An understanding of the term `environment’ is fundamental to SESE, and in the Curriculum, `environment’ denotes the surroundings with which an individual or community interacts. Environments have been classified into in 2 broad categories – the natural environments that are formed through the interaction of the earth’s physical features and human environments which are defined as the modifications of the earth’s landscape by human activity.

Principles and characteristics of the approach to the teaching of the history curriculum in St Colmcille’s BNS, Swords

The purpose and nature of history in the school

History involves the simultaneous acquisition of knowledge about the past,    the development of historical investigative skills and concepts and the fostering of important attitudes.

Exploration of the school and the locality

One of the most important aspects of the history curriculum and the wider SESE programme is the emphasis placed on the exploration of the local environment of the child and the school.  A key resource in the teaching of history is the local history element on the school website, www.colmcilles.net

Balance between theme teaching and a subject-centred approach

Thematic approach is more suited to the work of the infant and junior classes. As children grow older, a combination of methodologies will be utilised - theme-based, cross-curricular integration and subject-centred focus.

A broad, balanced and coherent history curriculum

• The history programme for each class will include a broad range of studies from local, national and international contexts
• Should ensures that the children encounter the past from a range of perspectives. The social, economic, cultural, artistic and religious experiences are important it we are to understand that life was like for the majority of people in the past
• Should encourage the children to learn of and value the contributions of different ethnic and cultural groups, social classes and religious traditions
• Should provide for a range of historical periods to be studied
• Should provide adequate opportunities for the development of a range of historical skills through local studies and other units
• Should use a wide range of evidence
• Seek to effect a balance between broad sweep of history and more intensive studies of limited periods
• Provide for continuity and progression
• Foster the child’s sense of local, national and European identity

Assessment Policy

Assessment of the history curriculum should facilitate teachers in evaluating the suitability of the history programme. Assessment techniques will focus on knowledge objectives, understanding of historical concepts, competence in the application of experimental and investigative skills and the cultivation of important attitudes. The following assessment methods will be used to obtain a broad and balanced picture of the child’s progress in history:

• Teacher observations
• Concept mapping
• Teacher-designed tasks
• Work samples and portfolios

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