Strand: Myself and my family

Strand unit: Myself

The child should be enabled to

• explore and record significant personal dates and events
  birthdays
  how I changed as I grew up
  first visits on holidays
  when my brother or sister was born
  when I moved home
  when we got a new caravan or trailer
  first day at school or in this class
• collect, discuss and compare simple items of evidence from own past
  photographs of myself or my home
  items of clothing, toys
  first reading book or copybooks
• construct simple personal timeline or storyline.

Integration
Science: Living things—Myself
SPHE: Myself—Growing and changing

Strand unit: My family or The family of a person known to me

The child should be enabled to

• explore and record significant features, events and dates in the past of the child’s family and extended family
• compare ages of family members: old/older, young/younger
• discuss and record significant family events
  births, moving home, holidays
• collect, explore and discuss a range of simple evidence, noting changes and developments and items which have stayed the same
  photographs of family members and events
  simple mementoes or memorabilia
  items used by parent(s) or guardian(s) when they were young
• compile simple family tree, scrapbook or timeline.

Integration
SPHE: Myself and others—Myself and my family

Strand unit: When my grandparents were young

The child should be enabled to

• explore and record aspects of the lives of people when his/her grandparents were young
  where grandparents lived, their homes
  work they did, their clothes and food
  how they travelled
  their games, hobbies, toys, dances and songs
• listen to adults talking about their own past
• collect and/or examine simple evidence in school or in a local museum
  household tools and equipment
  some farm tools
  packages or boxes, toys or games
  newspapers or magazines, letters or postcards
• compare lives of people in the past with the lives of people today, noting differences and similarities
• learn songs and dances, or play games from the past
• record material on appropriate timeline.

Strand unit: Games in the past

The child should be enabled to

• explore and record traditional non-formal games, especially those common in the locality and those known to parents or grandparents
  street games, local games, house games
  Halloween games, May Day games, Christmas games
• collect information on rules, traditions, songs or rhymes associated with the games
• handle, collect or reconstruct articles used in such games, where possible.

Integration
Physical education: Games
SPHE: Myself and the wider world—Developing citizenship

Strand unit: Feasts and festivals in the past

The child should be enabled to

• explore and discuss the origins and traditions of some common festivals
  Christmas, Halloween
  local feasts and festivals celebrated by various members of the school community
• listen to, discuss, explore and record associated stories, legends, games and songs.

Integration
Physical education: Dance
Music: Listening and responding; Performing

Strand: Change and continuity

Strand unit: Continuity and change in the local environment

The child should be enabled to

• visit, explore and become aware of elements in the local environment which show continuity and change
  my home-when built, when and why it was changed
  street scene now and then
  a local building (e.g. house, church, barn or farmyard, railway station, school, castle, old wall, estate garden, mill)
  a factory-product in the past, product now
• listen to and record memories of older people about such places
• compare photographs, drawings and simple accounts of the site in the past with the site now
• use simple work directives, work cards or trail leaflets
• record findings through drawing and other art work, modelling, photographs, information and communiation technologies
• use appropriate timelines.

Strand: Story

Strand unit: Stories

The child should be enabled to

• listen to, discuss, retell and record some simply told stories from the lives of people who have made a contribution to local and/or national life and to the lives of people in other countries through technological, scientific, cultural and artistic activities as well as those who have contributed to social and political developments
• become aware of the lives of women, men and children from different social, cultural, ethnic and religious backgrounds, including the lives of ‘ordinary’ as well as ‘more famous’ people
• listen to local people telling stories about their past
• listen to, discuss, retell and record a range of myths and legends from different cultural, ethnic and religious backgrounds in Ireland and other countries
• distinguish between fictional accounts in stories, myths and legends and real people and events in the past
• discuss chronology of events (beginning, middle, end) in a story
• discuss the actions and feelings of characters
• express or record stories through simple writing, art work, drama, music, mime and movement and using information and communication technologies
• display storyline pictures showing episodes in sequence
• use appropriate timelines.

Integration
Music: Listening and responding; Performing
Visual arts: Many stories may inspire artistic work.
Drama: Drama to explore feelings, knowledge and ideas, leading to understanding