe ar scil na héisteachta. Cruthaíonn an múinteoir suímh agus comhthéacsanna ina léireoidh an páiste a t(h)uiscint ar bhrí na cainte trí idirghníomhaíocht. Is é sin an bhrí atá le héisteacht i gcomhthéacs na cumarsáide-go dtuigeann an páiste agus go léiríonn sé/sí an tuiscint sin. Éisteann an páiste freisin leis an múinteoir ag insint scéalta agus ag aithris rann nó dánta. Baineann an múinteoir úsáid as ábhar taifeadta chomh maith, mar shampla amhráin, míreanna ón raidió, nuacht agus aimsir. Cé go bhfuil béim ar an éisteacht sa snáithe seo tiocfaidh na snáitheanna eile, Labhairt, Léitheoireacht agus Scríbhneoireacht, i gceist freisin, agus comhtháthaítear iad ar bhealaí éagsúla sna tascanna a bheidh le déanamh.

Labhairt

Tá béim an-láidir á cur ar labhairt na Gaeilge sa churaclam. Mar sin, is é an cumas cumarsáide an sprioc is tábhachtaí atá le baint amach ag an bpáiste. Is fearr a fhoghlaimeoidh an páiste an Ghaeilge má bhíonn taitneamh le baint aisti agus dearcadh dearfach á chothú. Nuair a bhíonn an t-ábhar foghlama spéisiúil bíonn fonn ar an bpáiste an Ghaeilge a fhoghlaim. Déanfar na snáitheanna eile a chomhtháthú le labhairt i ngníomhaíochtaí agus i dtascanna a mbeidh cuspóir cinnte acu. Beidh leibhéil chumais dhifriúla i gceist sna rang-ghrúpaí éagsúla agus sna scoileanna Gaeltachta agus lán-Ghaeilge agus i scoileanna T2.

Laistigh den seomra ranga beidh na páistí á mealladh chun an Ghaeilge a labhairt agus chun taitneamh a bhaint as an gceacht Gaeilge, trí chluichí teanga, rólghlacadh i suímh shamhlaíocha, agus i ndrámaíocht. I scoileanna T2 ba chóir go mbeadh deis ag na páistí labhairt go simplí faoi na topaicí a bhfuil spéis acu féin iontu, labhairt fúthu féin agus faoina dteaghlaigh agus faoina gcairde. Beidh deis acu iad féin a chur in iúl agus a dtuairimí a nochtadh, agus cuirfear ar a gcumas cabhair a lorg nuair nach bhfuil an focal nó an frása ceart acu.

I scoileanna Gaeltachta agus lán-Ghaeilge beidh fíorchumarsáid i nGaeilge ar siúl sna ceachtanna go léir seachas an Béarla. Beidh seans ag an bpáiste plé agus díospóireacht a dhéanamh, páirt a ghlacadh in agallaimh bheirte, agus seiftiú a dhéanamh. Beidh sé ar chumas an pháiste tús a chur le comhrá faoi ábhair a bhaineann lena s(h)aol agus an comhrá sin a choimeád ar siúl. Tabharfar deis dó/di an Ghaeilge a labhairt le daoine i dteaghlaigh áirithe agus i suímh dhifriúla taobh amuigh den scoil, go háirithe má tá cónaí ar an bpáiste sa Ghaeltacht.

Léitheoireacht

Faigheann an páiste léargas eile ar an saol trí mheán na léitheoireachta, agus is cuid an-tábhachtach den eispéaras foghlama í. Is scil ghabhchumais í an léitheoireacht a úsáidimid ní hamháin chun eolas a fháil ach ar son an phléisiúir agus an taitnimh freisin. Is foinse luachmhar teanga í don Ghaeilgeoir dúchais agus don fhoghlaimeoir araon.

Cé gur scil ghabhchumais í an léitheoireacht go bunúsach, ní hionann sin agus a rá nach mbíonn an páiste gníomhach sa phróiseas. Bíonn sé/sí i ngleic leis an téacs ag iarraidh brí a bhaint as, agus é/í i mbun léitheoireachta.

Déantar forbairt chórasach ar scileanna na réamhléitheoireachta i scoileanna Gaeltachta agus lán-Ghaeilge ag tosú i ranganna na naíonán. Ar na scileanna sin tá treoshuíomh clé-deas, aithint patrún, agus meaitseáil focal agus pictiúr. Moltar gan tosú ar léitheoireacht fhoirmiúil sa dá theanga ag an am céanna i scoileanna lán-Ghaeilge agus Gaeltachta. Ba cheart i gcónaí fanacht go mbíonn an páiste réidh don léitheoireacht agus bunús maith faoina c(h)umas cainte. Sa tréimhse ullmhúcháin treiseofar scileanna labhartha an pháiste. Éistfidh an páiste leis an múinteoir ag léamh os ard as leabhair oiriúnacha thaitneamhacha, agus ar an mbealach sin cothófar dúil sa léitheoireacht ann/inti. Is féidir leabhair scéalaíochta agus téacsanna simplí Gaeilge, mar shampla lipéid aitheantais, a bheith ar taispeáint sa seomra ranga. De ghnáth ní thosófar ar léitheoireacht na Gaeilge go foirmiúil roimh rang 2 i scoileanna T2. Faoin am sin beidh bunús maith ag an bpáiste i léitheoireacht an Bhéarla agus b'fhéidir go dtarlódh méid áirithe den traschur scileanna.

Cuirtear béim sna scoileanna Gaeltachta agus lán-Ghaeilge ó thosach agus i scoileanna T2 ó na meánranganna ar aghaidh ar scileanna léitheoireachta níos airde. Ina measc sin tá cineál an téacs a aithint (cárta Nollag, iris, dán), brí a bhaint as téacs, teachtaireacht nó eolas a fháil uaidh, agus focail nua a thomhas ón gcomhthéacs nó ón gcomhréir. Bíonn scileanna breise i gceist freisin, mar shampla réamhinsint ón teideal nó ón bpictiúr ar an gclúdach, comparáid idir an réamhinsint agus an scéal féin, agus dul sa seans chun scéal a chríochnú. Tá sé i gceist an Léitheoireacht a fhí isteach agus a chomhtháthú leis na snáitheanna eile.

Scríbhneoireacht

Is tríd an scríbhneoireacht a bhreacaimid síos ár gcuid smaointe i riocht buan, a dhéanaimid forbairt agus soiléiriú orthu, a roinnimid iad le daoine eile chun eolas a thabhairt dóibh, agus chun mothúcháin a spreagadh iontu. Ba chóir go mbeadh an páiste ag giniúint teanga agus ag déanamh cumarsáide le léitheoir fíor nó samhalta nuair a bhíonn sé/sí ag scríobh agus go mbunófaí scríbhneoireacht an pháiste ar a c(h)uid eispéireas.

Go hiondúil bíonn cleachtaí réamhscríbhneoireachta agus peannaireachta ar siúl ón tús sna scoileanna Gaeltachta agus lán- Ghaeilge: scrábadh agus patrúin á gcríochnú, treoshuíomh clé-deas á chleachtadh i ngaineamh agus ar pháipéar, dathú agus tarraingt. I ngach cineál scoile beidh deis ag na páistí tabhairt faoi chleachtaí scríbhneoireachta Gaeilge: peannaireacht, cóipeáil agus forlíonadh abairtí nó ailt. Beidh béim ar nótaí, ar theachtaireachtaí agus ar ailt ghairide a scríobh agus ar dhialann a choimeád. Beidh idirdhealú á dhéanamh idir théacsanna difriúla: tuairisc, cur síos, scríbhneoireacht fheidhmiúil agus scríbhneoireacht chruthaitheach. Tosófar ar an scríbhneoireacht Ghaeilge i rang 2 i scoileanna T2.

Aithnítear gur próiseas í an scríbhneoireacht a dtagann forás air de réir a chéile le cleachtadh faoi stiúir. Cabhraíonn an múinteoir leis an bpáiste cuma níos fearr a chur ar a c(h)uid scríbhneoireachta. Má dhéanann an páiste athdhréachtú beidh sé/sí níos sásta lena c(h)uid iarrachtaí ansin. Tarlaíonn comhtháthú leis na snáitheanna eile sa réamhobair, i nginiúint na smaointe agus in athdhréachtú an ábhair.

Teicneolaíocht an eolais agus na cumarsáide

Is féidir teicneolaíocht an eolais agus na cumarsáide a úsáid i múineadh agus i bhfoghlaim na Gaeilge. Tá cleachtadh ag páistí ar an ríomhaire agus is féidir leo an áis seo a úsáid chun cluichí a imirt nó chun teacht ar eolas, graificí nó léarscáileanna trí scimeáil ar an idirlíon agus ant-eolas a thraschur agus a úsáid i bhfoghlaim na Gaeilge. Tá gréasáin Ghaeilge ar féidir le páistí eolas a fháil uathu, agus d'fhéadfaí ceangal a dhéanamh le léitheoireacht fheidhmiúil na Gaeilge chomh maith le cur le heolas an pháiste. Is féidir éisteacht le múinteoir Gaeilge sa seomra ranga fíorúil agus glórtha difriúla a chloisteáil trí úsáid na teicneolaíochta sin.

Is saoráid fhiúntach é an ríomhaire pearsanta i bpróiseas na scríbhneoireachta. Is féidir é a úsáid mar áis chun píosa scríbhneoireachta a chur in eagar agus a leagan amach go slachtmhar. Chomh maith leis sin is féidir feasacht teanga agus eolas ar chultúir eile a leathnú trí scríobh chuig páistí i scoileanna na hEorpa nó i dtíortha eile má bhíonn ríomhphost le fáil sa scoil.

Cur chuige cumarsáideach

Sa churaclam seo tá an bhéim ar an gcumarsáid. Tá cumarsáid i gceist sna ceithre shnáithe, san ábhar teagaisc agus foghlama agus sna modhanna múinte a úsáidfear. Bíonn an múinteoir ag súil le forbairt ar chontanam cumarsáide ó thréimhse réamhchumarsáide go tréimhse cumarsáide go tréimhse iarchumarsáide.

Ar dtús sa tréimhse réamhchumarsáide leagtar an bhéim ar fhoghlaim foclóra agus gramadaí, ar athrá ceisteanna nó cluichí struchtúrtha. Ansin, sa tréimhse cumarsáide bíonn béim ar chomhrá, ar chluichí teanga, ar sheiftiú agus ar úsáid na teanga i rólghlacadh. Sa tréimhse iarchumarsáide téitear siar ar ábhar an cheachta, déantar anailís ar an teanga, agus féachtar leis an eolas a thraschur go tascanna nó go cluichí eile. Is próiseas ciorclach é leanúnachas na dtréimhsí cumarsáide, agus is féidir ceacht a thosú le ceann ar bith acu. Tuigtear gurb é an rud is tábhachtaí ná na páistí a chur ag caint agus ag déanamh cumarsáide chomh luath agus chomh minic agus is féidir.

Is iad na gnéithe is suntasaí de chur chuige cumarsáideach ná:

• díriú ar ghánna an pháiste, is é sin na rudaí ba mhaith leis/léi a rá agus an méid den teanga a bhfuil gá leis a roghnú chun é sin a dhéanamh
• an t-ábhar teagaisc agus foghlama a bheith páistelárnach agus taitneamhach, is é sin go mbeadh dlúthbhaint ag na téamaí, na topaicí agus an teanga le saol an pháiste
• comhthéacsanna réalaíocha a úsáid, is é sin go n-úsáidfeadh an páiste an Ghaeilge i suíomh an tseomra ranga agus na scoile
• an páiste a bheith gníomhach san fhoghlaim, tascanna á ndéanamh agus cuspóir cinnte a bheith ag an gceacht
• ionchur a fháil ó stór focal, ó struchtúir ghramadaí agus ó agallaimh réamhullmhaithe mar ullmhúchán don tsaoirse cainte a bheidh ag an bpáiste sa tasc
• feidhmeanna teanga a chomhlíonadh, mar shampla slán a fhágáil, ceist a chur ar dhuine, freagra a thabhairt, mianta agus mothúcháin a léiriú
• bearna eolais a bheith le líonadh, mar shampla páiste ag críochnú pictiúir ó threoracha páiste eile a bhfuil eolas níos iomláine aige/aici
• an bhéim a bheith ar úsáid chuí na teanga, is é sin go mbeadh tuiscint éigin ag an bpáiste go mbíonn úsáid na teanga ag brath ar a ról féin agus ar rólanna na ndaoine eile sa chomhrá
• cumarsáid a bheith mar sprioc le gach ceacht Gaeilge agus na ceithre scil teanga, éisteacht, labhairt, léitheoireacht agus scríbhneoireacht, a bheith comhtháite lena chéile a oiread agus is féidir
• rogha éigin a bheith ag an bpáiste faoin ábhar foghlama
• glacadh le hearráidí mar chuid den phróiseas foghlama agus an páiste a spreagadh chun dul sa seans go minic

Na feidhmeanna teanga

Is é is ciall le feidhm teanga ná an úsáid a bhaineann duine as an teanga chun cuspóir éigin cumarsáide a bhaint amach, mar shampla mian a chur in iúl, rud a iarraidh, cuireadh a thabhairt, cead a lorg nó easpa taitnimh a léiriú. Is féidir feidhm amháin-easpa taitnimh a léiriú-a chomhlíonadh trí úsáid a bhaint as eiseamláirí difriúla teanga: mar shampla, 'Ní maith liom borgairí!' nó 'Is fuath liom borgairí!' nó 'Tá an ghráin agam ar bhorgairí!' Bíonn níos mó ná feidhm amháin i gceist go hiondúil in aon chomhrá Gaeilge. Mar shampla, tá feidhm faoi leith i gceist chun tús a chur le comhrá, ansin feidhm eile chun ceist a chur, agus ceann eile chun tuairim a léiriú nó deireadh a chur le comhrá san aon idirghníomhaíocht amháin.

Tagann athrú ar na heiseamláirí a úsáidtear i gcomhlíonadh na feidhme, ag brath ar chuspóir agus ar ról an chainteora agus ar an suíomh ina bhfuil sé/sí. Beannaíonn páiste le 'Haigh' nó 'Haló' le cara ach deir sé/sí 'Dia duit!' le duine fásta. Is féidir leis an bpáiste na feidhmeanna teanga a chomhlíonadh i suímh fhírinneacha dhifriúla sa Ghaeltacht, i dteaghlaigh Ghaelacha agus sa scoil. Is féidir iad a chomhlíonadh freisin i suímh insamhlaithe, cuir i gcás i rólghlacadh agus i ndrámaíocht.

Beidh na feidhmeanna teanga i gceist i ngach snáithe den churaclam: Éisteacht, Labhairt, Léitheoireacht agus Scríbhneoireacht. Rangaítear iad i sé chatagóir feidhmeanna:

• Caidreamh sóisialta a dhéanamh
• Eolas a thabhairt agus a lorg
• Dearcadh a léiriú agus a lorg
• Dul i gcion ar dhuine
• Struchtúr a chur ar chomhrá
• Soiléiriú a lorg i gcomhrá.

Tá na sé chatagóir feidhmeanna sin roinnte ina mionfheidhmeanna. Tugtar eiseamláirí de na mionfheidhmeanna seo do scoileanna T2 i dtábla ar leathanaigh 20-26. Ní féidir ach treoir an-ghinearálta a thabhairt faoi líon agus faoi ghrádú na n-eiseamláirí a bheidh le húsáid ag na páistí, agus tá sé seo déanta do scoileanna T2. Tá liosta eile eiseamláirí do na scoileanna Gaeltachta agus lán-Ghaeilge ar leathanaigh 80-84. Beidh gá ag an bpáiste sna scoileanna sin leis an raon iomlán feidhmeanna atá roghnaithe.

Na téamaí

Tá deich gcinn de théamaí atá spéisiúil don pháiste liostaithe sa churaclam: mé féin, sa bhaile, an scoil, bia, an teilifís, siopadóireacht, caitheamh aimsire, éadaí, an aimsir agus ócáidí speisialta. Tá baint ag na téamaí go léir le saol an pháiste agus leis na daoine a ndéanann sé/sí teagmháil leo go laethúil. Cruthaíonn na téamaí comhthéacs do mhúineadh eiseamláirí de na feidhmeanna teanga sa cheacht Gaeilge. Ní miste don mhúinteoir go leor topaicí a roghnú as na téamaí. Is féidir leis an múinteoir na topaicí seo a leathnú chun ábhar atá spéisiúil don pháiste a chur san áireamh freisin.

Ábhar teagaisc agus foghlama

Baintear úsáid as na gníomhaíochtaí san ábhar teagaisc agus foghlama chun eiseamláirí de na feidhmeanna teanga a mhúineadh i gcomhthéacs na dtéamaí. Mar shampla, sa téama 'an scoil' beidh deis ag an bpáiste 'soiléiriú a lorg' trí 'cheist a chur' leis an eiseamláir 'Cad é an focal Gaeilge ar ...?' Tá tascanna agus gníomhaíochtaí foghlama liostaithe faoi na ceithre shnáithe do gach rang-ghrúpa.

Modheolaíocht

Ní modh múinte atá i gceist le cur chuige cumarsáideach, ach chun cumarsáid a chur i ngníomh go héifeachtach, caithfear réimse modhanna múinte a úsáid. Is féidir leis an múinteoir na modhanna a fheileann do na gnéithe difriúla den chur chuige dar leis/léi a roghnú. Pé ar bith cén modh a úsáideann an múinteoir tá sé intuigthe gurb í an Ghaeilge teanga theagaisc an cheachta Ghaeilge.

Gaeilge neamhfhoirmiúil

Moltar an Ghaeilge a úsáid go feidhmiúil i rith an lae taobh amuigh den cheacht Gaeilge. Is féidir an Ghaeilge a úsáid sa scoil agus sa seomra ranga mar theanga chaidrimh agus mar theanga bhainisteoireachta. Seo í an teanga a úsáideann an múinteoir agus an páiste chun teachtaireacht a thabhairt, ceist a chur, eolas nó cabhair a lorg agus mothúchán a léiriú. Úsáidtear í freisin chun gnáthriachtanais chumarsáide agus shóisialta a chomhlíonadh-beannú, slán a fhágáil, leithscéal a ghabháil, soiléiriú a lorg agus míniú a thabhairt. Ar an mbealach seo is féidir leis an bpáiste cuid mhaith Gaeilge a shealbhú i rith an lae trí éisteacht leis an múinteoir. Chomh maith leis sin beidh seans aige/aici an teanga a úsáideann sé/sí chun na feidhmeanna a chomhlíonadh sa cheacht foirmiúil Gaeilge a chleachtadh go neamhfhoirmiúil sa chaint.

An Ghaeilge i ngnéithe eile an churaclaim

Bealach eile leis an nGaeilge a shealbhú agus a fhoghlaim ná í a úsáid i múineadh ábhar eile an churaclaim. Tá sé seo ar siúl ar an mórchóir sna scoileanna Gaeltachta agus lán-Ghaeilge. Moltar do scoileanna T2 an Ghaeilge a úsáid i snáitheanna áirithe d'ábhair eile, mar shampla corpoideachas, ceol agus na hamharcealaíona agus ábhair eile a roghnódh an scoil. Tugtar smaointe ag bun gach snáithe sa churaclam Gaeilge i gcomhair comhtháthú na n-ábhar eile le múineadh na Gaeilge.

Feasacht teanga

Is é is brí le feasacht teanga ná aire agus tuiscint an pháiste a dhíriú ar an nGaeilge, ar phatrúin éagsúla laistigh den Ghaeilge féin, agus ar na cosúlachtaí agus ar na difríochtaí atá idir an Ghaeilge agus an Béarla agus idir an Ghaeilge agus teangacha eile.

Ba chóir géarchúis an pháiste a dhúiseacht i leith na teanga ina t(h)impeallacht. Is féidir suim a chothú i sloinnte agus i logainmneacha agus ina mbrí. Aithneoidh an páiste focail Ghaeilge i mBéarla na hÉireann agus i dtíortha eile (galore, colleen, clan). Tabharfaidh siad suntas do phatrúin áirithe ag deireadh focal Gaeilge, mar shampla san aimsir fháistineach agus san uimhir iolra. Chomh maith leis sin tá mórdhifríochtaí comhréire idir an Béarla agus an Ghaeilge le tabhairt faoi deara, mar shampla go dtosaíonn an abairt shimplí Ghaeilge le briathar agus an abairt shimplí Bhéarla le hainmfhocal.

Sa bhreis air sin is féidir an páiste a threorú chun smaoineamh níos doimhne a dhéanamh ar an nGaeilge mar a labhraítear í sa Ghaeltacht. Is féidir díriú freisin ar fhocail iasachta ó theangacha eile agus ar na hathruithe a thagann orthu sa Ghaeilge. Níor mhiste díriú ar sheanfhocail agus ar shamhlacha chomh maith.

Is cuid den fheasacht teanga é eolas a chur ar ghramadach na Gaeilge, agus is cóir comhthéacsanna oiriúnacha a chruthú d'úsáid na gramadaí. Tugann cluichí teanga comhthéacs d'úsáid na teanga, agus is cluichí gramadaí iad cuid de na cluichí atá á moladh sa churaclam seo. Cé go mbíonn an cruinneas mar sprioc i gcónaí ní cóir go mbeadh síorcheartú botún ar siúl ach go nglacfaí go foighdeach le hearráidí an pháiste agus é/í ag iarraidh cumarsáid a dhéanamh.

Feasacht cultúir

Tá sé tábhachtach go bhfaigheadh an páiste tuiscint ar ghnéithe d'fheasacht chultúr na hÉireann, is é sin eolas ar oidhreacht na hÉireann (nádúrtha agus tógtha), ar chluichí Gaelacha, ar cheol, ar rincí agus ar an traidisiún béil agus scríofa. Cuirfear san áireamh cultúr na tíre nach mbaineann go díreach leis an nGaeilge, cultúr páistí áirithe atá ag freastal ar an mbunscoil in Éirinn faoi láthair, agus cultúr cuid de thíortha na hEorpa chomh maith.

Is féidir an obair seo a dhéanamh ar bhonn níos leithne sa Ghaeltacht. Tá tábhacht ag baint leis an traidisiún béil, agus ba chóir do pháistí scoileanna Gaeltachta agus lán-Ghaeilge eolas éigin a chur ar nósanna agus ar phiseoga, ar sheanamhráin agus amhráin nuachumtha, ar lúibíní, ar rainn thraidisiúnta, ar dhánta, agallaimh bheirte agus scéalta dúchasacha.

Dátheangachas

Is í an Ghaeilge príomhtheanga na Gaeltachta agus tá sí féin agus an Béarla ina n-orlaí trí shaol na hÉireann uile. Fiú amháin sna háiteanna nach bhfuil an Ghaeilge mar ghnáth-theanga tá sí le sonrú i sloinnte na ndaoine agus sna logainmneacha-ainmneacha na mbailte móra, na n-aibhneacha, na sléibhte agus na lochanna. Is minic rian na Gaeilge le haithint ar Bhéarla labhartha na hÉireann-sna nathanna agus i ndul na cainte.

Múintear an Ghaeilge ní hamháin mar ábhar sna scoileanna ach mar theanga bheo chumarsáide. Gné shuntasach d'oideachas na tíre seo ná go bhfoghlaimíonn páistí bunscoile dhá theanga ó thús na scolaíochta. Beidh tacaíocht na sochaí agus phobal uile na scoile ag teastáil má tá na páistí chun an éagsúlacht urlabhra atá sa tír seo a chaomhnú.

Cabhraíonn an dátheangachas le forbairt chognaíoch agus shóisialta an pháiste. Cuirtear ar a c(h)umas dearcadh breise a bheith aige/aici ar an saol. Cuirtear ar a c(h)umas dul i ngleic le dhá chorás foclóra, dhá chóras gramadaí agus dhá chóras fuaime. Cabhraíonn sé sin leis an bpáiste teacht ar thuiscint dhifriúil ar an saol, mar shampla le smaoineamh dibhéirseach, le forbairt coincheapa agus le foghlaim teangacha eile ar ball.

Measúnú

Is cuid lárnach den phróiseas teagaisc agus foghlama é an measúnú. Tá rannóg ag deireadh an churaclaim seo ina ndéantar cur síos ar na bealaí éagsúla atá ann chun Gaeilge an pháiste a mheasúnú. Tá réimse uirlisí measúnaithe ann chun cabhrú le múinteoirí súil oilte a choimeád ar dhul chun cinn an pháiste i bhfoghlaim na Gaeilge. Roinnfidh an múinteoir an t-eolas a bhaileoidh sé/sí mar thoradh ar an measúnú ar na tuismitheoirí mar chuid den chomhiarracht chun Gaeilge an pháiste a neartú.

Aidhmeanna

Is iad aidhmeanna an churaclaim Ghaeilge ná

• úsáid na Gaeilge mar ghnáth-theanga chumarsáide a chur chun cinn
• dearcadh dearfach i leith na Gaeilge agus spéis agus dúil inti a chothú
• taitneamh a bheith le baint as foghlaim na Gaeilge
• cumas éisteachta agus labhartha an pháiste a fhorbairt agus a m(h)uinín chun an Ghaeilge a úsáid a chothú
• cumas léitheoireachta agus scríbhneoireachta an pháiste a chothú ag leibhéil a oireann dó/di féin agus don chineál scoile
• éisteacht, labhairt, léitheoireacht agus scríbhneoireacht a fhorbairt ar bhealach comhtháite
• feasacht teanga agus feasacht cultúir a chothú
• cúram a dhéanamh d'fhorbairt shóisialta, chognaíoch, mhothúchánach, shamhlaíoch agus aeistéitiúil an pháiste
• cur le líofacht, le cruinneas foghraíochta agus le saibhreas teanga an pháiste.

Cuspóirí ginearálta

Agus leibhéil éagsúla cumais agus cúinsí ar leith á gcur san áireamh, ba chóir go gcuirfeadh an curaclam Gaeilge ar chumas an pháiste

• an Ghaeilge a shealbhú mar thoradh ar ionchur taitneamhach ó thús na foghlama
• taitneamh a bhaint as rainn, dánta, amhráin rithimiúla, imeartas focal, rabhlóga agus drámaí
• a c(h)umas cumarsáide a fhorbairt trí chluichí teanga agus tascanna
• na scileanna teanga a fhorbairt de réir a chéile trí ábhar teagaisc agus foghlama comhaimseartha atá tarraingteach agus spreagúil a úsáid
• éisteacht go neamhfhoirmiúil agus brí a bhaint as caint nó as comhrá nach bhfuil sé/sí páirteach ann
• éisteacht ghníomhach a fhorbairt trí thascanna agus trí chluichí éisteachta beirte agus i ngrúpaí
• páirt a ghlacadh i gcomhrá faoi thopaicí a bhfuil spéis aige/aici féin iontu
• an Ghaeilge a úsáid i gcomhthéacsanna éagsúla chun caidreamh sóisialta a dhéanamh
• tuiscint a fháil ar ghramadach na Gaeilge trí úsáid a bhaint as an teanga i gcomhthéacsanna réalaíocha
• scileanna éagsúla na léitheoireachta a fhoghlaim i gclár réamhléitheoireachta
• scileanna na léitheoireachta a fhorbairt trí ábhar taitneamhach a léamh
• straitéisí éagsúla tuisceana a fhorbairt trí chleachtaí agus cluichí léitheoireachta
• téacsanna gairide pearsanta agus cruthaitheacha a scríobh
• tuiscint a fháil ar phróiseas na scríbhneoireachta trí athdhréachtú a dhéanamh
• an ríomhaire pearsanta a úsáid i gcomhair na scríbhneoireachta agus chun eolas a fháil
• foghlaim trí Ghaeilge in ábhair eile an churaclaim
• gnéithe comónta agus difriúla idir theangacha a thuiscint trí fheasacht teanga a chothú
• an Ghaeilge agus cultúr na hÉireann a shuíomh taobh le taobh le cultúir éagsúla na hEorpa
• forbairt chognaíoch agus theangeolaíoch a aithint mar thoradh ar fhoghlaim na Gaeilge.

Mathematics

Mathematics may be seen as the science of magnitude, number, shape, space, and their relationships and also as a universal language based on symbols and diagrams. It involves the handling (arrangement, analysis, manipulation and communication) of information, the making of predictions and the solving of problems through the use of a language that is both concise and accurate.

Mathematics education provides the child with a wide range of knowledge, skills and related activities that help him/her to develop an understanding of the physical world and social interactions. It gives the child a language and a system through which he/she may analyse, describe and explain a wide range of experiences, make predictions, and solve problems. Mathematics education fosters creative and aesthetic development, and enhances the growth of reasoning through the use of investigative techniques in a mathematical context. It is also concerned with encouraging the child to be confident and to communicate effectively through the medium of mathematics.

The mathematics curriculum

Mathematics encompasses a body of knowledge, skills and procedures that can be used in a rich variety of ways: to describe, illustrate and interpret; to predict; and to explain patterns and relationships in Number, Algebra, Shape and space, Measures and Data. Mathematics helps to convey and clarify meaning. Its language provides a powerful and concise means by which information may be organised, manipulated, and communicated. These characteristics make mathematics an essential tool for the child and adult. The application of mathematics in a variety of contexts gives people the ability to explain, predict and record aspects of their physical environments and social interactions. It thus enriches their understanding of the world in which they live. Indeed the application of increasingly sophisticated mathematics in a growing range of economic, technical, scientific, social and other contexts has had a profound influence on the development of contemporary society.

Mathematics education should seek, therefore, to enable the child to think and communicate quantitatively and spatially, solve problems, recognise situations where mathematics can be applied, and use appropriate technology to support such applications. If the child is to become an informed and confident member of society he/she must be enabled to deal effectively with the varied transactions of everyday life and make sense of the mass of information and data available through the media.

It should be recognised that mathematics is an intellectual pursuit in its own right, a source of fascination, challenge, and enjoyment. The exploration of patterns and relationships, the satisfaction of solving problems, the appreciation of designs and shapes and an awareness of the historical and cultural influences that have shaped modern mathematics can contribute to the child's enthusiasm for the subject.

This curriculum seeks to provide the child with a mathematical education that is developmentally appropriate as well as socially relevant. The mathematics programme in each school should be sufficiently flexible to accommodate children of differing levels of ability and should reflect their needs. These will include the need for interesting and meaningful mathematical experiences, the need to apply mathematics in other areas of learning, the need to continue studying mathematics at post-primary level, and the need to become mathematically literate members of society. Integration with all the other subjects will add another valuable perspective to the mathematics curriculum.

The structure of the curriculum

The curriculum comprises five strands:

• Number
• Algebra
• Shape and space
• Measure
• Data.

These strands, although presented in separate sections, are not isolated areas. They should be seen and taught as interrelated units in which understanding in one area is dependent on, and supportive of, ideas and concepts in other strands. Such linkage within the subject is essential. While number is essential as the medium for mathematical calculation, the other strands should receive a corresponding degree of emphasis. The strands are divided into strand units, which give additional structure to the curriculum.

Number starts with a section called Early mathematical activities, in which there are four strand units: Classifying, Matching, Comparing and Ordering. These units develop at infant level to include counting and analysis of number. In first and second classes the development includes place value, operationsand fractions. Decimals are introduced in third class and percentages in fifth class.

Algebra is formally recognised at all levels and covers patterns, sequences, number sentences, directed numbers, rules and properties, variables and equations.

Shape and space as a strand explores spatial awareness and its application in real-life situations. It includes units dealing with two-dimensional and threedimensional shapes, symmetry, lines and angles.

Measures consists of six strand units: Length, Area, Weight, Capacity, Time and Money.

Data includes interpreting and understanding visual representation. Chance promotes thinking, discussion and decision-making and is familiar to children in the form of games and sporting activities.

Spanning the content are the skills that the child should develop:

• applying and problem-solving
• communicating and expressing
• integrating and connecting
• reasoning
• implementing
• understanding and recalling.

This mathematics curriculum provides opportunities for the child to explore the nature of mathematics and to acquire the knowledge, concepts and skills required for everyday living and for use in other subject areas.

Providing for individual difference

Children in any one class will show a wide range of ability, attainment andlearning styles, and it is difficult to cater for all their needs if a common programme is followed. Children acquire an understanding of mathematical ideas in an uneven and individual way. The issue of readiness is therefore crucial when planning, teaching and assessing the mathematics programme. It is important to build on the child's previously acquired knowledge, and periods of frequent revision are essential.

Assessment

Continuous assessment is particularly useful for diagnosis and planning in mathematics. It should focus on the identification of the child's existing knowledge, misconceptions and strategies. It should provide information that will enable the teacher to cater for individual differences in ability, previous learning and learning style, and to resist pressure to push the child to premature mechanical mastery of computational facts and procedures. It will be important that a learning environment is created to enable both boys and girls to learn all aspects of mathematics effectively and to provide opportunities for extension work for more able children.

Constructivism and guided-discovery methods

A constructivist approach to mathematics learning involves the child as an active participant in the learning process. Existing ideas are used to make sense of new experiences and situations. Information acquired is interpreted by the learners themselves, who construct meaning by making links between new and existing knowledge. Experimentation, together with discussion among peers and between the teacher and the child, may lead to general agreement or to the re-evaluation of ideas and mathematical relationships. New ideas or concepts may then be constructed. The importance of providing the child with structured opportunities to engage in exploratory activity in the context of mathematics cannot be overemphasised. The teacher has a crucial role to play in guiding the child to construct meaning, to develop mathematical strategies for solving problems, and to develop selfmotivation in mathematical activities.

Mathematical language

An important aim of the mathematics programme is to enable the child to use mathematical language effectively and accurately. This includes the ability to listen, question and discuss as well as to read and record. Expressing mathematical ideas plays an important part in the development of mathematical concepts. One of the causes of failure in mathematics is poor comprehension of the words and phrases used. Some of the language will be encountered only in the mathematics lesson, and children will need many opportunities to use it before it becomes part of their vocabulary. In other cases, everyday words will be used in mathematics but will take on new meanings, which may be confusing for the learner.

Discussion plays a significant role in the acquisition of mathematical language and in the development of mathematical concepts. The child may be helped to clarify ideas and reduce dependence on the teacher by discussing concepts and processes with other children. Discussion with the teacher is also essential. As the need arises, the teacher will supply appropriate mathematical language to help the child to clarify ideas or to express them more accurately.

In view of the complexity of mathematical symbols, it is recommended that children should not be required to record mathematical ideas prematurely. Concepts should be adequately developed before finding expression in written recording. The use of symbols and mathematical expressions should follow extended periods of oral reporting and discussion.

The use of mathematical equipment

The child's mathematical development requires a substantial amount of practical experience to establish and to reinforce concepts and to develop a facility for their everyday use. He/she develops a system of mathematics based on experiences and interactions with the environment. The experience of manipulating and using objects and equipment constructively is an essential component in the development of both mathematical concepts and constructive thought throughout the strands of the mathematics programme.

Mental calculations

The development of arithmetical skills, i.e. those concerned with numerical calculations and their application, is an important part of the child's mathematical education. This mathematics curriculum places less emphasis than heretofore on long, complex pen-and-paper calculations and a greater emphasis on mental calculations, estimation, and problem-solving skills. Rapid advances in information technology and the ready availability of calculators have not lessened the need for basic skills.

The role of the calculator

An understanding of the structure of number can be enhanced by the exploration of patterns, sequences and relationships with a calculator. Calculators help in the development of problem-solving skills by allowing the child to focus on the structure of a problem and possible means of solution. Calculators can be used to check estimates, to perform long and complex computations, and to provide exact results to difficult problems. However, thecalculator cannot be a substitute for practical activity with materials. Moreover, it must be remembered that the child needs a sound understanding of number to make judgements about when it is appropriate to estimate, to calculate mentally, to make a calculation on paper, or to use a calculator for an exact result. For these reasons, this curriculum provides for the use of calculators in mathematics from fourth to sixth classes, by which time the child should have acquired a mastery of basic number facts and a facility in their use.

Information and communication technologies

Computers have a place in the mathematics curriculum but must be seen as another tool to be used by the teacher and the child. They do not take the place of good teaching and extensive use of manipulatives. Computers provide an alternative to pen-and-paper tasks, are stimulating for less able children, and provide interesting extension work for all levels of ability. There is a wide variety of computer applications available. Adventure-type programs, which require the child to solve specific mathematical problems in a meaningful context, offer opportunities for the development of problem-solving skills. Paired or group activities encourage discussion and collaborative problem-solving. Data-handling programs allow children to manipulate and interpret data they have collected. The emphasis must always be on the process, for example collecting information, deciding on the relevance of questions, and interpreting results.

Problem-solving

Developing the ability to solve problems is an important factor in the study of mathematics. Problem-solving also provides a context in which concepts and skills can be learned and in which discussion and co-operative working may be practised. Moreover, problem-solving is a major means of developing higher-order thinking skills. These include the ability to analyse mathematical situations; to plan, monitor and evaluate solutions; to apply strategies; and to demonstrate creativity and self-reliance in using mathematics. Success helps the child to develop confidence in his/her mathematical ability and encourages curiosity and perseverance. Solving problems based on the environment of the child can highlight the uses of mathematics in a constructive and enjoyable way.

Integration in mathematics

Mathematics pervades most areas of children's lives, whether they are looking at and responding to structural forms in the visual arts curriculum or calculating how to spend their pocket money. For children to really understand mathematics they must see it in context, and this can be done through drawing attention to the various ways in which we use mathematics within other subjects in the curriculum.

SESE provides ample opportunities for using mathematics, for example recording results of experiments in science or creating maps in geography, while a sense of time and chronology is essential in history. Collecting data for analysis is also an important feature of SESE and provides the child with real-life examples of data with which to work. Physical education offers myriad opportunities for measurement as a natural part of the activities, for example timing races or measuring the length of jumps. Creating symmetrical and asymmetrical shapes in a gymnastics lesson can also offer real use of mathematical concepts. Mathematical language occurs in all areas of the curriculum, for example in long and short notes in music or using the correct words to describe shapes in visual art activities. Many teachers make use of rhymes, songs and games to reinforce concepts of number and shape, and this can be achieved in English, Irish or using a modern European language where appropriate.

History

Social, environmental and scientific education

Social, environmental and scientific education (SESE) provides opport unities for the child to explore, investigate and develop an understanding of the natural, human, social and cultural dimensions of local and wider environments, to learn and practise a wide range of skills, and to acquire open, critical and responsible attitudes. SESE enables the child to live as an informed and caring member of local and wider communities.

SESE takes place within, and contributes to, many areas of the curriculum. It thus contributes significantly to many aspects of the child's development. Within this curriculum, SESE is presented under three subject headings: history, geography and science. Each of these areas has a distinctive role to play in enabling the child to explore and understand the natural, human, social and cultural environments in which he/she lives.

The SESE curriculum

Understanding the term 'environment'

An understanding of the term 'environment' is fundamental to an appreciation of the nature of social, environmental and scientific education. The word 'environment' is used in this curriculum to denote the surroundings or external conditions with which an individual (human or other living organism) or community interacts.

Environments may be categorised in two broad groups. Natural environments are formed largely through the interaction of the earth's physical features and processes, its flora and fauna. A tropical rainforest, a peat land or a rocky seashore may be examples of natural environments.

In Ireland, human activity over thousands of years has shaped and changed the landscape considerably. Environments which have been modified in this way are termed human environments. Areas which have been altered by the presence of people, farming activities, the extraction of resources, the provision of roads and other communication links and the construction of buildings are all examples of human environments.

Some human environments, such as urban are as, are predominantly the constructions of people and are termed built environments. Other human environments result from social and cultural activities and are entirely human creations. As people live and work together, social patterns, relationships, systems and institutions are evolved, while human experience, knowledge, values and beliefs are expressed, developed and Social, environmental and scientific education perpetuated through a range of cultural activities. Patterns of human behaviour, the social institutions developed by people and the political and economic systems which they utilise are aspects of social environments; artistic, religious, ethnic, scientific, technological and recreational activities are aspects of cultural environments.

Exploration and investigation

A key characteristic of learning within SESE is the involvement of the child in the active exploration and investigation of all of these environments.

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. 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.

In geographical education, children explore and learn about features in human and natural environments, especially those in the immediate locality. They investigate the processes which create, sustain or change physical features and the interactions of people with each other and their environments in the locality and wider contexts.

Science education enhances children's knowledge and understanding of themselves and the world in which they live. It involves children in the active construction of their own understanding. This understanding changes in response to the children's broadening experiences. A scientific approach to investigations fosters the development of important skills, concepts and knowledge through which children can observe, question, investigate, understand and think logically about living things and their environments, materials, forces, everyday events and problems. The knowledge and skills acquired may be applied in designing and making activities in which children perceive a need to create or modify elements of their environments.

Values, attitudes and responsibilities

SESE is also concerned with the cultivation of important values and attitudes. It fosters an appreciation of the inter-relationships of all living things and their environments and encourages children to become active agents in the conservation of environments for future generations. Through their investigations, children develop informed, critical and scientific perspectives which acknowledge the importance of founding judgments upon a respect for facts, accuracy and reason. SESE 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.

Integration

Throughout the primary school years, the environments of the child, particularly those of a local nature, provide ideal contexts and a compelling impetus for the integration of learning. The subject headings history, geography and science are used to aid the presentation of the curriculum, and an awareness of them is an important part of the child's cultural and intellectual inheritance. Each subject offers a distinctive perspective on the world and equips children with a particular range of skills. However, the use of these subject divisions must not negate the effective implementation of an integrated curriculum. The use of well planned integrated approaches, both within SESE and between SESE and other curricular areas, will have an important part to play in the delivery of the primary curriculum at all levels. Systematically planned integrated topics can provide contexts in which knowledge and skills may be developed in a range of areas. Many elements from the history, science and geography curricula may be explored concurrently, and much of the work involved will contribute to the development of oral language, literacy, numeracy, aesthetic awareness, creative expression and communication skills.

A number of features have been incorporated in the curriculum in order to facilitate effective integration. SESE is best approached in a holistic manner with younger children, as this respects the wholeness of their view of the world. Accordingly, a considerable degree of overlap and similarity has been embodied within the content suggested in the strands and strand units of the three curricular statements for infants and first and second classes. Further suggestions for integrated studies are included in the accompanying guidelines for teachers .

As children grow older they begin to recognise that there are different ways or modes of looking at the world and of organising human knowledge, so teaching strategies may vary to include a holistic approach, some cross-curricular integration and a subject-centred focus. Possible cross-curricular links and integrated studies are noted within the content of the curricular statements for third to sixth classes. These should be regarded as suggestions only: people and their activities, other living things, features, materials, events and processes to be found in local and wider environments provide many other opportunities for a unified approach to learning. Such an approach utilises teaching and learning time efficiently and acknowledges that the social, emotional, attitudinal and moral development of the child is interwoven with the acquisition of knowledge and skills.

Aims

The aims of social, environmental and scientific education are

• to enable the child to acquire knowledge, skills and attitudes so as to develop an informed and critical understanding of social, environmental and scientific issues
• to reinforce and stimulate curiosity and imagination about local and wider environments
• to enable the child to play a responsible role as an individual, as a family member and as a member of local, regional, national, European and global communities
• to foster an understanding of, and concern for, the interdependence of all humans, all living things and the earth on which they live
• to foster in the child a sense of responsibility for the long-term care of the environment and a commitment to promote the sustainable use of the earth's resources through his/her personal life-style and participation in collective environmental decision-making
• to cultivate humane and responsible attitudes and an appreciation of the world in accordance with beliefs and values.

History: a sense of time

History is the interpretation of what are considered to be significant human activities in the past and the process by which these activities are selected, investigated and analysed. History is not the story of the past but rather our attempt to reconstruct and interpret elements of the past which are of interest to us.

History gives children a knowledge of past human experiences at family, local, national and international levels. Pupils also develop an understanding, appropriate to their age, of time and chronology, change and continuity, cause and effect. They acquire skills appropriate to their developmental stages so that they may interpret evidence in a critical way.

Historical themes and topics develop empathy with other people and a deeper understanding of past and current social, political and economic interactions.

The history curriculum

The nature of history in a child-centred curriculum

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. A rounded historical education reflects the nature of history itself: firstly, it is concerned with knowledge and interpretations of the lives of people in the past, and secondly, it enables children to experience something of the way in which historians go about their work.

Through exploring the past in this way, children can acquire 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.

The lives of people in the past

History is concerned with our interpretations of the actions of people in the past and the ways in which men, women and children responded to, and lived through, these events. Exploring the lives of people in the past, and especially the causes and effects of their actions, contributes to the child's awareness of human character, motivation, belief and emotion. More immediately, it can help the child to understand more fully the world in which he/she lives-how events and personalities have shaped the home, locality and wider environments in which he/she exists.

The particular people and events which are thought to be historically significant will vary from historian to historian, from society to society and from time to time. However, primary school children will unders tand the actions of people in the immediate past more readily than those of people in distant ages, and historical enquiry will acquire a greater relevance for children if it fulfils their need to explore and unders tand their immediate environment. For these reasons, the history curriculum places a very strong emphasis on the study of personal and local history in all classes in the primary school.

At the same time the curriculum provides for the exploration of various aspects of history through which the child will become aware of the individuals, groups, events, cultures, beliefs and values which have affected the lives of people in the past and shaped contemporary society in Ireland, Europe and the wider world.

Local studies

A major concern in this curriculum is the involvement of children in the study of personal and local history. Children can gain their first impressions of the concept of time through simple discussions of personal and family history. By exploring the changes which have occurred and elements which have remained unchanged in their own lives, in the lives of their families and friends, and in their homes and immediate environments, children begin to appreciate the existence of times different from their own. Their historical understanding is enriched as they visit and investigate the buildings and common features of the locality and the lives of people who have lived there. In this way, the study of the past and the development of a sense of time come to have an immediate relevance as children explore and understand the world in which they live. The curriculum provides for the exploration of personal, family and local history at all levels and suggests practical, simple activities in which these elements of local studies may be completed.

National and international history

Children develop an enhanced understanding of their own country and the wider world through encountering elements of national and international history. At times history has concentrated on political developments and the lives of 'famous people', often 'famous' men. Some elements of political history have a place in the historical education of older primary pupils, but this curriculum places an emphasis on the study of the 'everyday lives' of what may be termed 'ordinary people'.

Children should study the domestic and social history of women, men and children as well as their technological, scientific, cultural, artistic and leisure activities in the past.

These studies can never be exhaustive, and this curriculum seeks to provide flexibility for schools and teachers in the selection of content while ensuring that children become familiar with a broad and balanced range of topics. In particular it will be important that children have opportunities to become aware of the lives of people from different social, cultural, ethnic and religious backgrounds in Ireland, Europe and the wider world.

Working as an historian

Engaging in the process of historical enquiry is a second and essential element of history. Thus, the curriculum provides for the development of a growing range of historical skills and concepts as children study the lives of people in the past. These skills and concepts, which are outlined in the sections entitled Working as an historian, are related to the nature of historical enquiry.

History uses skills and concepts which are associated with time, sequence and chronology. Although young children have a very imperfect understanding of the concepts of time which adults use to mark periods in the past, they can become aware of differences between life in the present and the past, and so begin to develop a sense of time. This curriculum suggests activities for infants and junior classes in which the development of children's sense of time may begin through the exploration of elements of their immediate past and the past of their families and locality.

Children's sense of the past will become somewhat more sophisticated as they grow older, so that they will begin to understand and use concepts of time and chronology, recognise instances of change and continuity, and develop gradually a sense of perspective in time.

All history rests on evidence. History in the primary school should engage the child in finding, selecting and analysing a wide range of sources which can tell us about the past. Older children should also come to appreciate the importance of such evidence, its limitations and the need to treat it fairly. By realising that the evidence of the past may be interpreted in a number of ways, children will come to appreciate that historical judgements are always provisional and may have to change in the light of new evidence.

Historians do not simply study the past: they use the evidence they have found to reconstruct the past, and they convey their accounts and interpretations to others. Synthesising an account from a number of pieces of evidence in order to create an imaginative reconstruction of the past and its communication to others are fundamental aspects of history. They may be engaged in readily by the primary child, and they make important contributions to the development of the child's wider personal, social and intellectual skills.

A study of the past relies on, and helps to develop, a sense of empathy: the ability to view situations from another person's perspective. This involves learning to appreciate and understand the attitudes, values and motivations of others as well as the historical contexts in which they lived. A sense of empathy is essential if the child is to become critically aware of his/her own attitudes and those of others, and it makes a valuable contribution to the development of mutual respect and tolerance.

History is also concerned with the influence of the past on the present. History should allow the child to explore how the actions and experiences of people in the past have influenced subsequent generations. The exploration of the immediate environment will reveal many instances in which people in the past have shaped elements of our present surroundings through settlement, farming, building and other activities. But the influence of the past is not confined to the physical and material world. History can also reveal how our sense of identity-on a personal level and as a member of family, national and other communities-has been shaped by the cultural and social experiences of many different peoples in the past. Perhaps most important of all, history can help the child to begin to explore how people's interpretations of the past can exert a powerful influence on their attitudes, beliefs and actions today.

History and the integrated curriculum

History and other areas within SESE

While history makes an important and distinctive contribution to the development of the child, historical education complements the growth of the child's geographical and scientific learning. All three contribute to the wider social and environmental education of the child and their complementary roles will be reflected in the organisation of learning. Throughout the primary school, and in the early years especially, much learning in history, geography and science will take place through the integrated themes or topics which teachers use to organise their work. Many of these topics will arise out of the child's need to explore and understand his/her immediate environment and local community. The curriculum and its accompanying guidelines suggest how the development of valuable historical skills, concepts and attitudes will be achieved as these topics are explored.

Language and history

Language develops primarily through its purposeful use and effective learning often involves and occurs through talk and writing. Because of this, history can make a critical contribution to the child's language development: the growth of the child's historical understanding and the acquisition of language skills are interdependent and mutually enriching. Possible instances of integration between history and other subjects are suggested within the curriculum statement and guidelines but, in view of the pervasive influence of language throughout the teaching and learning process, examples of integration involving language and history are not delineated.

The opportunities for the parallel development of language and historical understanding are extensive. Much of the evidence of the past which children will encounter will be mediated through language; oral accounts and stories will be an impor tant source at all levels in the history curriculum and as children grow older they will examine an ever-widening range of written sources. Moreover, children will use oral and written language to describe, discuss and interpret the activities of people in the past. As they become more accustomed to examining oral and written evidence in a critical and sensitive manner children will also come to appreciate with increasing discernment the nuances of language and the meaning these convey.

An essential element in the work of the historian is the communication of his/her interpretation of the past to others and this has led to the inclusion of 'communication' as an historical skill in the curriculum. While the curriculum encourages the use of a range of communicative methods by children, many of these, such as oral retellings, drama, written accounts, worldwide web pages and other computer applications will encourage the development of skills in oral language, reading and writing. History will therefore provide rich opportunities for the enrichment and extension of children's language.

History also has a language of its own. Children will be introduced to terms associated with chronology (words such as 'long ago', 'era', 'period') and they will encounter instances in which commonly used words (such as 'ruler', 'house', 'school') acquire very different meanings when used in an historical context. The extent, therefore, to which language is an integral part of the teaching and learning process should be a consistent concern in the planning and implementation of the history curriculum.

Information and communication technologies

History provides many opportunities for the development and application of skills in the area of information and communication technologies and the curriculum encourages the use of ICTs in the development of children's historical understanding and skills. Many multimedia computer programs re-create the appearance of buildings, places and events in the past and allow children to experience aspects of the lives of people at various periods. Electronic media such as CD-ROMs and the internet can give children access to a vast range of pictorial, film and other sources which can greatly enrich children's historical understanding. Indeed, as the use of ICTs becomes more widespread, electronically stored information will become an increasingly important primary source of historical evidence in its own right and it will be used to help children and adults draw conclusions about the past.

Information and communication technologies also facilitate children's presentation of their own historical findings: information can be exchanged with others while written, aural and visual accounts may be readily created and edited. Moreover, the accounts of the past which children have created may be easily communicated both to others in the school and to a wider audience throughout Ireland and other parts of the world.

Assessment

Assessment is an integral part of teaching and learning in history, as in other areas of the curriculum. The section on assessment outlines how a range of informal and more formal assessment techniques can assist in enriching the learning experience of the child and provide useful information for pupils, teachers, parents and others.

Aims

The aims of the history curriculum 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 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 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 actions, events 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.

Broad objectives

When due account is taken of intrinsic abilities and varying circumstances, the history curriculum should enable the child 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
• learn about the people, events, issues and cultural experiences which have helped to shape the local community and the environment
• develop an understanding of chronology, in order to place people, events and topics studied in a broad historical sequence
• acquire some understanding of change and continuity, including an awareness of factors which may have caused or prevented change, and come to appreciate that events may have a number of causes and outcomes
• examine and use a range of historical evidence systematically and critically, and appreciate the fact that evidence can be interpreted in different ways
• use imagination and evidence to reconstruct elements of the past
• communicate historical understanding in a variety of ways, using appropriate language and other techniques or media
• develop an appreciation of the perspectives and motives of people in the past and accept that individuals and events should be understood in their historical context
• be aware that the attitudes and behaviour of people may be influenced by their understanding of the past and by their past experiences
• respect and value a range of opinions and acquire open, questioning attitudes to the beliefs, values and motivations of others
• develop tolerance towards minorities in society and appreciate the contribution of various ethnic, cultural, religious and social groups to the evolution of modern Ireland
• develop a sense of personal, local, national, European and wider identities through studying the history and cultural inheritance of local and other communities
• develop a sense of responsibility for, and a willingness to participate in, the preservation of heritage.

Science

Social, environmental and scientific education

Social, environmental and scientific education (SESE) provides opportunities for the child to explore, investigate and develop an understanding of the natural, human, social and cultural dimensions of local and wider environments; to learn and practise a wide range of skills; and to acquire open, critical and responsible attitudes. SESE enables the child to live as an informed and caring member of local and wider communities .

SESE takes place within, and contributes to, many are as of the curriculum. It thus contributes significantly to many aspects of the child's development. Within this curriculum, SESE is presented under three subject headings: history, geography and science. Each of these are as has a distinctive role to play in enabling the child to explore and unders tand the natural, human, social and cultural environments in which he/she lives .

The SESE curriculum

Understanding the term 'environment'

An agreed definition of the term 'environment' is fundamental to an understanding of the nature of social, environmental and scientific education. The word 'environment' is used in this curriculum to denote the surroundings or external conditions with which an individual (human or other living organism) or community interacts.

Environments may be categorised in two broad groupings. Natural environments are formed largely through the interaction of the Earth's physical features and processes, its flora and fauna. A tropical rainforest, a peatland or a rocky seashore may be examples of natural environments.

In Ireland, human activity over thousands of years has shaped and changed the landscape considerably. Environments which have been modified in this way are termed human environments. Areas which have been altered by the presence of people, farming activities, the extraction of resources, the provision of roads and other communication links andthe construction of buildings are all examples of human environments.

Some human environments, such as urban areas, are predominantly the constructions of people and are termed built environments. Other human environments result from social and cultural activities and are entirely human creations. As people live and work together, social patterns, relationships, systems and institutions are evolved, while human experience, knowledge, values and beliefs are expressed, developed and perpetuated through a range of cultural activities. Patterns of human behaviour, the social institutions developed by people and the political and economic systems which they utilise are aspects of social environments; artistic, religious, ethnic, scientific, technological and recreational activities are aspects of cultural environments.

Exploration and investigation

A key characteristic of learning within SESE is the involvement of the child in active exploration and investigation of all of these environments. In geographical education, children explore and learn about features in natural and human environments, especially those in the immediate locality. They investigate the processes which create, sustain or change physical features, and the interactions of people with each other and their environments in the locality and wider contexts.

Science education enhances children's knowledge and understanding of themselves and the world in which they live. It involves children in the active construction of their own understanding. This understanding changes in response to the children's broadening experiences. A scientific approach to investigations fosters the development of important skills, concepts and knowledge through which children can observe, question, investigate, understand and think logically about living things and their environments, materials, forces, everyday events and problems. The knowledge and skills acquired may be applied in designing and making activities in which children perceive a need to create or modify elements of their environments.

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. 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.

Values, attitudes and responsibilities

SESE is also concerned with the cultivation of important values and attitudes. It fosters an appreciation of the interrelationships of all living things and their environments and encourages children to become active agents in the conservation of environments for future generations. Through their investigations, children develop informed, critical and scientific perspectives which acknowledge the importance of founding judgements upon a respect for facts, accuracy and reason. SESE 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.

Integration

Throughout the primary school years, the environments of the child, particularly those of a local nature, provide ideal contexts and a compelling impetus for the integration of learning. The subject headings history, geography and science are used to aid presentation of the curriculum, and an awareness of them is an important part of the child's cultural and intellectual inheritance. Each subject offers a distinctive perspective on the world and equips children with a particular range of skills. However, the use of subject divisions must not negate the effective implementation of an integrated curriculum. The use of wellplanned integrated approaches, both within SESE and between SESE and other curricular areas, will have an important part to play in the delivery of the primary curriculum at all levels. Systematically planned integrated topics can provide contexts in which knowledge and skills may be developed in a range of areas. Many elements from the history, science and geography curricula may be explored concurrently, and much of the work involved will contribute to the development of oral language, literacy, numeracy, aesthetic awareness, creative expression and communication skills.

A number of features have been incorporated in the curriculum in order to facilitate effective integration. SESE is best approached in a holistic manner with younger children as this respects the wholeness of their view of the world. Accordingly, a considerable degree of overlap and similarity has been embodied within the content suggested in the strands and strand units of the three curricular statements for the infants and first and second classes. Further suggestions for integrated studies are included in the accompanying guidelines for teachers.

As children grow older they begin to recognise that there are different ways or modes of looking at the world and of organising human knowledge, so teaching strategies may vary to include a holistic approach , some cross-curricular integration and a subject-centred focus. Possible cross-curricular links and integrated studies are noted within the content of the curricular statements for third to sixth classes. These should be regarded as suggestions only: people and their activities, other living things, features, materials, events and processes to be found in local and wider environments provide many other opportunities for a unified approach to learning. Such an approach utilises teaching and learning time efficiently and it acknowl e d g es that the social, emotional, attitudinal and moral development of the child is inte r woven with the acquisition of knowledge and skills.

Aims

The aims of social, environmental and scientific education are

• to enable the child to acquire knowledge, skills and attitudes so as to develop an informed and critical understanding of social, environmental and scientific issues
• to reinforce and stimulate curiosity and imagination about local and wider environments
• to enable the child to play responsible roles as an individual, a family member and a member of local, regional, national, European and global communities
• to foster an understanding of, and concern for, the total interdependence of all humans, all living things and the Earth on which they live
• to foster a sense of responsibility for the long-term care of the environment and a commitment to promote the sustainable use of the Earth's resources through his/her personal lifestyle and participation in collective environmental decision-making
• to cultivate humane and responsible attitudes and an appreciation of the world in accordance with beliefs and values.

Geography

Social, environmental and scientific education

Social, environmental and scientific education (SESE) provides opportunities for the child to explore, investigate and develop an understanding of the natural, human, social and cultural dimensions of local and wider environments; to learn and practise a wide range of skills; and to acquire open, critical and responsible attitudes. SESE enables the child to live as an informed and caring member of local, national, European and global communities.

SESE takes place within, and contributes to, many areas of the curriculum. It thus contributes significantly to many aspects of the child's development. Within this curriculum, SESE is presented under three subject headings: history, geography and science. Each of these areas has a distinctive role to play in enabling the child to explore and understand the natural, human, social and cultural environments in which he/she lives.

The SESE curriculum

Understanding the term 'environment'

An agreed definition of the term 'environment' is fundamental to an understanding of the nature of social, environmental and scientific education. The word 'environment' is used in this curriculum to denote the surroundings or external conditions with which an individual (human or other living organism) or community interacts.

Environments may be categorised in two broad groupings. Natural environments are formed largely through the interaction of the Earth's physical features and processes, its flora and fauna. A tropical rainforest, a peatland or a rocky seashore may be examples of natural environments.

In Ireland, human activity over thousands of years has shaped and changed the landscape considerably. Environments that have been modified in this way are termed human environments. Areas that have been altered by the presence of people, farming activities, the extraction of resources, the provision of roads and other communication links and the construction of buildings are all examples of human environments.

Some human environments, such as urban areas, are predominantly the constructions of people and are termed built environments. Other human environments result from social and cultural activities and are entirely human creations. As people live and work together, social patterns, relationships, systems and institutions are evolved, while human experience, knowledge, values and beliefs are expressed, developed and perpetuated through a range of cultural activities. Patterns of human behaviour, the social institutions developed by people and the political and economic systems that they utilise are aspects of social environments; artistic, religious, scientific, technological and recreational activities are aspects of cultural environments.

Exploration and investigation

A key characteristic of learning within SESE is the involvement of the child in the active exploration and investigation of all these environments.

Science education enhances children's knowledge and understanding of themselves and the world in which they live. It involves children in the active construction of their own understanding. This understanding changes in response to the children's broadening experience. A scientific approach to investigations fosters the development of important skills, concepts and knowledge through which children can observe, question, investigate, understand and think logically about living things and their environments, materials, forces, everyday events and problems. The knowledge and skills acquired may be applied in designing and making activities in which children perceive a need to create or modify elements of their environments.

In geographical education, children explore and learn about features in the natural and human environments, especially those in the immediate locality. They investigate the processes that create, sustain or change physical features and the interactions of people with each other and their environments in the locality and wider contexts.

Historical education enables children to investigate and critically examine 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. 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.

Values, attitudes and responsibilities

SESE is also concerned with the cultivation of important values and attitudes. It fosters an appreciation of the interrelationships of all living things and their environments and encourages children to become active agents in the conservation of environments for future generations. Through their investigations, children develop informed, critical and scientific perspectives that acknowledge the importance of founding judgements on a respect for facts, accuracy and reason. SESE seeks to generate an appreciation of cultural and historical inheritance, and cultivates an atmosphere of equality and opportunity where cultural diversity, minorities and special needs are respected and valued. Prejudice and discrimination are challenged, while respect and mutual understanding are promoted.

Integration

Throughout the primary school years, the environments of the child, particularly those of a local nature, provide ideal contexts and a compelling impetus for the integration of learning. The subject headings history, geography and science are used to aid presentation of the curriculum, and an awareness of them is an important part of the child's cultural and intellectual inheritance. Each subject offers a distinctive perspective on the world and equips children with a particular range of skills. However, the use of subject divisions must not negate the effective implementation of an integrated curriculum. The use of well-planned integrated approaches, both within SESE and between SESE and other curricular areas, will have an important part to play in the teaching of the primary curriculum at all levels. Systematically planned integrated topics can provide contexts in which knowledge and skills may be developed in a range of areas. Many elements from the history, science and geography curricula may be explored concurrently, and much of the work involved will contribute to the development of the child's oral language, literacy, numeracy and communication skills.

A number of features have been incorporated in the curriculum in order to facilitate effective integration. SESE is best approached in a holistic manner with younger children as this respects the wholeness of their view of the world. Accordingly, a considerable degree of overlap and similarity has been embodied within the content suggested in the strands and strand units of the three curricular statements for the infant and junior classes. Further suggestions for integrated studies are included in the accompanying guidelines for teachers.

As children grow older they begin to recognise that there are different ways or modes of looking at the world and of organising human knowledge, so teaching strategies may vary to include a holistic approach, some cross-curricular integration and a subject-centred focus. Possible cross-curricular links and integrated studies are noted within the content of the curricular statements for third to sixth classes. These should be regarded as suggestions only: people and their activities, other living things, features, materials, events and processes to be found in local and wider environments provide many other opportunities for a unified approach to learning. Such an approach utilises teaching and learning time efficiently and acknowledges that the social, emotional, attitudinal and moral development of the child is interwoven with the acquisition of knowledge and skills.

Aims

The aims of social, environmental and scientific education are:

• to enable the child to acquire knowledge, skills and attitudes so as to develop an informed and critical understanding of social, environmental and scientific issues
• to reinforce and stimulate curiosity and imagination about local and wider environments
• to enable the child to play a responsible role as an individual, as a family member and as a member of local, regional, national, European and global communities
• to foster an understanding of, and concern for, the total interdependence of all humans, all living things and the Earth on which they live
• to foster a sense of responsibility for the long-term care of the environment and a commitment to promote the sustainable use of the Earth's resources through personal life-style and participation in collective environmental decision-making
• to cultivate humane and responsible attitudes and an appreciation of the world in accordance with beliefs and values.

Social, environmental and scientific education

Social, environmental and scientific education (SESE) provides opportunities for the child to explore, investigate and develop an understanding of the natural, human, social and cultural dimensions of local and wider environments; to learn and practise a wide range of skills; and to acquire open, critical and responsible attitudes. SESE enables the child to live as an informed and caring member of local and wider communities .

SESE takes place within, and contributes to, many are as of the curriculum. It thus contributes significantly to many aspects of the child's development. Within this curriculum, SESE is presented under three subject headings: history, geography and science. Each of these are as has a distinctive role to play in enabling the child to explore and unders tand the natural, human, social and cultural environments in which he/she lives .

The SESE curriculum

Understanding the term 'environment'

An agreed definition of the term 'environment' is fundamental to an understanding of the nature of social, environmental and scientific education. The word 'environment' is used in this curriculum to denote the surroundings or external conditions with which an individual (human or other living organism) or community interacts.

Environments may be categorised in two broad groupings. Natural environments are formed largely through the interaction of the Earth's physical features and processes, its flora and fauna. A tropical rainforest, a peatland or a rocky seashore may be examples of natural environments.

In Ireland, human activity over thousands of years has shaped and changed the landscape considerably. Environments which have been modified in this way are termed human environments. Areas which have been altered by the presence of people, farming activities, the extraction of resources, the provision of roads and other communication links andthe construction of buildings are all examples of human environments.

Some human environments, such as urban areas, are predominantly the constructions of people and are termed built environments. Other human environments result from social and cultural activities and are entirely human creations. As people live and work together, social patterns, relationships, systems and institutions are evolved, while human experience, knowledge, values and beliefs are expressed, developed and perpetuated through a range of cultural activities. Patterns of human behaviour, the social institutions developed by people and the political and economic systems which they utilise are aspects of social environments; artistic, religious, ethnic, scientific, technological and recreational activities are aspects of cultural environments.

Exploration and investigation

A key characteristic of learning within SESE is the involvement of the child in active exploration and investigation of all of these environments. In geographical education, children explore and learn about features in natural and human environments, especially those in the immediate locality. They investigate the processes which create, sustain or change physical features, and the interactions of people with each other and their environments in the locality and wider contexts.

Science education enhances children's knowledge and understanding of themselves and the world in which they live. It involves children in the active construction of their own understanding. This understanding changes in response to the children's broadening experiences. A scientific approach to investigations fosters the development of important skills, concepts and knowledge through which children can observe, question, investigate, understand and think logically about living things and their environments, materials, forces, everyday events and problems. The knowledge and skills acquired may be applied in designing and making activities in which children perceive a need to create or modify elements of their environments.

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. 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.

Values, attitudes and responsibilities

SESE is also concerned with the cultivation of important values and attitudes. It fosters an appreciation of the interrelationships of all living things and their environments and encourages children to become active agents in the conservation of environments for future generations. Through their investigations, children develop informed, critical and scientific perspectives which acknowledge the importance of founding judgements upon a respect for facts, accuracy and reason. SESE 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.

Integration

Throughout the primary school years, the environments of the child, particularly those of a local nature, provide ideal contexts and a compelling impetus for the integration of learning. The subject headings history, geography and science are used to aid presentation of the curriculum, and an awareness of them is an important part of the child's cultural and intellectual inheritance. Each subject offers a distinctive perspective on the world and equips children with a particular range of skills. However, the use of subject divisions must not negate the effective implementation of an integrated curriculum. The use of wellplanned integrated approaches, both within SESE and between SESE and other curricular areas, will have an important part to play in the delivery of the primary curriculum at all levels. Systematically planned integrated topics can provide contexts in which knowledge and skills may be developed in a range of areas. Many elements from the history, science and geography curricula may be explored concurrently, and much of the work involved will contribute to the development of oral language, literacy, numeracy, aesthetic awareness, creative expression and communication skills.

A number of features have been incorporated in the curriculum in order to facilitate effective integration. SESE is best approached in a holistic manner with younger children as this respects the wholeness of their view of the world. Accordingly, a considerable degree of overlap and similarity has been embodied within the content suggested in the strands and strand units of the three curricular statements for the infants and first and second classes. Further suggestions for integrated studies are included in the accompanying guidelines for teachers.

As children grow older they begin to recognise that there are different ways or modes of looking at the world and of organising human knowledge, so teaching strategies may vary to include a holistic approach , some cross-curricular integration and a subject-centred focus. Possible cross-curricular links and integrated studies are noted within the content of the curricular statements for third to sixth classes. These should be regarded as suggestions only: people and their activities, other living things, features, materials, events and processes to be found in local and wider environments provide many other opportunities for a unified approach to learning. Such an approach utilises teaching and learning time efficiently and it acknowl e d g es that the social, emotional, attitudinal and moral development of the child is inte r woven with the acquisition of knowledge and skills.

Aims

The aims of social, environmental and scientific education are

• to enable the child to acquire knowledge, skills and attitudes so as to develop an informed and critical understanding of social, environmental and scientific issues
• to reinforce and stimulate curiosity and imagination about local and wider environments
• to enable the child to play responsible roles as an individual, a family member and a member of local, regional, national, European and global communities
• to foster an understanding of, and concern for, the total interdependence of all humans, all living things and the Earth on which they live
• to foster a sense of responsibility for the long-term care of the environment and a commitment to promote the sustainable use of the Earth's resources through his/her personal lifestyle and participation in collective environmental decision-making
• to cultivate humane and responsible attitudes and an appreciation of the world in accordance with beliefs and values.

Arts education

Introduction

Arts education

The arts are organised expressions of ideas, feelings and experiences in images, in music, in language, in gesture and in movement. They provide for sensory, emotional, intellectual and creative enrichment and contribute to the child's holistic development. Much of what is finest in society is developed through a variety of art forms which contribute to cultural ethos and to a sense of well-being .

Arts education enables the child to explore alternative ways of communicating with others. It encourages ideas that are personal and inventive and m a kes a vital contribution to the development of a range of intelligences .A purposeful arts education at primary level is life-enhancing and is invaluable in stimulating creative thinking and in promoting capability and adaptability. It emphasises the creative process and so ensures that the child's work is personal and has quality. Attempts at artistic expression are valued, self- esteem is enhanced, spontaneity and risk-taking are encouraged and difference is celebrated. It is this affirming aspect of the creative arts that makes participation such a positive experience. Arts education is integral to primary education in helping to promote thinking, imagination and sensitivity, and arts activities can be a focus for social and cultural development and enjoyment in school. Arts edion encompasses a range of activities in the visual arts, in music, in drama, in dance and in literature. These activities and experiences help the child to make sense of the world; to question, tospeculate and to find solutions; to deal with feelings and to respond to creative experience.

The arts education curriculum

The arts education curriculum provides for a balance between expressionand the child's need to experience and respond to the visual arts, to music and to drama. Dance is outlined within the physical education curriculum, and the contribution that literature makes to the emotionaland imaginative development of the child is described within the language curricula.

The visual arts curriculum comprises interrelated activities in making art and in looking at and responding to art. It presents a range of activities in perceiving, exploring, responding to and appreciating the visual world. Perceiving involves looking with awareness and understanding of the visual elements and their interplay in the environment and in art works.

This awareness is fundamental to the development of visual expression and to the childÕs personal response to creative experience. Making art involves two and three-dimensional work in a range of media. Appreciating promotes understanding of the inherent qualities in art works and aesthetic enjoyment. In developing the programme, the expressive or making activities are balanced with opportunities to see and to make a personal response to visual art forms of different styles, periods and cultures. Regional craft traditions and their modern developments, as part of the national heritage, are among those art forms.

The music curriculum comprises listening and responding, performing and composing activities. Focused listening is emphasised, both for its sheer enjoyment potential and for its essential role in composing and performing. The child is encouraged to listen with attention to sounds in the environment and gradually to become aware of how sound is organised in music. Performance incorporates a balance of singing and instrumental playing of his/her own work and the work of others. Ways of using sound are explored in composing, both with the voice and with a widening range of musical instruments. In developing the programme, performance is balanced with opportunities to hear and to make a personal response to music of different styles, periods and cultures, including the national repertoire in its varied national and regional forms. Interrelated activities for listening, performing and composing are suggested in the curriculum content.

The drama curriculum comprises interrelated activities which explore feelings, knowledge and ideas, leading to understanding. It explores themes and issues, creates a safe context in which to do so, and provides for opportunities to reflect on the insights gained in the process. It draws on the knowledge, interests and enthusiasms of the child. In drama, the child explores the motivations and the relationships between people that exist in a real, imagined or historical context, to help him/her understand the world. The child is encouraged to make decisions and to take responsibility for those decisions within the safe context of the drama. Dance provides the child with opportunities to organise and develop his/her natural enjoyment of expressive movement in dance form. Through dance, the child is encouraged to explore and experiment with a variety of body movements and to communicate a range of moods and feelings. The dance programme comprises activities in the exploration, creation and performance of dance nd in developing understanding of dance forms.

Through literature, the child is guided to explore the world of the imagination and to discover how language brings it to life. Expressive language, both oral and written, is fostered for its enjoyment value and to help develop aesthetic awareness.

Aims

The aims of arts education are

• to enable the child to explore, clarify and express ideas, feelings and experiences through a range of arts activities
• to provide for aesthetic experiences and to develop aesthetic awareness in the visual ar ts, in music, in drama, in dance and in literature
• to develop the child's awareness of, sensitivity to and enjoyment of visual, aural, tactile and spatial qualities in the environment
• to enable the child to develop natural abilities and potential, to acquire techniques, and to practise the skills necessary for creative expression and for joyful participation in different art forms
• to enable the child to see and to solve problems creatively through imaginative thinking and so encourage individuality and enterprise
• to value the child's confidence and self-esteem through valuing selfexpression
• to foster a sense of excellence in and appreciation of the arts in local, regional, national and global contexts, both past and present
• to foster a critical appreciation of the arts for personal fulfilnt and enjoyment.

Arts Education

The arts are organised expressions of ideas, feelings and experiences in images, in music, in language, in gesture and in movement. They provide for sensory, emotional, intellectual and creative enrichment and contribute to the child's holistic development. Much of what is finest in society is developed through a variety of art forms which contribute to cultural ethos and to a sense of well-being.

Arts education enables the child to explore alternative ways of communicating with others. It encourages ideas that are personal and inventive and makes a vital contribution to the development of a range of intelligences. A purposeful arts education at primary level is life enhancing and is invaluable in stimulating creative thinking and in promoting capability and adaptability. It emphasises the creative process and so ensures that the child's work is personal and has quality. Attempts at artistic expression are valued, self-esteem is enhanced, spontaneity and risk-taking are encouraged, and difference is celebrated. It is this affirming aspect of the creative arts that makes participation such a positive experience. Arts education is integral to primary education in helping to promote thinking, imagination and sensitivity, and arts activities may be a focus for social and cultural development and enjoyment in school.

Arts education encompasses a range of activities in the visual arts, in music, in drama, in dance and in literature. These activities and experiences help the child to make sense of the world; to question, to speculate and to find solutions; to deal with feelings and to respond to creative experience.

The arts education curriculum

The arts education curriculum provides for a balance between expression and the child's need to experience and respond to the visual arts, to music and to drama. Dance is outlined within the physical education curriculum, and the contribution that literature makes to the emotional and imaginative development of the child is described within the language curricula.

The visual arts curriculum comprises interrelated activities in making art and in looking at and responding to art. It presents a range of activities in perceiving, exploring, responding to and appreciating the visual world. Perceiving involves looking with awareness and understanding of the visual elements and their interplay in the environment and in art works.

This awareness is fundamental to the development of visual expression and to the child's personal response to creative experience. Making art involves two and three-dimensional work in a range of media.

Appreciating promotes understanding of the qualities inherent in art works and aesthetic enjoyment. In developing the programme, the expressive or making activities are balanced with opportunities to see and to make a personal response to visual art forms of different styles, periods and cultures. Regional craft traditions and their modern developments, as part of the national heritage, are among those art forms.

The music curriculum comprises listening and responding, performing and composing activities. Focused listening is emphasised, both for its sheer enjoyment potential and for its essential role in composing and performing. The child is encouraged to listen with attention to sounds in the environment and to become gradually aware of how sound is organised in music. Performance incorporates a balance of singing and instrumental playing of his/her own work and the work of others. Ways of using sound are explored in composing, both with the voice and with a widening range of musical instruments. In the development of the programme, performance is balanced with opportunities to hear and to make a personal response to music of different styles, periods and cultures, including the national repertoire in its varied national and regional forms. Interrelated activities for listening, performing and composing are suggested in the curriculum content.

The drama curriculum comprises interrelated activities which explore feelings, knowledge and ideas, leading to understanding. It explores themes and issues, creates a safe context in which to do so, and provides for opportunities to reflect on the insights gained in the process. It draws on the knowledge, interests and enthusiasm of the child. In drama, the child explores the motivations and the relationships between people that exist in a real, imagined or historical context, to help him/her understand the world. The child is encouraged to make decisions and to ta ke responsibility for those decisions within the safe contex t of the drama.

Dance provides the child with opportunities to organise and develop his/her natural enjoyment of expressive movement in dance form. Through dance, the child is encouraged to explore and experiment with a variety of body movements and to communicate a range of moods and feelings. The dance programme comprises activities in the exploration, Drama Curriculum creation and performance of dance and in developing understanding of dance forms.

Through literature, the child is guided to explore the world of the imagination and to discover how language brings it to life. Expressive language, both oral and written, is foste red for its enjoyment value and to help develop aesthetic awareness.

Aims

The aims of arts education are

• to enable the child to explore, clarify and express ideas, feelings and experiences through a range of arts activities
• to provide for aesthetic experiences and to develop aesthetic awareness in the visual arts, in music, in drama, in dance and in literature
• to develop the child's awareness of, sensitivity to and enjoyment of visual, aural, tactile and spatial environments
• to enable the child to develop natural abilities and potential to acquire techniques, and to practise the skills necessary for creative expression and for joyful participation in different art forms
• to enable the child to see and to solve problems creatively through imaginative thinking and so encourage individuality and enterprise
• to value the child's confidence and self-esteem through valuing self expression
• to foster a sense of excellence in and appreciation of the arts in local, regional, national and global contexts , both past and present
• to foster a critical appreciation of the arts for personal fulfilment and enjoyment

Introduction

Physical education

Physical education provides children with learning opportunities through the medium of movement and contributes to their overall development by helping them to lead full, active and healthy lives.

The physical education curriculum

Physical education is distinguished from other curricular areas by its primary focus on the body and on physical experience and is an integral part of the educational process, without which the education of the child is incomplete. Through a diverse range of experiences providing regular, challenging physical activity, the balanced and harmonious development and general well-being of the child is fostered.

Physical education meets the physical needs of the child and the need for movement experiences, challenges and play. It develops a desire for daily physical activity and encourages constructive use of free time and participation in physical activities in adult life. To fulfil these needs, physical education is built on the principles of variety and diversity, not of specialisation. It provides a wide variety of movement activities appropriate to the level of development of the child.

Through physical education the child can experience the joy of physical exertion and the satisfaction of achievement while developing skills and positive attitudes that enhance self-esteem. Physical education provides opportunities to develop desirable personal and social attributes: the concept of fair play, the acceptance of success and failure, and the ability to co-operate in group situations. These opportunities contribute to the understanding and promotion of a healthy life-style. Physical education, as an integral part of the total curriculum, provides vital opportunities for the physical, social, emotional and intellectual development of the child.

The content of the physical education curriculum

The curriculum is divided into six strands:

• Athletics
• Dance
• Gymnastics
• Games
• Outdoor and adventure activities
• Aquatics.

Athletics

The athletics strand provides a variety of opportunities to engage in the natural activities of running, jumping and throwing. The child needs to learn to associate joyfulness with these experiences. The emphasis should be on exploring and experimenting with the basic movements of walking, running, jumping and throwing through a wide range of informal play experiences. Building on these early experiences, children then develop the techniques of running, jumping and throwing as they progress through the primary school.

Running activities can be devised to encourage children to run and to accept challenges to their personal performances by running faster or by running over a longer distance. Jumping activities will give the child an opportunity to explore various jumps and to develop technique for height and distance. The child participates in throwing activities using objects of different shapes and weights and develops a variety of throwing techniques, improving accuracy and distance.

Dance

Dance in education involves the child in creating, performing and appreciating movement as a means of expression and communication. Dance differs from the other aspects of the physical education programme in that the primary concern is with the expressive quality of movement and the enjoyment and appreciation of the aesthetic and artistic qualities of movement.

The dance programme involves the child in a range of creative and folk dance. When creating dance, the child explores a range of body parts, body actions and body shapes. Concepts relating to the body in space, the changing dynamics of movement and the implications of moving in relation to another person and his/her environment are explored. The child is encouraged to dance in response to different stimuli and accompaniment and to view dance performance. The child's concept of what a dance is can be enriched by opportunities to see and appraise the more accomplished work of others.

Folk dancing is presented with an emphasis on being fully involved and enjoying the dance rather than on the movements involved in the dance. It provides the child with a knowledge and experience of dance of Irish and other cultures.

Gymnastics

Gymnastics in education is concerned with the use of movement in a creative way in response to set tasks, both individually and with others.  Children explore movement on the floor and when negotiating a variety of equipment. The gymnastics curriculum encourages children to participate in movement experiences that are open to personal interpretation, providing every child with the opportunity to experience success at a personal level, by engaging in challenging but realistically achievable tasks.

As the children progress through a sequential programme they are encouraged to strive for more control over their movements and to respond to more complex tasks. They can be helped to enjoy and develop an appreciation of gymnastics while realising individual potential and limitations, thus enhancing overall development.

Games

The games strand fosters the child's natural tendency to play through informal play activities. It enhances the development of basic skills, and many opportunities are provided for social interaction. As skills develop in accordance with the stage of development of the child, the desire to apply them in informal activities in competition with others increases. Initially this may occur with a partner and then lead into 'small-sided' or mini-games. As the child progresses to these more formalised games, a variety of games should be provided that develop not only skills but also understanding of such concepts as possession, teamwork, attack, defence and use of space. If allowed to experiment, the child will invent many games in which to apply developing skills and understanding.

Playground games, co-operative games and games traditional to the school or locality should be considered when planning a programme for the school. Gaelic games should be given particular consideration as part of the games programme. Invasion games, net games, striking and fielding games, target games and shared court games provide a range ofopportunities for the development of skills and understanding. 'Smallsided' or mini versions of these games encourage maximum participation. A balanced programme of such games ensures that the child experiences a wide variety of activities that provide enjoyment and challenge and that foster a lifelong interest.

Outdoor and adventure activities

Outdoor and adventure activities are facets of the physical education curriculum concerned with walking, cycling, camping and water-based activities, orienteering, and outdoor challenge activities.

Walking, cycling and camping are valuable activities that some schools may organise. Orienteering is an exciting activity that combines the geographical skills of map work, the physical activity of walking or running and the adventure of exploring unfamiliar locations. It can beintroduced through preliminary exercises on the school site. Outdoor challenge activities include trust or co-operative activities, group problem-solving exercises, and physical challenges such as those presented by rope courses and adventure play apparatus. Water-based activities may be included in the programme, providing opportunities for canoeing or sailing. These activities, which are mainly non-competitive, offer alternative avenues for pupil achievement and encouragement to adopt a healthy life-style based on an enjoyment and appreciation of the outdoors.

Aquatics

The aquatics programme is concerned with gaining competence and confidence near, in, under and on water. It provides unique opportunities for enjoyment, allowing the child the sensation of buoyancy. The term 'aquatics' is used to include not only the teaching of swimming strokes but the provision of opportunities for enjoyment of water play and other aspects of aquatics. The emphasis on enjoyment should be maintained as proficiency is acquired in specific techniques, including learning to swim a stroke or a variety of strokes. The concern for water safety permeates all aquatic activities and needs to be stressed throughout the programme.

The aquatics programme is presented as one complete unit, without division into class levels. This allows for adaptation by schools related to their access to a local facility. The programme can be implemented progressively at whatever stage the child has an opportunity to begin water-based activities.

Developing the child's understanding and appreciation of physical activities

This curriculum places an emphasis on the development of the child's understanding and appreciation of physical activities through the strand units 'Understanding and appreciation'. This is an important aspect of the child's development as a participant in physical activities and as a spectator or member of an audience. In a games situation, for instance, it may involve the development of the child's ability to identify or apply appropriate tactics. During an outdoor activities lesson it may involve the discussion of options available when undertaking an orienteering task. The unit also contains suggestions on extending the child's knowledge of the rules of games or of opportunities for involvement in physical activities locally. The content of the strand unit is designed to be developed as the strands are explored rather than forming lessons in itself.

Physical education and sport

Physical education and sport, although closely linked, are not synonymous. Sport is formalised physical activity involving competition or challenges against oneself, others or the environment, with an emphasis on winning. It begins in play and develops through games and challenges. The focus in the physical education curriculum is on the child's holistic development, stressing personal and social development, physical growth, and motor development. Goal-setting, within the curriculum, focuses on individual improvement and not on winning or being the best.

The place of competition in the physical education programme

Since children mature at different rates, programmes should reflect the great differences often evident within a single age group. Where the children can adapt and find their own level of activity in spontaneous and co-operative play, the different levels of maturity may have no serious consequences. In the competitive situation, however, children are sometimes grouped with little regard for discrepancies of size and strength, the size of the playing area, the length of the game or the equipment used. Unless competition is de-emphasised, those who compare less favourably will always be at risk of withdrawal and are likely to become inactive adults.

Also, gifted or physically stronger children who survive on a menu of competitive sports may have no substitute when, in later years, success in sports is harder to achieve and therefore the desire to participate may diminish.

However, competition is not incompatible with the holistic development of the child if the opportunities presented are such that the child is progressing towards the achievement of his/her potential. It is in the primary school years that the movements and skills necessary for progressing to formalised sport are acquired. During this time also the child learns to officiate at games and to develop respect for opponents, officials, rules and spectators. A balanced approach to competition can make a significant contribution to the child's development while at the same time providing fun, enjoyment and satisfaction.

Extracurricular activity

Schools provide opportunities within the physical education programme for children to participate in sport. In addition, many schools provide further opportunities within an extracurricular programme, including preparation for inter-school competitions.

Extracurricular activity, organised and/or implemented by teachers or parents in a voluntary capacity, should be linked where possible to the physical education programme. Such time, effort and expertise is an extremely valuable contribution to the social and physical development of children. It can provide children with fun and enjoyment as well as opportunities to strengthen the relationship with teachers, parents and other children. The extracurricular programme, therefore, that involves the implementation of competitive activities, should always reflect the aims and objectives of the physical education curriculum.

Promoting gender equity through physical education

In the planning of the physical education curriculum consideration should be given, on an equitable basis, to the needs and interests of both girls and boys, helping to build positive attitudes towards all activities.

The child with special needs

The child with special needs should experience the enjoyment of participation and progression through the various stages of the physical education programme according to his/her ability. It is important that the class teacher encourages maximum participation in the physical education lesson by the child and provides the opportunity to benefit from a balanced physical education programme.

The school physical education programme

The school plan will cover the nature and scope of physical education, recognising the developmental and varying needs of the children and the availability of resources. When the physical education plan is being devised, all aspects of the curriculum and the extent to which it can be implemented need to be considered. It is only when such an approach is adopted that a broad and balanced programme can be offered within the school. Given that the programme is to be integrated with the other curricular areas, a class teacher is the most appropriate teacher to teach the physical education programme.

Assessment

Assessment is an integral part of teaching and learning in physical education, as in other areas of the curriculum. The section on assessment outlines how a range of assessment techniques can assist in enriching the learning experience of the child and provide useful information for pupils, teachers, parents and others.

Physical education and other areas of the curriculum

Physical education has many objectives that are developed as the children engage in other subjects, such as Irish, English, geography, art, music, mathematics, and, especially social, personal and health education. Children's learning in these subjects can also be enriched through a programme of physical education that is broad and balanced. For instance, a child who learns to read a plan or a map in the geography lesson can use this skill when undertaking an orienteering activity. Thus, the outdoor and adventure activities lesson can provide an opportunity for the child to develop this skill in a practical way. The child who engages in a discussion about the rules of games or the development of a gymnastic sequence is presented with many opportunities for language development. It is impor tant that schools consider the links that exist between physical education and other subjects. Careful planning will ensure that physical education objectives are clearly defined within integrated activities.

Information and communication technologies

While the emphasis in the physical education curriculum is on active participation in physical activities, information and communication technologies can provide an interesting and exciting medium through which the interest of children in activities related to physical education can be stimulated.

Language and physical education

Language is such a pervasive influence in the teaching and learning process that particular examples of the integration of various subjects with language are not given in the curriculum. It is in talking about experience in physical education, whether through Irish or English, that the child clarifies ideas. The teacher uses language in the physical education lesson to question, to direct, to explain, to suggest, to prompt and to stimulate the child to think. In turn, the child is encouraged to respond by describing, discussing, speculating, explaining and expressing ideas and reactions. Language is important too in helping children to gain access to and retrieve information about physical activities. The extent, therefore, to which language is an integral part of the teaching and learning process should be a consistent concern in the planning and implementation of the physical education programme.

Aims

The aims of the physical education curriculum are

• to promote the physical, social, emotional and intellectual development of the child
• to develop positive personal qualities
• to help in the acquisition of an appropriate range of movement skills in a variety of contexts
• to promote understanding and knowledge of the various aspects of movement
• to develop an appreciation of movement and the use of the body as an instrument of expression and creativity
• to promote enjoyment of, and positive attitudes towards, physical activity and its contribution to lifelong health-related fitness, thus preparing the child for the active and purposeful use of leisure time.

Broad objectives

When due account is taken of intrinsic abilities and varying circumstances, the physical education curriculum should enable the child to

Social and personal development

• experience enjoyment and achievement through movement
• interact and co-operate sensitively with others, regardless of cultural or social background or special needs
• develop qualities of self-esteem, self-awareness, confidence, initiative and leadership through movement
• develop an understanding of fair play and team spirit through participation and competition
• develop positive attitudes towards participation in movement activities
• experience adventure and challenge

Physical and motor development

• develop strength, speed, endurance and flexibility through engaging in a wide variety of activities
• develop agility, alertness, control, balance and co-ordination through movement
• develop personal competence in the athletic skills of running, jumping and throwing
• perform dances with confidence and competence, including simple folk and Irish dances
• develop personal competence in a range of gymnastic movements
• develop personal competence in the games skills of sending, receiving and travelling using a variety of equipment, and to apply these skills in games situations
• apply the skills needed to live and move with confidence in the environment
• build water confidence near, in, on and under water
• develop personal competence in a variety of strokes and water agility

Knowledge and understanding

• develop an understanding and general knowledge of movement activities and derive benefit as a participant and as a spectator
• develop an understanding of travel and weight-bearing as the basis of efficient body management and control, both on the floor and using apparatus
• experience and develop an understanding of the use of space, speed, effort, direction and level in the performance of actions
• develop an understanding of the appropriate basic rules, tactics and strategies of movement activities
• observe, discuss, analyse, interpret and enjoy the performance of movement
• gather, record and interpret information on achievement in movement activities
• be inventive, make decisions, solve problems and develop autonomy through movement activities
• participate in and develop a knowledge, understanding and appreciation of cultural activities through movement
• develop an appreciation of and respect for the environment through participation in activities outdoors

Creative and aesthetic development

• use the body as a means of expression and communication, using a range and variety of stimuli
• create and perform simple dances
• create and play simple games
• develop artistic and aesthetic understanding within and through movement

Development of health-related fitness

• maintain and enhance health-related fitness through vigorous physical activity that helps to promote a healthy life-style
• understand and practise good hygiene and posture
• appreciate the benefits of relaxation and cope with challenges

Development of safety

• adopt safe practices in all physical activities.

Planning content for physical education

Structure and presentation

The content of the physical education curriculum is presented in a number of strands and strand units to assist teachers in the planning of their work. Examples are shown in italic type throughout each strand unit, but these should be considered merely as suggestions.

A broad and balanced programme

An important aim of the physical education programme is to provide a wide variety of activities. Efficient planning will ensure that undue repetition and significant gaps in the programme are avoided.

Five of the strands should be included each year where possible; all options should be explored to overcome limitations where facilities or resources are restricted. The aquatics strand is outlined for implementation at any of the levels or over a number of levels, depending on the availability of a facility for aquatics. Where aquatics is provided for infant classes, the programme should be modified to suit the needs of this age group.

It is recommended that each strand unit should be covered to ensure variety, balance and continuity. However, taking the time available into consideration, the depth of treatment of each strand unit may be adjusted.

Developing the child's understanding and appreciation of physical activities

Each strand contains a strand unit 'Understanding and appreciation'. The content of the strand unit in itself is not intended to form lessons but should be developed as the other units of the strand are explored

Linkage and integration

Opportunities for linkage (i.e. integration within the physical education curriculum) and integration (i.e. cross-curricular connections) exist throughout all levels. Teachers can identify these opportunities when planning the programme. Within the content sections, notes below strand units suggest some of the instances where linkage and integration might be established.

Introduction

Social, personal and health education

Social, personal and health education (SPHE) provides particular opportunities to foster the personal development, health and well-being of the individual child, to help him/her to create and maintain supportive relationships and become an active and responsible citizen in society. Through an SPHE programme that is planned and consistent throughout the school, children can develop a framework of values, attitudes, understanding and skills that will inform their decisions and actions both now and in the future. Since SPHE has a moral and a spiritual dimension, its development and implementation are influenced significantly by the ethos or characteristic spirit of the school.

The learning and teaching climate that prevails in the classroom, the methodologies and approaches used and the relationships that the children experience and witness in the school, all contribute to their social, personal and health development. Similarly, many of the themes and topics addressed in the various subjects have a social, personal or health perspective, as will many of the incidental happenings that occur in the everyday life of the school. There are also particular issues that are intrinsic to SPHE that need to be explored and examined in some detail.

An effective and meaningful SPHE programme will cater for all these dimensions by providing learning opportunities in a combination of three ways: in the context of a positive school climate and atmosphere, through discrete time (a specific time on the timetable) and through an integrated approach across a range of subject areas. Implementation in this way will enable the teacher to adopt a coherent approach to the programme, take cognisance of the learning experience in the home and make use of the most appropriate learning and teaching strategies.

As children progress through an SPHE programme, they will encounter a wide range of issues. These will include substance misuse, relationships, sexuality, child abuse prevention, prejudice and discrimination. The SPHE curriculum is structured in such a way that these issues are not explored in isolation; rather the emphasis is on building a foundation of skills, values, attitudes and understanding relevant to all these issues, with specific information provided where necessary.

The SPHE curriculum

SPHE promotes intrapersonal development by helping children to recognise, understand and accept themselves as unique individuals who feel valued and loved. It provides particular opportunities to nurture selfworth and self-confidence, helping the child to set and assess his/her own goals and to be able to manage his/her own behaviour. SPHE enables the child to build a sense of self-efficacy which in turn can increase his/her sense of personal control, promote self-awareness and enable self-directed learning. An SPHE programme particularly contributes to the development of personal attributes and skills, such as learning how to manage feelings, how to resolve conflicts and how to cope with new and demanding situations.

The ways in which children live and behave in the early years of life will have a significant influence on their health and well-being in future years. SPHE ensures that health messages are planned, implemented and reinforced and provides clarification of some of the misinformation that children may receive. It also aims to enable children to develop a sense of personal responsibility for their own health and for the decisions and the choices they make in relation to their behaviour and actions.

As part of their social development children need to learn to appreciate other people in their lives and to know how to create and maintain positive, healthy relationships. An SPHE programme can significantly contribute to interpersonal development by helping children to acquire a range of communication skills and to understand the ways in which they can show respect, care and consideration in their dealings with others. In school, children can learn how to develop and sustain relationships based on mutual respect and responsibility and can begin to understand the importance of trust and honesty in human interactions.

Children also need to learn that personal motives should be balanced with a sense of social responsibility. SPHE plays an important role in developing an understanding of the democratic way of life and individual and group rights and responsibilities. It provides opportunities for children to learn about, and actively participate in, the various communities to which they belong and to develop a sense of a shared commitment. It can also help them to value and take pride in their national, European and global identities and come to an understanding of what it means to be a citizen in the widest sense.

Diversity and difference characterise the society in which children live. However, prejudice and discrimination are all too often a feature of human relationships. A respect for and an appreciation of human and cultural diversity can and should be promoted at every level of the primary school. Through SPHE children can become aware of some of the prejudices and attitudes that fail to respect the dignity of others. They are given opportunities to develop an understanding of their own culture and traditions and equally to acquire a growing appreciation of the positive contributions made by different groups in society. As children learn to understand and practise equality, justice and fairness in school situations they will be enabled to challenge prejudice and discrimination as they experience it in their own lives both now and in the future.

Children live in an age in which they are bombarded daily with information from a variety of sources. They are also under increasing commercial pressure where marketing techniques are employed widely to appeal to even the very youngest child. SPHE encourages children to become more discerning in their use of the media and to learn about and become aware of the techniques and strategies used in advertising and in the media in general.

Shared responsibility

SPHE does not begin or end in school. Children's understanding of the world, their own role and place in society and ways of behaving are significantly influenced by the family and the home environment. While this continues throughout their lives, other factors, such as the media, friends, peers and individual experiences, become increasingly influential.

An SPHE programme is most effective when it is based on a consistency in approach and where the responsibility is shared by parents, teachers, children, board of management, health professionals and relevant members of the community. Close consultation between the partners will be an essential element in the planning process and in regular reviews of the programme. This partnership approach helps to ensure that children are provided with a consistent experience in SPHE and are able to make connections between life at home, in the school and in the community.

The strands of the curriculum

The curriculum is presented in three strands: Myself, Myself and others and Myself and the wider world. These are consistent throughout the primary school and provide a basis for the SPHE and the civic, social and political education (CSPE) curricula at post-primary level.

The strands are presented at four levels, outlining the content that could be covered at each stage of the child's time in school. Because the child's development proceeds unevenly, the content and associated exemplars should be used in a flexible manner. They are a guideline from which a suitable programme can be developed, one that can have maximum effect because it is made to suit individuals chools and sets of circumstances. The curriculum is drawn up in a spiral manner, that is, where similar content is revisited at each level but the processes, approaches and information adopted reflect the needs of children at a particular time and at their various stages of readiness.

Myself is concerned with the personal development of the individual child and his/her health and well-being. An exploration of the elements of this strand can foster self-awareness and understanding and enable children to care for and respect themselves. The content also allows for the development of a variety of personal and self-management skills and the fostering of a sense of personal responsibility for their own actions and behaviour. The strand Myself also contributes to children establishing ways of thinking, feeling and acting that can help to promote and maintain health and well-being both now and in the future.

Myself and others focuses on developing a sense of care and respect for other people and the facility for relating to and communicating effectively with others. It helps to foster the qualities and dispositions in the children that will help them to live and work with others and to act in socially responsible ways. They are given opportunities to learn and practise a wide range of communication skills, including the ability to resolve conflicts, to empathise, to be assertive, to co-operate and to work collaboratively with others.

Myself and the wider world enables children to explore the various communities in which they live. They can learn how to operate competently in society and to understand what it means to belong and to share a sense of purpose. In exploring this strand they are encouraged to develop a sense of social responsibility and an appreciation of the interdependent nature of the world in which they live. The work in this strand also includes exploring the need to care for the environment and to keep it in trust for future generations. Children are given opportunities to learn about their own culture and traditions and are encouraged to respect the rights and contributions of culturally diverse people and groups.

This strand also promotes media awareness and helps children to examine and explore various forms of media. Using media techniques and becoming familiar with information technologies in a structured way can help children to benefit from the technology, thus fostering critical media usage.

Approaches and methodologies

The methodologies and approaches used in the classroom are crucial to the child's social, personal and health development. As active participants in their own learning, children can make sense of what is being learned, make informed judgements and construct new meanings. It is more likely that children will develop a sense of ownership over what they have learned and be able to transfer it to different situations when they have been actively involved in the learning process. While independent learning is fostered, it is equally essential that children are given opportunities to interact with others and with their environment and to learn to cooperate with their peers.

For active learning to take place, the school should provide a supportive and caring environment, in which the child is encouraged to participate in his/her own learning and in which each contribution is valued and appreciated. The role of the teacher will be central to the use of effective active learning and teaching techniques in the classroom. He/she will need to structure activities and guide and direct the work in such a way that a child can participate in a real and meaningful way and can develop a sense of responsibility for his/her own learning.

A wide variety of active learning strategies should be used in implementing SPHE in order to take account of the individual needs and the wide range of objectives in the curriculum. These strategies could include play, discussion and drama activities, co-operative games, multimedia programmes, accessing the internet and e-mail, exploring television, video extracts or photographs, carrying out surveys or interpreting data. As part of any learning and teaching strategy in SPHE children should be encouraged to critically reflect on their work and explore possibilities for transferring what they have learned to situations in their own lives.

Children with special needs

All children should have the opportunity to participate in and benefit from the full range of experiences offered in SPHE. In planning for SPHE account should be taken of the range of difference in the school so that all children will be given the opportunity to obtain maximum benefit from the programme.

SPHE and Language

SPHE provides a context in which children are given opportunities to develop and enhance their language skills and to increase their vocabulary related to the social, personal and health aspects of their lives. In asking appropriate questions, giving opinions, exploring ideas, or making responses, children can become increasingly fluent in their use of language and can improve many of the skills they may have learned in other areas of the curriculum. Such confidence and competence in using language will be particularly significant in enabling children to access critical information relating to their own health and well-being, both now and in later years. This facility can also contribute to building positive relationships by enhancing communication and fostering genuine understanding.

The exploration of language and its usage in relating to others is central to any SPHE programme. Children should become aware of the power and the influence of language. When used positively, language can build up, affirm and show respect to another human being but if used in a negative manner can hurt, diminish or demean. Children need to recognise and become sensitive to the ways in which they themselves use language in their relationships and in their everyday interactions.

Language is also powerful because it both creates and reflects a culture. Through SPHE children can begin to appreciate the connection between language and identity. A planned programme throughout the school also provides children with opportunities to explore the language used in various media and to recognise the values, attitudes and viewpoints being promoted and fostered.

SPHE and information and communication technologies

ICTs can support the learning and teaching of SPHE in the classroom. Children can develop self-confidence and motivation through using and becoming familiar with computers. Other aspects of SPHE such as learning to take turns, to share and to co-operate can be developed as children use computers in a planned and appropriate manner. Computers can also be particularly helpful in enhancing children's decision-making skills and in helping them to become discerning and judicious users of various technologies.

Children can use computers in SPHE to gather information on specific topics or to collate and present data. While there are many CD-ROMs available on health and social issues, the internet also provides a wealth of up-to-date information and can indicate further avenues of investigation. Exploring the internet, and using e-mail or video conferencing can enhance children's sense of global citizenship and foster a wide range of communication skills.

Assessment

Assessment in SPHE guides the teacher in improving the learning experiences for the child and in continually refining and developing the programme to suit individual needs, interests and abilities. It can be particularly helpful in enabling children to see how they are progressing and to recognise and appreciate their own achievements. As many of the benefits or outcomes of SPHE do not emerge or become evident until long after the child has left primary school, the assessment relates to that which can be effectively assessed during his/her time in school. The section on assessment outlines the extent to which the progress of the child in SPHE can be determined, the most appropriate tools for this purpose and the way in which it can be managed in the primary school.

Aims

The aims of social, personal and health education are

• to promote the personal development and well-being of the child
• to foster in the child a sense of care and respect for himself/herself and others and an appreciation of the dignity of every human being
• to promote the health of the child and provide a foundation for healthy living in all its aspects
• to enable the child to make informed decisions and choices about the social, personal and health dimensions of life both now and in the future
• to develop in the child a sense of social responsibility, a commitment to active and participative citizenship and an appreciation of the democratic way of life
• to enable the child to respect human and cultural diversity and to appreciate and understand the interdependent nature of the world.

Broad objectives

When due account is taken of intrinsic abilities and varying circumstances, the SPHE curriculum should enable the child to

• be self-confident and have a positive sense of self-esteem
• develop a sense of personal responsibility and come to understand his/her sexuality and the processes of growth, development and reproduction
• develop and enhance the social skills of communication, co-operation and conflict resolution
• create and maintain supportive relationships both now and in the future
• develop an understanding of healthy living, an ability to implement healthy behaviour and a willingness to participate in activities that promote and sustain health
• develop a sense of safety and an ability to protect himself/herself from danger and abuse
• make decisions, solve problems and take appropriate actions in various personal, social and health contexts
• become aware of, and discerning about, the various influences on choices and decisions
• begin to identify, review and evaluate the values and attitudes that are held by individuals and society and to recognise that these affect thoughts and actions
• respect the environment and develop a sense of responsibility for its long-term care
• develop some of the skills and abilities necessary for participating fully in groups and in society
• become aware of some of the individual and community rights and responsibilities that come from living in a democracy
• begin to understand the concepts of personal, local, national, European and global identity
• appreciate and respect the diversity that exists in society and the positive contributions of various cultural, religious and social groups
• promote the values of a just and caring society in an age-appropriate manner and understand the importance of seeking truth and peace.

Planning content for all classes

Structure

The content of the SPHE curriculum is presented in three strands, Myself, Myself and others and Myself and the wider world. The divisions within each strand are referred to as strand units, and some of the objectives are illustrated with exemplars. These exemplars are in italic type and should be considered merely as suggestions.

Implementing SPHE in the school

It is recommended that SPHE be provided in a combination of three ways within the school:

• a positive school climate and atmosphere fosters the health and well-being of all the members of the school community. It reflects a safe and secure environment where children experience a sense of belonging and know that the concerns and contributions of parents, children and teachers are taken into account. A positive school climate and atmosphere nurtures self-confidence and self-worth and promotes respectful and caring relationships throughout the school. It therefore provides the context in which work carried out in a range of subjects, including SPHE, is lived out and makes sense
• discrete SPHE time provides for the teaching of some elements of the programme during designated class periods. This time can be used to develop and practise particular skills, deal with sensitive issues or explore issues that are not addressed in other areas of the curriculum. To use this time effectively it may be more appropriate for the teacher to organise it in block periods and use it as required rather than confining the time to a set period in each week
• an integrated approach allows for many aspects of SPHE to be dealt with in the context of relevant subject areas. Through a variety of learning experiences across the curriculum children work together, solve problems, make decisions, engage in dialogue and reflect critically. Some subject areas also provide the most appropriate context for exploring particular aspects of SPHE: for example, developing a sense of care and respect for the environment could be fostered through science and history, while safety in water could be appropriately explored through physical education.

A broad and balanced programme

It is recommended that in planning an SPHE programme the teacher would choose some content from each of the three major strands in any one year. The selection could consist of two or three strand units from the Strand Myself and at least one strand unit from the strand Myself and others and from Myself and the wider world. Alternatively, the selection could consist of a range of topics taken from all three strands. It is envisaged that the content not covered in year one, would be included in the teacher's planning for the following year.

It is important that planning takes place at both a school and class level to ensure that the programme reflects a spiral approach, where similar aspects are revisited in different ways according to the age, stage of development and readiness of the child. It is also essential that the content chosen for every class includes a balance between learning skills, fostering and exploring attitudes and developing understanding. Planning for SPHE will always be informed by the ethos of the school and developed within the context of the school plan.

In addressing sensitive issues it will be necessary to take into account the different levels of emotional and physical development of the children and to adapt the programme accordingly. It will be particularly important in multi-class situations to seek co-operation from other teachers or make alternative arrangements, so that individual needs are met.
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