Categorisation < Back to Oral Language Categorisation Stage 1 Junior & Senior Infants Through appropriately playful and engaging learning experiences, children should be able to Stage 2 1st & 2nd Class Through appropriately playful and engaging learning experiences, children should be able to Stage 3 3rd & 4th Class Through appropriately playful and engaging learning experiences, children should be able to Stage 4 Fifth and Sixth class Through appropriately engaging learning experiences, children should be able to Name, describe and categorise people, objects, experiences and concepts of increasing complexity, demonstrating growing depth of knowledge and improved understanding. Daoine, rudaí agus imeachtaí a aithníonn siad a ainmniú. Daoine, rudaí, imeachtaí agus eispéiris a aithníonn siad a ainmniú agus cur síos gearr a dhéanamh orthu trí úsáid a bhaint as focail/geáitsí. (TF8, C1 + 2) Explain and justify categorisation, across the curriculum, as appropriate, and demonstrate understanding that categories are fluid and can vary. Daoine, rudaí, imeachtaí, eispéiris, agus tuairimí bunaithe ar ábhair éagsúla a ainmniú, a mhíniú agus catagóiriú a dhéanamh orthu. Catagóirí a chruthú, a mhíniú agus údar a thabhairt leo ar ábhar trasna an churaclaim agus ar ábhar nach bhfuil cur amach aige orthu. (TF8, C3 + 4) Progression steps The child… explores a selection of items that form Form Form refers to the published formats of a particular genre e.g. poem, short story, play, novel, memo, email, film etc. a group The child… attends to familiar toys and objects The child… names familiar toys and objects. The child… categorises familiar objects in the environment. The child… categorises a range of objects. The child… explains reasons for category membership. The child… gives reasons for category membership and exclusion. The child… describes and categorises unexperienced objects and events using appropriate language to topic to explain categorisation. The child… describes and categorises unfamiliar objects, events and experiences explaining meaning and showing knowledge of an unexperienced topic or subject The child… analyses and explains how and why categories are formed uses categories across the curriculum for example, in relation to vocabulary to organise their thinking and to identify and verbalise similarities and differences The child… re-constructs categories depending on new criteria, appraising and justifying their new categories Evaluates the pros and cons of using categories to organise their thinking Support materials for teachers Oral Language - Teanga ó Bhéal Example of student work Oral Language - Teanga ó Bhéal Relevant across all strands Example of student work Relevant across all strands
