Primary Curriculum
Support Programme
foghlaim agus forbairt
School Development
Planning Support
Suggested Prompts to Assist in Drafting
a Whole School Plan for
History
AN ROINN
OIDEACHAIS
AGUS
EOLAÍOCHTA
V01/06
DEPARTMENT
OF
EDUC ATION
AND
SCIENCE
Curriculum Planning Prompts: History
This document is intended to provide support for schools at different stages of whole school
planning for history in the context of the Primary School Curriculum (1999). The relevant
curriculum documents are the History Curriculum and Teacher Guidelines for History although
for the purposes of linkage and integration other curriculum documents may also be accessed.
The suggested prompts are designed to assist the planning process. Using the prompts should
lead to a whole school development plan for history, tailored to suit the context of the individual
school. As these prompts are very comprehensive some of the suggestions/questions may not
apply to an individual school. Likewise there may be others that should/could be included.
Amendments should be made as required by individual schools.
The planning prompts may be used in a variety of ways

as an overview of a whole school development plan for history
e.g. the school/principal/subject co-ordinator for history could use it to identify the
essential headings to be addressed. (The headings are available on the planning
template)

as a guide for a school in reviewing its current practice
e.g. a school may already have a history plan in place and may use this document to
review its current plan

as a means of drawing previous decisions in relation to history into a coherent unit
e.g. a school may have reached decisions already in relation to aspects of history
and may use this document to draw those decisions together

as a strategy for addressing identified priorities in relation to history while
maintaining a coherent overall approach to the subject.
In engaging in curriculum planning, schools should be mindful of the need to

adopt a pace of curriculum development which is both challenging and realistic and
which takes cognisance of the particular circumstances of the school

take account of the national plan for the implementation of the Primary School
Curriculum

achieve a balance in developing all the curricular areas while giving priority to
achievements in literacy and numeracy

address both maintenance and development as essential components of the
process - this approach will ensure that gains made in one curricular area are
maintained when another curricular area is being developed

ensure that the whole-school planning process links with and influences teaching
and learning in individual classrooms

monitor the implementation of the plan with particular reference to the learning
outcomes for pupils, and communicate progress to the Board of Management and
parents.
It is particularly important that teachers will have input into the plan. They should become
familiar with the completed plan as it will form the basis for their own long and short-term
planning. It will also inform new or temporary teachers of the approaches and methodologies
used in the school. A copy of the plan should be available to each teacher to guide her/his
individual planning. The plan may also be viewed by the wider school community.
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Corresponding curriculum planning prompts, with similar structure and layout, are available for
English, Gaeilge, Geography, Mathematics, Music, PE, Science, SPHE, and Visual Arts.
The Primary School Curriculum is available online on the NCCA website, www.ncca.ie
Additional information on specifics in relation to history can be accessed on the PCSP website,
www.pcsp.ie
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History
Notice: While every effort has been made to ensure accuracy, schools should consult the
curriculum documents, PCSP, SDPS, relevant circulars/publications/legislation if they have
specific queries regarding this subject.
(A) Questions for consideration when addressing the whole school plan for history:





What is the purpose of this plan?
What steps are required to draw up this plan?
Who should be involved and how will their input be managed?
Is there particular staff expertise in this area that could be utilised?
Can related issues be addressed at this time?
(B) Suggested steps to follow in drawing up this or other curriculum plans:

Agree on aims for this plan, e.g.
We aim through this plan, drawn up in accordance with the history
curriculum, to set out our approach to the teaching and learning of
history. This plan will form the basis for teachers’ long and short-term
planning. It will also inform new or temporary teachers of the
approaches and methodologies used in our school.

Review current practice in relation to the teaching of history in your
school. What current practice can now be written up? Are there
aspects of practice that need to be developed through action
planning?

Research curriculum documents, PCSP materials, resources and
materials in use in the school, Looking at our School (DES), NCCA
Draft Guidelines for Teachers of Students with General Learning
Disabilities…

Refer to other curriculum plans/policies that the school has in place
which may have a bearing on this plan – SESE: Science and
Geography, Language Programme, SPHE, Maths, Drama, Special
Needs, Record Keeping, Parental Involvement …

Consult with teachers, parents, pupils, Board of Management,
PCSP, SDPS, Education Centres, Colleges of Education … as
appropriate.

(See framework below). Each school’s own context factors will
influence the plan adopted. (See Teacher Guidelines: History
Curriculum pp.28-29; Looking at our School p. ix)

Circulate the draft plan, consult members of the school community,
as appropriate, and amend if necessary.
Review
Research
Preparation

Consultation

Preparation of
draft plan

Circulation



Ratification
and

Communication
Present the plan to the Board of Management for ratification.
Communicate the ratified plan to members of the school community
as appropriate.
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Curriculum Planning Prompts
History
Introductory Statement and Rationale
(a) Introductory Statement
State how the plan was formulated and who was involved (process and partnership as appropriate).
(b) Rationale
Why teach history? The importance of history in our school – refer to curriculum documents for history (see
pp. 2-3 Teacher Guidelines).
State the reason(s) why it was decided to focus on this area for development e.g.
To benefit teaching and learning in our school
To conform to principles outlined in the primary curriculum
To review the existing plan for history in light of the 1999 Primary School Curriculum
_____________________________________________________________________________________
_________
Vision and Aims
(a) Vision
Relate the plan to the school’s characteristic spirit (ethos) e.g. we seek to assist the children in achieving
…
(b) Aims
State what the school ideally hopes to achieve by introducing this plan (Refer to aims and objectives for
history, Curriculum pp.12-13).
We endorse the aims of the Primary School Curriculum for history
 To develop an interest in and curiosity about the past
 To make the child aware of the lives of women, men and children in the past and how people and
events have had an impact upon each other
 To develop an understanding of the concepts of change and continuity
 To provide for the acquisition of concepts and skills associated with sequence, time and chronology,
appropriate to the development stages of the child
 To allow the child to encounter and use a range of historical evidence systematically and critically
 To provide opportunities for the child to communicate historical findings and interpretations in a variety
of ways
 To 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
 Are there additional aims that relate to the context of your individual school?
_____________________________________________________________________
This History Plan will be addressed under the following headings
Curriculum Planning:
1. Strands and strand units
2. Skills and concepts development
3. Approaches and methodologies
4. Linkage and integration
5. Multi-grade teaching
6. Assessment and record keeping
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7. Children with different needs
8. Equality of participation and access
Organisational Planning:
9. Timetable
10. Resources and ICT
11. Health and safety
12. Individual teachers’ planning and reporting
13. Staff development
14. Parental involvement
15. Community links
16. Places of historic interest
1. Strands and strand units
 Are teachers familiar with the strands/strand units/content objectives for the relevant class level(s)?
 Have teachers from Junior Infants to Second class allocated specific strand units to each class?
Refer to Curriculum
o Infant classes pp. 15-20
o First and Second classes pp. 23-31.
 Do teachers from 3rd to 6th classes collaborate on a yearly basis in selecting strand units for each
class?
 Are children from 3rd to 6th classes exposed to a variety of strand units?
Refer to Curriculum
o Third and Fourth classes pp. 34-35
o Fifth and Sixth classes pp. 54-55.
 Are these strand units recorded as part of the school plan?
 Are certain topics, selected from the menu curriculum, studied in depth by middle classes, senior
classes?
 Are certain topics revisited in more depth as the child progresses through the school? Are these
topics recorded as part of the school plan?
 Is there continuity and progression in the history curriculum from class to class? Are checks made
to avoid gaps and undue repetition between classes?
 When selecting content, is there balance between local, national and international contexts?
 Are strands selected that are relevant to the local environment and the locality of the school?
 Are teachers familiar with the local environment and the history of the local area?
 Has an audit of local history been completed?
 What aspects of the local environment can be used to illustrate national and international history?
2. Skills and concepts development
 What strategies are used by each class to develop the child’s skills to work as a young historian?
Are these strategies recorded as part of the whole school plan?
Junior and Senior Infants p. 18 Curriculum
o Time and chronology
o Using evidence
o Communication
First to Sixth classes p. 26, pp. 40-41, pp. 60-61 Curriculum
o Time and chronology
o Change and continuity
o Cause and effect
o Using evidence
o Synthesis and communication
o Empathy
 What steps are taken to ensure that there is a balance between skills development and the
acquisition of knowledge in implementing the curriculum?

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3. Approaches and methodologies
 Which of the following approaches and methodologies are currently being implemented?
o Story pp. 65-71 Teacher Guidelines
o Drama and role play pp. 109-113 Teacher Guidelines
o Oral evidence pp. 77-80 Teacher Guidelines
o Documentary evidence pp. 104-108 Teacher Guidelines
o Using ICT p.114 Teacher Guidelines
o Personal and family history pp.72-75 Teacher Guidelines
o Using artefacts pp. 81-86 Teacher Guidelines
o Pictures and photographs pp. 87-98 Teacher Guidelines
o Use of the environment pp. 99-103 Teacher Guidelines
 Are there certain methodologies that the teachers will prioritise for this year? What needs to be
done to make this happen? Who will take responsibility for this project?
 Are time lines used and displayed in each class/throughout the school? If not, how can they be
developed? Refer to Teacher Guidelines p.8 and pp. 25 -54 Archaeology in the Classroom
4. Linkage and integration

Linkage: (Refer to pp. 46-55 Teacher Guidelines)
o Are there opportunities to link one strand with another strand in the history curriculum?
o Are there opportunities to link a strand and a strand unit?
o Are strands linked using a thematic approach?

Integration: (Refer to Curriculum pp.4-5, p.17, 25, 38, 58; Teacher Guidelines pp.56-61)
o What activities integrate history with other SESE subjects – geography and science?
o What activities integrate history with other subjects?
o How is this integration planned and organised?
o Are theme based activities used to support integration? Are they recorded as part of the
school plan?
5. Multi-grade teaching

Are there specific issues that need to be considered in multi-grade situations?
o Using a thematic approach
o Integration with other subjects in SESE – geography and science, SPHE, Language
programme, Music, Drama (Teacher Guidelines pp.58-61)
o Selection of text books
o Classroom organisation
6. Assessment and record keeping
(Refer to school’s Assessment & Record Keeping Policies; Curriculum pp. 76-8; Teacher Guidelines pp.
30-32, 115-119)
 What do teachers assess? (See p. 76 Teacher Guidelines)
o Progress in children’s knowledge of the past
o Ability to use historical skills
o Development of attitudes
 Identify assessment tools used to gather information about a child’s progress
o Teacher observation
o Teacher-designed tasks and tests
o Work samples, portfolios and projects (consider use of ICT, pictures, paintings, models,
story board)
o Curriculum profiles
 What use is made of the information gained from the assessments?
 Does this information form part of class and school planning?
 What records are kept? Where are the records kept? For how long are they kept? (Refer to school’s
Policy on Record Keeping)
 How do teachers share information with children/parents?
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7. Children with different needs
(Children with emotional and behavioural difficulties; children with learning difficulties; children with
physical disabilities; those with exceptional ability - Refer to Teacher Guidelines p. 43)
 How do teachers support and ensure the participation of children with special needs? (Refer to the
NCCA Draft Guidelines for Teachers of Students with General Learning Disabilities)
 How are classes organised/activities adapted to include children who may have physical
disabilities?
 How are children with exceptional ability/interest in history encouraged and supported?
 Are opportunities provided for co-operative learning?
 Are opportunities provided for children to communicate information in a variety of ways?
 With regard to personal history, how do teachers address the issue of sensitive family situations
e.g. the death of a parent or sibling, lone parents, separated parents, adopted children, fostered
children…
8. Equality of participation and access
(Refer to school’s Equality Policy and Curriculum p. 4)
 Are there gender issues that need to be considered in relation to the teaching of history e.g.
addressing the role of women in local, national and international contexts?
 Does the history class provide opportunities for studying the ordinary lives of women, men and
children?
 Are equal opportunities given to boys and girls to participate in classes/activities?
 Do boys/girls have opportunities to experience all strands?
 Is the history class used as an opportunity to integrate the culture of all pupils e.g. Travellers,
international pupils…?
 How will specific cultural issues be addressed e.g. festivals, religious celebrations, …
 Identify provision required, as and where necessary, for inclusion of the following
o Children experiencing any form of disadvantage
o Children whose first language is not English.
Organisational Planning:
9. Timetable
 How much time is allocated at each class level for history (See Primary School Curriculum
Introduction
p. 70 where three hours per week [2 hours 15 minutes for infant classes] is referred to as the
minimum time allotted for SESE)
 Is time blocked on occasions for history e.g. using a thematic approach, working on a project,
gathering
artefacts for a class museum, visits to local historical sites?
 Is discretionary curriculum time used occasionally for SESE?
10. Resources and ICT
 Is there an inventory of resources available for history? Do teachers have a reference and
resources checklist with items marked as appropriate for each class? (Refer to pp. 122-129
Teacher Guidelines)
 Is there a class/school museum? Are artefacts displayed in a safe manner?
 Is there contact between the school and the local history librarian in the county? (Contact local
library)
 Are resources purchased centrally or by individual teachers? How is this managed?
 What additional resources or materials are needed? How can the school plan to acquire additional
resources?
ICT (Refer to p. 114 Teacher Guidelines)
 Is there a selection of technologies available in the school e.g. tape recorder, video camera, digital
camera, computer …?
 What role will ICT play in the history plan, e.g. use of CD-ROMs, videos, programmes such as
“Word” or “Paint’, etc.?
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



What appropriate software is currently available in the school?
How and where is the software stored? Is it easily accessible?
Is there a code of practice to ensure safe Internet usage? Does appropriate hardware and software
need to be installed to ensure this safety? Do teachers familiarise themselves with material on
websites prior to use by the children? Is there ongoing monitoring of these sites?
How can ICT support the recording of children’s responses to history e.g. drama, trails?
11. Health and safety
(Refer to school’s Health & Safety Policy and Preparing for fieldwork, Geography Teacher Guidelines
pp.74-78)
 What health and safety issues pertain to activities connected with the history curriculum e.g.
handling artefacts, going on trails, visits to museums, ruins, archaeological sites …?
12. Individual teachers’ planning and reporting
 How will the whole school plan and the curriculum documents for history provide information and
guidance to individual teachers for their long and short-term planning?
 Will teachers plan using the strands and strand units? Using a thematic approach?
 What purpose will the Cuntas Míosúil serve in reviewing and developing the whole school
plan/individual preparation for following years? How can this be managed?
13. Staff development
 Do teachers have access to reference books, resource materials, and websites dealing with
history? Who is responsible for keeping these resources up to date?
 Do school personnel research new approaches and methodologies? Do they arrange for
opportunities to try out resources on a pilot basis and assess whether or not they should be
purchased?
 Are there appropriate history courses available? Are teachers encouraged to attend?
 Are teachers encouraged to share the expertise acquired at these courses? How is this organised?
 Is time allocated at staff meetings to discuss aspects of the history curriculum?
 Do teachers avail of internal and/or external expertise to inform and upskill the school community in
these areas?
 Do schools in the locality collaborate on specific topics or projects? e.g. local history trails, sharing
artefacts, coming together for guest speakers, …
14. Parental involvement
Refer to Primary School Curriculum; Your child’s learning, Guidelines for Parents (NCCA); The What, Why
and How of children’s learning in primary school, NCCA DVD (2006)
 How can parents and grandparents be involved in supporting the history curriculum? (See
Exemplar 10 p. 78 Teacher Guidelines)
 Identify opportunities for parental engagement with particular strands
 List the ways in which parents can support the child in fostering an interest in personal, local,
national and international history
 Are special events held? e.g. tours of the school museum, display of project work, pageants …
15. Community links
 Are there members of local history societies/individuals in the community that might support the
school’s history curriculum?
 Are links made with local services to access resources? e.g. local radio and newspapers, …
 Are there local places of interest where the children could be brought as part of the history
curriculum?
 Is e-mail be used to contact other schools, groups, museums?
16. Places of historic interest
 Are places of historic interest incorporated into school tours?
 Are field trips and trails organised to support the teaching of local and national history?
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_____________________________________________________________________________________
__
Success criteria
Will this plan make a difference to the teaching and learning of history in our school? List the criteria that
will indicate success.

How will we know that the plan has been implemented?
o Teachers’ preparation based on this plan
o Procedures outlined in this plan consistently followed
o Other.

Has the plan achieved its aims? What are the indicators? (Refer to Aims)
Means of assessing the outcomes of the plan include
o Teacher/parent feedback
o Children’s feedback
o Inspectors’ suggestions/reports
o Second level feedback
o Other.

Has the plan promoted the key considerations when implementing the history curriculum?
o That history is defined as an attempt to reconstruct and interpret the past rather than the
past itself
o That there is a balance between the process (how the child learns) and content (what the
child learns)
o That the child must acquire skills and concepts to work effectively as a young historian
o That the curriculum is spiral and developmental in its structure
o That the child engages in studies ranging from personal to local, national and international
history
o That history is integrated across the curriculum from Infants to Sixth Class.
_____________________________________________________________________________________
_________
Implementation
(a) Roles and Responsibilities
How and by whom will the plan be supported, developed and implemented, e.g.
Who will co-ordinate the progress of the plan, encourage and accept feedback on its
implementation and report to staff on findings?
How, by whom and how frequently will the plan be monitored and evaluated?
(b) Timeframe
State interim dates where aspects of the plan are implemented.
__________________________________________________________________________________
_________
Review
It will be necessary to review this plan on a regular basis to ensure optimum implementation of the history
curriculum.
(a) Roles and Responsibilities
State those involved in the review
o Teachers
o Pupils
o Parents
o Post holders/plan co-ordinator
o BoM/DES/Others.
It is important that at least one person has responsibility for co-ordinating the review.
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Build in provisional dates for review and reporting. This provides the plan co-ordinator/school with the
opportunity to report on findings and to take feedback from staff. Refer to tasks in the Action Plan for
implementation and check that they have been completed in accordance with the agreed timeframe.
(b) Timeframe
State a definite date for the review of this plan.
Ratification and Communication
When will the Board of Management ratify the history plan?
State how and to whom this plan will be communicated.
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Reference Section



Primary School Curriculum: History (1999)
Primary School Curriculum. Your Child’s Learning: Guidelines for Parents (available on the
NCCA website www.ncca.ie)
The What, Why and How of children’s learning in primary school, NCCA DVD (2006)
Useful Websites
Sources of Local History
National Archives
National Museum
National Library of Ireland
Heritage Council
An Chomhairle Leabharlanna
www.nationalarchives.ie
www.museum.ie
www.nli.ie
www.heritagecouncil.ie
www.askaboutireland.ie
Other Websites
Primary Curriculum Support Programme
School Development Planning Support
National Council for Curriculum and Assessment
ENFO
TeachNet Ireland
Scoilnet
Irish National Teachers Organisation
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www.pcsp.ie
www.sdps.ie
www.ncca.ie
www.enfo.ie
www.teachnet.ie
www.scoilnet.ie
www.into.ie