Primary School Curriculum (1999): Overview Wall-Chart
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Primary School Curriculum (1999): Overview Wall-Chart The wall-chart presents a teacher-friendly overview of the strands, strand units and skills in the Primary School Curriculum (1999). An earlier draft of this wall-chart was created by the School Development Planning Support (Primary). A key feature of the wall-chart is the use of the same colour coding for class levels as that used in the Primary School Curriculum (1999). The colours are used to show where content is introduced. This is best explained with an example. Lines and angles is listed as a strand unit under the Shape and Space strand in mathematics. Lines is shown in blue as this content appears for the first time in the mathematics curriculum at the Third and Fourth class level. Angles is shown in plum as this content appears for the first time in the mathematics curriculum at the First and Second class level. It is important to note that this content will continue to be developed in subsequent classes. Black type indicates content that applies to all class levels. Unlike the colour-coded content, the introduction of this content is not linked to a specific class level. It is important to note that colour-coded content is introduced at a specific class level and is to be developed further in subsequent classes. To optimise its usefulness, it is recommended to print the following five pages in colour, preferably on light card, and to join them along the vertical edges to create the wall-chart.
Primary School Curriculum (1999): Overview Wall-Chart
English Gaeilge (T2)* Mathematics
ORAL LANGUAGE ÉISTEACHT EARLY MATHEMATICAL ACTIVITIES
• Receptiveness to language • Ag cothú spéise go • Classifying
• Competence and confidence neamhfhoirmiúil sa • Matching
in using language teagasc • Comparing
• Developing cognitive • Ag tuiscint teanga • Ordering
abilities through language
• Emotional and imaginative LABHAIRT NUMBER
development through • Ag cothú spéise go • Counting and Numeration
language neamhfhoirmiúil sa • Comparing and Ordering
teagasc • Analysis of Number
READING • Ag úsáid teanga Combining, Partitioning, Numeration
• Receptiveness to language • Place Value
• Competence and confidence LÉITHEOIREACHT • Operations
in using language • Ag cothú spéise Addition, Subtraction, Multiplication, Division
• Developing cognitive • Ag tuiscint teanga • Fractions
abilities through language • Ag úsáid teanga • Decimals and Percentages
• Emotional and imaginative • Number theory
development through SCRÍBHNEOIREACHT
language • Ag cothú spéise ALGEBRA
• Ag úsáid teanga • Extending and using patterns
WRITING • Number patterns and sequences
• Receptiveness to language Na téamaí • Number sentences
• Competence and confidence • Mé féin • Directed numbers
in using language • Sa bhaile • Rules and properties
• Developing cognitive • An scoil • Variables
abilities through language • Bia • Equations
• Emotional and imaginative • An teilifís
development through • Siopadóireacht SHAPE AND SPACE
language • Caitheamh Aimsire • Spatial Awareness
• Éadaí • 2-D Shapes
• An Aimsir • 3-D Shapes
• Ócáidí speisialta • Symmetry
• Lines and Angles
Catagóirí Feidhmeanna
• Caidreamh sóisialta a MEASURES
dhéanamh • Length
• Soiléiriú a lorg i • Weight
gcomhrá • Capacity
• Dul i gcion ar dhuine nó • Time
ar dhaoine eile • Money
• Dearcadh a léiriú agus a • Area
lorg
• Eolas a thabhairt agus a DATA
lorg • Recognising and interpreting data
• Struchtúr a chur ar • Representing and interpreting data
chomhrá • Chance
* T2 = Scoileanna ina Skills
bhfuil an Ghaeilge mar • Applying and problem-solving
dhara teanga • Communicating and expressing
• Integrating and connecting
• Reasoning
• Implementing
• Understanding and Recalling
Colour coding for entry point of specific content: Infants First and Second Third and Fourth Fifth and Sixth
1Visual Arts Music Drama
DRAWING LISTENING AND RESPONDING DRAMA TO EXPLORE
• Making drawings • Exploring sounds FEELINGS, KNOWLEDGE AND
• Looking and responding Environmental sounds IDEAS, LEADING TO
Vocal sounds
Body percussion UNDERSTANDING
PAINT AND COLOUR Instruments • Exploring and making drama
• Painting • Listening and responding to music • Reflecting on drama
• Looking and responding • Co-operating and communicating in
PERFORMING making drama
PRINT • Song singing
Unison singing
• Making prints Simple part singing
• Looking and responding • Early literacy
Rhythm
CLAY Pitch
Rhythm and pitch
• Developing form in clay • Playing instruments
• Looking and responding
COMPOSING
CONSTRUCTION • Improvising and creating
• Making constructions • Talking about and recording
• Looking and responding compositions
FABRIC AND FIBRE
• Creating in fabric and fibre
• Looking and responding
Concepts Musical Concepts Prerequisites for making drama:
Awareness of: A sense of: • Content
• Line • Pulse (steady beat) • Fictional lens
• Shape • Duration (long/short, patterns, • Creating a safe environment
• Form rhythm)
• Colour and tone • Tempo (fast/slow) Elements of Drama
• Texture • Pitch (high/low) • Belief
• Pattern and rhythm • Dynamics (loud/soft) • Role and character
• Space • Structure (same/different0 • Action
• Timbre(tone/colour) • Place
• Texture (one sound/several sounds) • Time
• Style • Tension
• Significance
• Genre
Colour coding for entry point of specific content: Infants First and Second Third and Fourth Fifth and Sixth
2History
MYSELF AND MY FAMILY/LOCAL STUDIES LIFE, SOCIETY, WORK AND CULTURE IN THE
• Myself PAST
• My family or The family of a person known to me • Life in Norman Ireland
• When my grandparents were young • Life in mediaeval towns and countryside in Ireland and
• Games and pastimes in the past Europe
• Feasts and festivals in the past • Life in the 18th century
• Homes • Life in the 19th century
• My school/Schools • Language and culture in late 19th and early 20th-century
• Buildings, sites or ruins in my locality Ireland
• My locality through the ages • Life during World War II
Two strand units should be selected from this strand during each year. • Life in Ireland since the 1950s
Two/one strand unit(s) should be selected from this strand during each year.
STORY
• Stories from the lives of people in the past ERAS OF CHANGE AND CONFLICT
• Myths and legends • The Renaissance
A selection of stories should be explored each year. • The Reformation
• Traders, explorers and colonisers from Europe
CHANGE AND CONTINUITY • The Great Famine
• Continuity and change in the local environment • The Industrial Revolution
• Food and farming • Changing land ownership in 19th-century Ireland
• Clothes • Changing roles of women in the 19th and 20th
• Homes and houses/housing and urban development centuries
• Nomadism • World War 1
• Transport • Modern Ireland
• Communications Two strand units should be selected from this strand during each year.
• Energy and power
• Shops/workshops and fairs and factories POLITICS, CONFLICT AND SOCIETY
• Schools and education • 16th and 17th-century Ireland
• Literature, art, crafts and culture • Revolution and change in America, France and Ireland
• Caring for the sick • O’Connell and Catholic Emancipation
• Barter, trade and money • 1916 and the foundation of the state
Two strand units should be selected from this strand during each year. • Northern Ireland
• Ireland, Europe and the world, 1960 to the present
EARLY PEOPLE AND ANCIENT SOCIETIES Two strand units should be selected from this strand during each year.
• Stone Age Peoples
• Bronze Age Peoples
• Early societies of the Tigris and Euphrates valleys
• Egyptians
• Greeks
• Romans
• Celts
• Early Christian Ireland
• Vikings
And a selection from:
• Central and South American peoples
• Asian peoples
• African peoples
• North American peoples
• Australian peoples
Two strand units should be selected from this strand during each year.
Skills
Working as an Historian
• Time and chronology • Using evidence
• Change and continuity • Synthesis and
• Cause and effect Communication
Empathy
Colour coding for entry point of specific content: Infants First and Second Third and Fourth Fifth and Sixth
3Geography Science
HUMAN ENVIRONMENTS LIVING THINGS
• Living in the local community • Myself
My family and community Variety and characteristics of humans
Homes and shelter Human life processes
School • Human Life
People at work
Variety and characteristics of humans
People at play
Human life processes
• People and places in other areas • Plants and animals/Plant and animal life
• People living and working in the local area and Variety and characteristics of living things
• People living and working in a contrasting part of Processes of life
Ireland
People and communities ENERGY AND FORCES
Natural environmental features and people • Light
Settlement: homes and other buildings
People at work • Sound
Transport and communications • Heat
• People and other lands • Magnetism and electricity
An environment in another European country
An environment in a non-European country • Forces
• County, regional and national centres
• Trade and development issues - MATERIALS
(Trade or Famine or Development and aid) • Properties and characteristics of materials
• Materials and change
Heating and cooling
NATURAL ENVIRONMENTS Mixing, separating and other changes
• The local natural environment
• Land, rivers and seas of my county/Ireland ENVIRONMENTAL AWARENESS AND CARE
• Physical features of Europe and the world • Caring for my locality/environment
• Rocks and soils • Environmental awareness
• Weather, climate and atmosphere • Science and the environment
Weather observations
Weather and climate
The atmosphere
• Planet Earth in space
The Earth and the sun
The Earth, moon and solar system
ENVIRONMENTAL AWARENESS AND CARE
• Caring for my locality
• Environmental Awareness
• Caring for the environment
Skills Skills
A sense of place and space Working scientifically
• A sense of place • Questioning
• A sense of space • Observing
• Predicting
Maps, globes and graphical skills • Investigating and experimenting
• Picturing places • Estimating and measuring
• Using pictures, maps, models and globes • Analysing
Sorting and classifying
Recognising patterns
Geographical Investigation Skills Interpreting
• Questioning • Recording and communicating
• Observing
• Predicting Designing and making
• Investigating and experimenting • Exploring
• Estimating and measuring • Planning
• Analysing • Making
• Recording and communicating • Evaluating
• Evaluating
Colour coding for entry point of specific content: Infants First and Second Third and Fourth Fifth and Sixth
4S.P.H.E. P.E. Religion
MYSELF ATHLETICS The development and
• Self-identity • Running implementation of the curriculum
Self-awareness Walking, jogging or running over distance for religious education, in line with
Developing self-confidence Sprinting
Making decisions Relays the patronage of primary schools,
• Taking care of my body Hurdling remains the responsibility of the
Knowing about my body • Jumping relevant (church/school)
Food and nutrition • Throwing authorities/organisations.
Health and well-being
• Growing and changing • Understanding and appreciation
As I grow I change of athletics
Birth and new life
Feelings and emotions
DANCE
• Safety and Protection • Exploration, creation and
Personal safety
Safety issues performance of dance
• Making decisions • Understanding and appreciation
of dance
MYSELF AND OTHERS
• Myself and my family GYMNASTICS
• My friends and other people • Movement
• Relating to others • Understanding and appreciation
Communicating of gymnastics
Resolving conflict
GAMES
MYSELF AND THE WIDER
• Sending, receiving and travelling
WORLD Ball handling
• Developing citizenship Kicking
My school community Carrying and striking
Living in the local community/ Local and wider • Creating and playing games
communities
Environmental care • Understanding and appreciation
National, European and wider communities of games
• Media Education
OUTDOOR AND ADVENTURE
ACTIVITIES
• Walking, cycling and camping
activities
• Orienteering
• Outdoor challenges
• Water-based activities
• Understanding and appreciation
of outdoor and adventure
activities
AQUATICS
• Hygiene
• Water safety
• Entry to and exit from the water
• Buoyancy and propulsion
• Stroke development
• Water-based ball games
• Understanding and appreciation
of aquatics
Five of the PE strands should be included each
year.
Colour coding for entry point of specific content: Infants First and Second Third and Fourth Fifth and Sixth
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