Download No Place Like Home resource here - Focus Ireland

noplace likehomeA RESOURCE ON HOMELESSNESS FOR5TH AND 6TH CLASSES IN PRIMARY SCHOOLno place like homeA RESOURCE ON HOMELESSNESS FOR5TH AND 6TH CLASSES IN PRIMARY SCHOOLVALUE OF RESOURCE @ €50

Unit 1-final 14/08/2007 17:28 Page 1NO PLACE LIKEA Resource on Homelessnessfor Fifth and Sixth Classes in Primary SchoolsWritten byBeth HickeyMary Immaculate College~UNIVERSITY OF LIMERICK~

Unit 1-final 14/08/2007 17:28 Page 2To protect the identity of our customers the photos in this publication are not those of people who are out of home

Unit 1-final 14/08/2007 17:28 Page 3NO PLACE LIKEFOREWORDThere are up to 5,000 people who are homeless in Ireland at any one time. Thesepeople are made up of families, children & young people, single and married people.The experience of homelessness is a damaging one for anyone living without a home. Itimpacts on all areas of their lives and impacts especially on the lives of children.Most of us are lucky enough to be unable to even imagine what it is like to be without ahome. Imagine what it’s like having nowhere to be relaxed, feel safe, for children toplay, and laugh. Sadly this is the reality for nearly one thousand young people who arehomeless in Ireland. They often have to move with their families from one place toanother, changing schools and losing touch their friends.Focus Ireland believes that ‘everyone has a right to a place they can call home’. We have worked since 1985 tosupport the needs of people who are homeless and those at risk of becoming homeless. We work strongly in thearea of prevention and believe by providing the right services we can stop many becoming homeless in the firstplace.Over the years Focus Ireland has worked hard to make sure we provide the highest level of service to ourcustomers. We are constantly working towards achieving a situation where the essential supports and servicesare in place so everyone has access to a place to live which is appropriate, private, safe, secure and affordable.One of the important challenges in this work is developing a wider understanding that a home is much more thanjust four walls and that a range of supports - both community and statuary based - are required to help create anenvironment that will live up to accepting and achieving the vision that everyone has a right to place calledhome.Another challenge can be breaking down stereotypes. Most people think of homelessness and see a personsleeping outside on the street, while this is still an issue people sleeping rough has reduced over the past fewyears and the face of homelessness has changed.We all carry stereotypes around with us and pass judgement on things we see. But how much do we really knowabout homelessness? I believe that this excellently written and produced resource for National school childrenwill help you and your students learn valuable information about the issue of homelessness. I hope it will helpdevelop a better understanding of the issues and what some people go through.It will no doubt help to break down some of the stereotypical images many people have of homelessness and itmight also teach us all to appreciate what we are lucky enough to have a little bit more. Any students orteachers who would like additional information about Focus Ireland can log on to www.focusireland.ie or call usat 01 –88 15 900.I’d like to finish off by paying a special thanks to all at the Curriculum Development Unit in Limerick for thetireless work put into producing this resource and also to our own Focus Ireland team in Limerick, Peter andSarah for the time and effort put into this resource.Declan Jones,Chief Executive, Focus Ireland3

Unit 1-final 14/08/2007 17:28 Page 4ACKNOWLEDGEMENTSNo Place Like Home is a result of the commitment, support, energy and knowledge of many people.In particular, we would like to thank the following for their contributions:PILOT SCHOOLSNo Place Like Home was piloted in Fifth and Sixth classes in Limerick and Tipperary schools during May 2006.We gratefully acknowledge the work and enthusiasm of the children, principals and teachers of theparticipating schools.Ballinahinch National School, Ballinahinch, Co. TipperaryPrincipal: Mr. Tony Hartnett Fourth, Fifth and Sixth Class TeacherCorpus Christi Primary School, Moyross, LimerickPrincipal: Ms. Áine CreminTeachers: Ms. Stephanie Moran, Sixth Class; Mr. Tiernan O’Neill, Sixth Class;Ms. Clara Conway, Fifth Class; Ms. Sue Kenny, Fifth ClassScoil Íde, Corbally, LimerickPrincipal: Mr. Peter LongTeachers: Mr. Tom Hartney, Sixth Class; Ms. Maureen Hobbins, Sixth Class;Mr. Joe O’Sullivan, Sixth Class; Mr. Mark Gleeson, Fifth Class;Mr. Colm O’Connor, Fifth Class; Ms. Kitty Ryan, Fifth ClassMEMBERS OF THE PROJECT STEERING COMMITTEEMs. Lorraine Darcy, Education Officer, Focus Ireland, DublinMr. Peter Lewis, Manager, Focus Ireland, LimerickMs. Mairéad McCann, Information Officer, Focus Ireland, DublinMs. Eucharia McCarthy, Director, Curriculum Development Unit, Mary Immaculate CollegeMs. Sarah Murphy, Focus Ireland, LimerickMs. Alanna O’Beirne, HPO for Primary Schools, Curriculum Development Unit, Mary Immaculate CollegeMs. Beth Hickey, Curriculum Development Unit, Mary Immaculate CollegeADMINISTRATION SUPPORTMs. Mairéad Horan, Administrator, Curriculum Development Unit, Mary Immaculate CollegeGRAPHIC DESIGNBy Ms. Patricia McNamara and Kevin GurryPROOF-READINGDr. Kathleen Horgan, Education Department, Mary Immaculate CollegeWe are also grateful for the help and support of Ms. Áine Ní Fhlatharta and Ms. Geraldine Hickey.Focus Ireland acknowledges the assistance of:Rosemarie Fitzgerald, Manager Suaimhneas; Claire Schofield CD VEC, Dublin; Janice O’Rourke, Manager,Childcare Centre, Johns Lanes West; Caroline Maher (Project Leader) and Ellen O’Leary (Project Worker)Georges Hill Housing; Brenda Dempsey, Project Leader (coffee shop) and Evette Archer (Project Worker)Focus Ireland Coffee shop, Eustace St.; Niall Cusack, Emma Staerck, Lorraine Darcy (Education Officer),Mairéad McCann (Information Officer) Focus Ireland, High St, Dublin; Peter Lewis, Manager Focus IrelandLimerick; Louise Wilkinson, Project Worker, Margaret Mulqueen, Gillian Dennehey and Jessie Keane (FocusIreland, Limerick); Lizzy Noone, Concern Worldwide - Development Education Team; Ms C Doyle & 4th class,St. Brendan’s National School, Loughshinny, Co. Dublin; All the customers of the transitional and long termhousing programmes in Limerick and Georges Hill in Dublin who participated and also the customers ofSuaimhneas (service for homeless women with children) and the childcare centre in Johns Lane West whodrew pictures.Design and layout by Patricia McNamara Graphic Design (061) 37 37 75 and Kevin Gurry (086) 260 6301Printed and produced in IrelandSchools that are availing of this programme may copy pages for use with students and parents only.In any other instance prior permission must be secured from the CDU Director,Mary Immaculate College, South Circular Road, Limerick, Ireland. Tel: (061) 2043664© Focus Ireland / Curriculum Development Unit 2007

Unit 1-final 14/08/2007 17:28 Page 5NO PLACE LIKECONTENTSOverview of Homelessness 6Glossary of Terms 10Aonad 1: Home Sweet Home 11• Considering my home• How important is home?• Home-based activities• A house versus a homeAonad 2: No Home To Go To 19• Case studies• How it feels to be homeless• Definition of homelessness• Examining the causes of homelessness• Developing an understanding of the effects of homelessness• Developing empathy• Facts and figures on homelessnessAonad 3: Let’s Get It Right! 35• Rights of all children• Rights of the homeless• Constitutional issuesAonad 4: Understanding Housing 47• Tenure type• Housing challengesAonad 5: Global Homelessness 55• Overview• Refugees and asylum seekers• Make Poverty History campaignAonad 6: Ireland’s Homeless - Past, Present and Future 65• The Poor Law and The Great Famine• Current situation• Future implicationsAonad 7: Tune In To The News 71• Stereotypes: - TV and media- Among the children themselves/society• NewsworthinessAonad 8: Finding the Way Home 79• What can be done?• Focus Ireland services• How can I make a difference?List of relevant websites 89Curriculum Links 90Curaclam na Bunscoile 935

Unit 1-final 14/08/2007 17:28 Page 7The profile of those experiencing homelessness has changed in recent years. There are now more peopleexperiencing long-term homelessness and while there are fewer people sleeping rough more people are stayingfor extended periods in emergency accommodation due to insufficient move-on options.Accommodation OptionsThe popular image of people who are homeless is of those sleeping rough on the streets. However thishighly visible group of homeless people are only the tip of the iceberg. Homelessness means a lot morethan not having a roof over ones head, it is also about the type, quality and security of the accommodationin which people live.There are many people in Ireland today who, while not sleeping on the streets are classified as homeless.They include people who are staying in emergency hostels or B&Bs, squatting, or sleeping on afriends’/relative’s floor.Emergency HostelsThis refers to hostel accommodation, meant for short-term/emergency use, for people experiencinghomelessness. Types and standards vary, with some hostels supplying dormitory style rooms whileother provide private rooms with the shared use of bathrooms.Private Emergency Accommodation (often B&Bs)The type of private emergency accommodation (PEA) varies. Some provide B&B accommodationwhere residents have no access to a kitchen; some contain apartments each with its own bathroomand kitchen, while other facilities fall in between the two. (Footnote: Couples and families in B&BS:Potential for AHU Referrals) PEAs are generally used for individuals or families who are not suitablefor or cannot get hostel accommodation.It has been widely acknowledged that bed and breakfast accommodation is inappropriate temporaryaccommodation for homeless households and steps have been made to improve the quality of theemergency accommodation used. However all temporary accommodation is unsatisfactory, especiallyfor families with children and particularly for vulnerable households, no matter how good the physicalconditions may be. Maintaining important links with health and social services may be difficult.Education may be disrupted or involve lengthy and expensive journeys. Also, temporaryaccommodations transitory nature means that establishing meaningful contacts in a local communityis not possible.(Brooke, Simon. Housing Problems and Irish Children. Children’s Research Centre, 2004)Involuntary SharingInvoluntary sharing means being "put up" by friends or family for short periods of time. This type ofaccommodation is unstable, transient and dependent on the kindness and willingness of friends andfamily to involuntarily share their living space.NO PLACE LIKESleeping RoughThis refers to people sleeping outdoors, somewhere not intended for night-time accommodation ornot providing safe protection from the elements.7

Unit 1-final 14/08/2007 17:28 Page 8The Causes of HomelessnessHomelessness is a complex issue and there is rarely a simple explanation for someone becoming homeless.Homelessness can happen to anyone for a wide variety of reasons. It is vital that we understand the fullrange of issues that may lead homelessness in order to prevent it and to provide relevant services to thoseexperiencing homelessness.There are many different pathways into homelessness. In the past, explanations tended to concentrate on itas an individual problem due to personal difficulties. Now there is much wider recognition thathomelessness is more than the result of individual issues. It involves a complex interrelationship ofstructural factors and individual (trigger) factors that occur at a point in time. A number of risk factors havealso been identified that put people at a higher risk of becoming homeless.StructuralStructural factors, relating to how we organise our society and distribute wealth and power areacknowledged as being a key contributing factor to homelessness and must be considered in order to,not only meet the needs of a person out of home, but also to address factors leading tohomelessness. These include:• Social and affordable housing shortages• Poverty• Unemployment• Leaving a state institution (care, prison or hospital) without appropriate support services• Lack of appropriate mental health facilities• Lack of appropriate support services for people experiencing homelessness• Inappropriate social policiesThe failure of society to provide suitable infrastructure to support the most vulnerable in society hasultimately contributed to creating pathways into homelessness.IndividualHomelessness is often immediately preceded by a crisis in an individual’s life. There are a range ofevents or crisis points that can trigger homelessness. Examples of these include:• Relationship difficulties or breakdown• Eviction• Inappropriate or insecure accommodation• Leaving institutional care• A deterioration in mental health• Financial difficulties• Losing a spouse8Risk FactorsIn addition to the above there are known factors that may put an individual at greater risk ofhomelessness if and when a crisis occurs. Some of these include:• Mental health issues• Poor physical health• Lack of social support network• Physical or sexual abuse in childhood or adolescence• Offending behaviour and/or experience of prison• Family disputes or breakdown• Debts, particularly rent and mortgage arrears• A background of institutional care• Anti-social behaviour• School exclusion and lack of qualifications(The Homeless Agency, www.homelessagency.ie)

Unit 1-final 14/08/2007 17:28 Page 9The Effects of HomelessnessThere is no doubt that being homeless can have a significant impact on a person's well-being, affectingpeople in different ways and on many different levels. The homeless process and experience is differentfor everyone, so too is the way in which it impacts on their lives. It is important to recognise the multidimensionalimpact on people and on society more generally.People experiencing homelessness often have to make choices out of very limited options. Everyday thingsthat we all take for granted can become much more difficult for people sleeping rough, living in a hostel,living in private emergency accommodation, transitional accommodation, or having to share with friends.Trying to meet basic needs such as finding somewhere to store belongings, getting a shower or washingclothes can be very difficult and time consuming.Homelessness can pose an exceptional risk to people's physical health, personal safety and psychologicalwell-being. Without a stable living arrangement, primary health care and physical and mental healthservices are difficult for people to access and therefore people experiencing homelessness are at a fargreater risk of psychological distress and physical health problems. As a result, common symptoms of illhealthmay go unnoticed or unattended, leaving them extremely vulnerable to further physical andpsychological health problems.A substantial body of research demonstrates the negative impact on children's well-being of living inemergency and transitional accommodation. Living conditions and experiences in childhood are criticallyimportant in shaping the future for children. A substantial body of research has shown that the negativeimpact homelessness can have on the lives of children including delayed development, learning difficulties,higher rates of mental health problems - including behavioural issues such as disturbed sleep, dietary andemotional problems. Parents have reported difficulty keeping children quiet in a confined space and havefelt that there was increased conflict between their children, and also a sense of loss of dignity andrespect. Young people themselves reported negative perceptions of being homeless and living in emergencyaccommodation, problems sharing confined space with siblings and parents, and a lack of privacy, whileprofessionals noted that children appeared to be lacking in confidence and to have high levels of anxiety.Childhood is such a critical time in terms of young people's emotional development and so it is crucial thatwe aim to prevent problems persisting after families have been re-housed.Homelessness is the most extreme form of social exclusion and is a strong indicator of social injustice in anysociety. Individuals become excluded when various factors prevent or limit their ability and opportunity toparticipate in mainstream society. Effectively tackling homelessness would contribute towards social andeconomic benefits, including better health and well-being, improved educational achievements andsustainable and cohesive communities. This requires more and better targeted investment and thedevelopment of integrated homelessness services and to provide suitable and affordable housing 2 .NO PLACE LIKE9

Unit 1-final 14/08/2007 17:28 Page 10Glossary of TermsLocal Authority HousingThese are houses and flats which are built or bought by the local city or county council and rented at low pricesto people on a low income. People also have the option of buying the accommodation from the Local Authorityover a number of years.Voluntary HousingThese are housing units built or bought by a voluntary organisation that is funded in part by government grants.Private Rented AccommodationThis can include lodgings, rented flats or houses or shared accommodation with others. The landlord is a privateindividual or company.Emergency AccommodationThese are houses/apartments or simply beds in hostels that are there for short term use only. This can rangefrom one week to about six weeks.Transitional AccommodationThis is housing that is usually provided for between six and eight months. The individuals know that they willstay for a set period of time in which they generally take part in a life-skills programme. Transitionalaccommodation offers people an opportunity to experience independent living before they move on to long-termor private rented accommodation. This service is offered by Focus Ireland.Rent AllowanceThis is for people whose means are insufficient to meet their needs and those of their dependents. It consists ofa rent supplement to ensure that after paying rent their income does not fall below a minimum level.Key WorkingThis is a short, intensive piece of work that Focus Ireland undertakes with clients. It involves co-ordinating thesupport required to meet individual needs and wishes.Long Term HousingThese are apartments or houses that are provided for as long as the person/persons may need them. A lettingagreement is signed and the individuals have security of tenure.Supported Housing ServicesThese services are supportive in nature and are attached as part of a housing service. The support can includekey working. These services are offered by Focus Ireland.Direct Access ServicesPeople who are out of home can walk in from the street to avail of these services. They may include laundry,storage or restaurant facilities. They may also be known as drop-in service facilities. These services are offeredby Focus Ireland.Care PlanThis involves the setting of short-to medium-to long-term goal plans for those who are out of home, formulatedthrough key working sessions. Focus Ireland offers this service.10

Unit 1-final 14/08/2007 17:28 Page 11Home Sweet HomeENGLISHGEOGRAPHYAidhmHISTORYSPHEMATHEMATICSSCIENCETo enable the children tounderstand the importanceof shelter as a basic needand to appreciate that ahome is more than just abuilding.GAEILGE

Unit 1-final 14/08/2007 17:28 Page 13Exploring Houses from Around the World• Display each of the photographs (Pictiúirí 1-7) showing different types of houses from around the world.• Discuss the similarities and differences between the houses.- What makes them the same/different?- What materials were used to build them? Why?- Which materials are natural/manufactured?- What do you think the weather is like in countries where these types of houses are found?- How does the weather affect how the houses are built?- Imagine the daily family life of a child living in each house?- How might it be the same/different from the children’s own daily lives?• Encourage the children to locate the regions where these houses may be found on the globe, keepingin mind that some may be found all over the world.Exploring Houses in the Local Region• Encourage the children to take notice of the houses they see on their way to and from school eachday. Ask them to observe particular details including the following:- Types of houses and frequency of each type, e.g. bungalows, two-storey, semi-detached, cottage,terraced, etc.- Materials from which the houses are made, e.g. wood, stone, brick, etc.- House styles, e.g. modern, Georgian, etc.- What do the houses tell us about the community now and in the past?• Divide the children into groups and invite them to draw or paint a picture of their own home.Afterwards, ask each child to describe his/her home to the other children in the group. Construct aclass collage of ‘My Home’.• Using Cárta Oibre 1A, gather the necessary information as a whole class discussion and allow thechildren to complete the activity individually or in groups.Sensitivity will be required for this task, as some of the childrenmay live in small, inadequate housing.• Similarly, select different groups to draw, paint or build a model of particular types of houses in thecommunity or from around the world. Encourage the groups to explore, plan, make and evaluateeach of their models carefully and to report back to the class on their evaluations at the end of theactivity. Display the models of ‘Homes in Our Community’ or ‘Homes from Around the World’ in theschool or local library.13

Unit 1-final 14/08/2007 17:28 Page 14A House Or a Home?• Ask the children to close their eyes and to imagine that they are in the place they call home. Suggestthat they consider each of the following aspects:- Objects that make it home- People that make it home- Activities that make it home- Smells that make it home- Sounds that make it home- Your favourite room in your home- Does your home help you to feel that you’re part of a community? How?- Does your home give you a sense of belonging and security? How?• Invite various children to mime indoor and outdoor activities that they associate with home, whichthe rest of the class can identify.Bain trial as an gníomhaíocht seo as Gaeilge freisin.• Distribute Cárta Oibre 1B to the children and ask them to complete it either individually, in pairsor in larger groups. When the children are ready, allow time for feedback on the activity and toexploretheir concepts of home.• Develop the children’s appreciation of home with the help of the following activity:If you had to leave your home and could only bring one bag with you, what would you put in the bagto make you feel at home? [It would be a good idea to show the children a small gear bag as anexample to provide maximum impact.]• Once you have compiled a list of the objects which the children would put in the bag, invite eachchild to bring in one object to school. Place all the objects into a ‘feely’ bag and invite variouschildren to feel and describe one object to the others, who must identify it based on the descriptiononly.Bain trial as an gníomhaíocht seo as Gaeilge freisin.• As a whole class, categorise and arrange the objects into groups of essentials and those they couldmost easily do without. Without the non-essential objects, would their new place still feel like home?• Tabhair Cárta Oibre 1C do na leanaí.14

Unit 1-final 14/08/2007 17:28 Page 15Read the following story to the children:Lisa’s StoryI remember when I couldn’t wait to get home from school to the warmth andsafety that waited there for me. I loved to walk in the door to the smell of thedinner my Dad was cooking for us and to sink into my favourite chair to read mybook while I waited to eat. After dinner my brother and I always went out toplay soccer in the garden before starting our homework. I loved to sit at thekitchen table doing homework while my Dad did the washing or read thenewspaper so that he could be near if we needed help. I felt happy, safe,comfortable and carefree then. If I had known how much things would change,I would have appreciated my home more and not been so quick to complain whenmy brother spent too long in the bathroom, or when my Mam asked me to go tobed early.After Mam lost her job, we couldn’t afford to keep our house so we came tostay in a private emergency accommodation for homeless families. We couldn’tcarry too much around with us so I could only bring some clothes and myfavourite teddy bear. We left behind our computer games, our CD player, mostof our toys and books and my lovely pink curtains and duvet. There’s no gardenhere for us to play in any more and I have to sit on my bed to do my homeworknow. There are no chairs to relax in but we do sit on our suitcases when we’rechatting at night. I hope we get a new home soon so that I can see my dadeveryday again.• Explore Lisa’s Story with the help of the following questions:- What did Lisa love about her home? Elicit the people, smells, objects, routines, feelings, etc. thatshe associated with home.- How has her life changed since she lost her home?- What does she miss about her home?- What does home mean to the children?- What feelings do they get when they are at home? Do they feel comfortable/relaxed/safe/secure?- How would they feel if they lived like Lisa and her family? What would they miss about home?• Invite the children to write an acrostic poem based on the letters h-o-m-e and to recite their poemfor the rest of the class. Allow the children to draft, redraft and decorate their poems so that theymay be displayed on the classroom walls.Encourage the children to interview their parents/guardians about what homemeant for them when they were growing up. Elicit from them what sorts ofquestions they might ask, ensuring to include the people, sounds, smells, objects,routines, celebrations, games, etc. that their parents may have associated withhome.15

Unit 1-final 14/08/2007 17:28 Page 16Aonad 1Cárta Oibre 1 AAinm• List the types of homes in which the children in your class live.• Calculate the fraction of children in your class living in each type of home.• Calculate the percentage of children in your class living in each type of home.• Construct a pie chart to show your information.• Construct a bar chart to show your information.16

Unit 1-final 14/08/2007 17:28 Page 17Aonad 1Cárta Oibre 1 BAinmHome isWhere theHeart IsThink about theplace you call home.Now write a list of:The objects that make it homeThe people that make it homeThe activities/celebrations thatmake it homeThe smells that make it homeThe sounds that make it homeWhere do you most like to bein your home?17

Unit 1-final 14/08/2007 17:28 Page 18Aonad 1Cárta Oibre 1 CAinmFocail CuardachMO BHAILEPictiúirí Clann Teilifís RíomhaireTolg Cistin Tine GairdínLeaba Peata Seoladh BréagáinRPICTIÚIRÍTEILIFÍSÍTCBLANMBLOPMRENITGDMCNÉANRALCHLFABHIBOSASBGARNITSICLÁDBRCHLRHHÍ/IDRSATAEPNNLHDALOES18

AonadNo Home To Go ToENGLISHGAEILGEAidhmMATHEMATICSDRAMAARTSPHETo explore the meaning ofhomelessness and some ofthe reasons people becomehomeless, while developingempathy for those who areout of home.

Defining HomelessnessFocus Ireland includes three categories in their definition of homeless (O'Sullivan, 1996):Visible Homeless: those sleeping rough and/or those accommodated in emergency shelters or Bedand Breakfasts;Hidden Homeless: those families or individuals involuntarily sharing with family and friends, those ininsecure accommodation or those living in housing that is woefully inadequate or sub-standard; andAt risk of Homelessness: includes those who currently have housing but could possibly becomehomeless due to economic difficulties, too high a rent burden, insecure tenure, leaving state care orphysical or mental health difficulties etc.[Source: www.focusireland.ie]• Write the word ‘homeless’ on the blackboard and invite the children to suggest what the word means.Have they seen anyone who was out-of-home? Do they know anyone who was out-of-home?• Divide the class into groups of four. Each group will come up with a definition of homelessness and aspokesperson for the group will later explain their definition to the rest of the class.• Distribute Cárta Oibre 2A to each group. Allow plenty of time for the children to complete the workcard and to give feedback on their responses. Explain to the children that they must give reasons foragreeing or disagreeing with the statements in Q. 5.According to the Housing Act 1988, all of the people in thecase studies on Cárta Oibre 2A are in fact homeless.• Having explored the concept of homelessness in greater depth, invite the children to revisit and revisethe definition of homelessness they suggested earlier.21

The Causes and Effects of HomelessnessSee Page 6 for information on the causes and effects of homelessness.• Divide the class into groups of four and distribute Cárta Oibre 2B to each group. The children willread and discuss each story and decide whether it illustrates a cause of homelessness or its effects onthose who are out of home.Encourage the children to avoid blaming people when considering the reasonswhy people become homeless.Solutions to Cárta Oibre 2BCauses of homelessness: Numbers 1, 3, 4, 6, 13, 14, 16Effects of homelessness: Numbers 2, 5, 7, 8, 9, 10, 11, 12, 15• When the children have completed the activity, discuss each story with them with the help of thefollowing questions: - How did the person in the story feel?- What do they need in order to improve their situation?- Which are the long-term and short-term effects of homelessness?- How did the stories make you feel?- Have you ever judged/bullied someone in a similar situation?• Explain to the children that people who are without a home prefer to be called ‘out of home’ ratherthan ‘homeless’.• Compile two lists on the blackboard – a list of the causes and a list of the effects of homelessness.Draw the children’s attention to the fact that some of the effects of homelessness are also causes andvice versa, (e.g. poverty).• Divide the class into groups of three. Cut out each story from Cárta Oibre 2B and give two or three ofthe stories to each group, depending on the size of the class. Invite each group to plan and perform arole-play that portrays the story. Encourage the groups to focus on the emotions felt by the people inthe story.• Alternatively, facilitate a class T.V. or radio programme on homelessness. The children could use whatthey have learned about the causes and effects of homelessness as material for their show.• Invite the children to write a diary extract from a day in the life of one of the people in the stories.Encourage the children to read their extract to the rest of the class.• Invite the children to imagine that they are a brother or sister of the 14-year-old who ran away fromhome. They will then write a letter to the runaway explaining how they feel about the loss of theirsibling. Encourage the children to read their letter to the rest of the class.22

Building Empathy• Distribute Resource Sheet 2A to the children. Explain to them that this sign was displayed in one ofthe B&B’s in which families who are out of home in Ireland stay. Discuss the implications of the signwith the children.- How will the lack of access to kitchen facilities and laundry services affect the family?- What can this family do for entertainment when noise levels must be kept to a minimum?- What are the noise levels like when you play games at home?• Display Pictiúirí 8-9 on the blackboard and explore each of the photographs with the children,in the light of what they learned from Resource Sheet 2A.• Pictiúr 8 shows a little boy who is out of home and tired from walking around the streetslooking for accommodation with his family. He has nowhere to rest except on the step of themonument. See next page.• Pictiúr 9 shows the children with their mother doing her homework in a Fish and Chip shop,because there isn’t a table in their B&B.• Read one or all of the poems from Resource Sheet 2B to the children and discuss the poems with thehelp of the following questions:- What do you think the poem is about?- What do you think the poet is trying to say?- What feelings are expressed in the poem?- How did the poem make you feel?- What did you learn from the poet?• Divide the class into six groups and distribute one of the children’s pictures (Pictiúirí 10-15) to eachgroup. Explain to the children that the pictures were drawn by children who are out of home inIreland. Invite them to explore the pictures with the help of the following questions:- What do you see in the picture?- What did the child use to draw his/her picture (crayon, paint, etc.)?- What do you notice about the colours in the picture?- What mood is suggested by the colours?- What do you think the child was trying to express?- What age do you think the child is?- Can you suggest a title for the picture?• Once the pictures have been explored by the children, explain to them that the artists were in factrepresenting their ‘dream home’ in their pictures. Read the comments the artists made about theirpictures on the next page.23

Pictiúr 10This will be a very happyhouse with everything weneed in it and lots of spaceto play.Boy aged 8Pictiúr 11My dream house will beexactly the same as my oldhouse and I miss cleaning myold house.Girl aged 7Pictiúr 12The new house will have a biggarden and lots of flowers.Our old house was noisybecause all the joy-ridersused to drive up to our pathand wake us.Boy aged 7Pictiúr 13My dream house has a bedfor all my toys,and a TV and abig chair for my mam to sit inand read us stories.Girl aged 6Pictiúr 14It will have lots of room forall our old things and will besafe and cosy.Girl aged 6Pictiúr 15My dream house will havewindows and doors and achimney and the line at thebottom is a smile because thiswill be a happy house.Boy aged 524

Facts and Figures• Between 5,000 and 6,000 people are out of home in Ireland.• 43,684 people are on Local Authority waiting lists [Source: Housing Needs Assessment 2005]• Almost 1,000 Traveller families still live on the roadside in appalling conditions without access towater, sanitation and electricity. Many other Travellers live in official accommodation that is poorlyserviced and maintained and often situated in unhealthy or dangerous locations.[Source: Pavee Point Travellers Centre, 2004]• Poverty is at the root of homelessness so it is important to note that 90,000 or 8% of all children inIreland are living in poverty. [Source: www.barnardos.ie]• Distribute Cárta Oibre 2C to the children and encourage them to complete the work cards alone or,if required, with a partner.• Discuss the children’s responses to the questions on completion of the activity.• Tabhair amach Cárta Oibre 2D do na leanaí. Bain úsáid as na pictiúirí chun na focail nua a chur iniúl dóibh.Send Resource Sheets 2C and 2D home to parents/guardians so that they will beable to discuss the topic of homelessness at home with their children.25

Aonad 1Cárta Oibre 2AAinmRead the case studies below and discuss the questions thatfollow with your group.Robert is 16. He left home afew days ago because his Mamwas drinking a lot and treatinghim badly. He isn’t sure whatto do and has nowhere to stay.He has been staying in a youthhostel until he figures out whatto do next.Helen is 8. She has beenstaying in a B&B with herfamily for the last threeweeks because her familylost their home when herDad became unemployed.Carmel is 26. She recentlymoved back to Ireland afterliving abroad for a few yearsand is staying with friendswhile she sorts herself out.She needs to get a jobbefore she can get a place ofher own.Deirdre is 33. She has beenliving on the streets for thelast two years since shestarted using drugs. She ishoping to get help with heraddiction very soon so thatshe can get her life back ontrack.1. Which of the people in the case studies are homeless?2. Even though a person may have a roof over his/her head, s/he may still be homeless.Which of the people in the case studies belong to this group?3. Are you surprised to find that all of the people are in fact homeless? Why/Why not?4. How do you think each person feels about his/her situation?5. As a group, decide whether you agree or disagree with the following statements:• If people become homeless it is their own fault.• Homelessness can happen to anyone.• There’s nothing I can do about homelessness in Ireland.• All homeless people get drunk and cause trouble for everyone else.26

Aonad 1Cárta Oibre 2BAinmCauses and EffectsListed below are some of the causes and effects ofhomelessness. Colour the causes in red and the effects in blue.1. Family ConflictI’m 14 and I ran away from home three daysago because I didn’t get on with my stepfather. I’m staying at my friends housebecause I don’t want to go back home.2. Not Feeling ‘At Home’There were no kitchen facilities in our B&B so we always hadto eat out if we wanted hot food. The best thing aboutfinally getting a house was that we didn’t have to sit on oursuitcases anymore.3. EvictionMy son who’s 15 was always introuble with the neighbours. TheCity Council took us to court andgot us evicted because of hisanti-social behaviour.4. Leaving CareMy foster parents asked me to leave becauseI’m 18 and they think I’m old enough to takecare of myself now. I’m staying on myfriend’s floor for now but I don’t know howI’ll cope on my own.5. Lack of StorageWe had to leave all ourtoys and games behindbecause there’s onlyenough space in my aunt’shouse for our clothes.6. Domestic ViolenceI left my home with my threeyoung children because myhusband was hitting me. Westayed with my sister until wefound a refuge.7. Lack of Play/LeisureThere’s no space to play in ourhostel and we never get to watchwhat we want on TV because thereare other people that we have toshare with.8. Poor AttendanceWe moved so many times from myNana’s to the B&B to the hostel toa new flat that I missed a lot ofschool and fell behind on myschool work.9. StereotypingI didn’t choose this life – I was only a kid whenmy parents left me. Yet most people think I’m adog, I’m not human. Most of the people I’ve meton the streets are good people. The people whomake fun of us and look down on us have no idea– they can’t until they’ve slept on the streets.12. DepressionSometimes I feel so low and sodesparate to have a place I can callhome that I want to die.13. UnemploymentI was left go from my job andcouldn’t find more work because Ihad very little education ortraining. I couldn’t afford to paymy mortgage so I lost my home andI’m staying in a hostel while I’mwaiting for a council flat. Thewaiting list is very long though.10. BullyingI get so angry whenother children atschool call us namesand pick on us justbecause we don’t havea home of our own.It’s not our fault!14. Drug/Alcohol AbuseI come from a town where drugs areeverywhere and I wanted to be withthe ‘in’ crowd. I spent all I had ondrink and drugs and couldn’t workbecause I was too messed up and ill.I ended up sleeping rough because Inever paid my rent.11. Poor NutritionThere’s nowhere for us to cookfood in the B&B so I usually endup buying take-aways or junkfood for the children. The lasttime I took them to the doctorshe said that they were verythin and short for their ages.15. Ill-HealthSometimes it gets so coldwhen I’m sleeping rough atnight that I can’t feel mybody. I’ve ended up inhospital a few times withpneumonia.16. PovertyMy parents didn’t have enough money to feed us every day. There wasno money to buy fuel to heat the house and my clothes were alwayssecond hand. It was no surprise really when we couldn’t afford to paythe rent anymore and lost our house.27

Aonad 1Cárta Oibre 2CAinmFacts and FiguresNumber of People Out of Home inIreland in 2005Age of Focus Ireland Clientsin 2005Types of Accommodation in Which FocusIreland Clients Stayed in 2005The numbers shown are % valuesA = Sleeping roughB = HostelC = B & BD = Staying with family and friendsE = Private rented accomodationF = Focus Ireland housingUse the information you gather from the graphs to answer the following questions.1. 1. How many of the following were out of home in 2005?a. People throughout Irelandb. People in Dublin only2. What was the most common type of homeless accommodation for Focus Ireland clients in 2005?3. What was the least common type?4. At what age are people a) least likelyand b) most likely to be out of home?28

Aonad 1Cárta Oibre 2DAinmAs BaileAoife is ainm dom. D’fhág mo chlann ár mbaile mar chaill mo mháthair a postagus ní raibh go leor airgid againn don cíos. Bhí brón an domhain orm nuair abhíomar ag imeacht agus bhris mo chroí nuair a chonaic mé mo thuismitheoiríag caoineadh. D’fhág mé na málaí le mo leabhair agus mo bhréagáin mar bhísiad ró-throm dom.Chuamar go dtí teach m’uncail ansin. Ní raibh ach seomra amháin againn goléir sa teach – mise, mo thuismitheoirí, mo dheirfiúr agus mo dheartháir. Bhígach rud trína chéile sa seomra mar ní raibh go leor spáis againn. Ní raibhaon leaba agam agus mar sin bhí orm codladh ar an úrlár.Ar an Luan, chuamar go dtí scoil nua agus ní raibh aon chairde agam sa rang.Tá mé an-uaigneach. Ba mhaith liom dul abhaile.Ceisteanna1. Cén fáth ar fhág clann Aoife a mbaile?2. Cé a bhí ag caoineadh?3. D’fhág Aoife a leabhair agus a bréagáin sa bhaile. Cén fáth?4. Cá ndeachaigh Aoife agus a clann?5. Cén fáth go raibh ar Aoife codladh ar an úrlár?6. Cé mhéad duine i gclann Aoife?29

Aonad 1Resource Sheet 2AGort LaneBed and BreakfastvNo kitchen facilities on premisesvNo laundry services on premisesvNoise levels must be kept to a minimumv30

Aonad 1Resource Sheet 2BAn Extract from ‘Out of Home’by Louise WilkinsonTo you a home may seem so realBut what is real when out of home?As night and day run into oneIt’s all the same when out of home.A strength I find from where unknownUnknown to me a strength alone.But with this strength I’ll find my homeAnd bring my life and soul right home.The Seven Daysby Sarah Murphy and Peter LewisOn the first day the landlord came,He said we owed too much.Mam said Dad’s drinking was to blame,Too much time had passed as such.On the second day Mam and Dad were sad.They said we had to leave.Our house, our friends and all we had,It was so hard to believe.When day three came, we were aloneAnd help was what we needed.But our pleas and sadness were so unheard,The welfare lady never heeded.On the fourth day we packed up all ourstuff,All we had was bagged and taggedAnd left in an old container store,The only room we now had.On day five we found our new home,We moved to some ‘hostel’ place.Dad was left out now on his own,This was the new life we had to face.Yesterday was our sixth day,And mam began to sob.We have no space there’s a noisy crowd,She’s too upset to get a job.What Home Is(See Painting Above)Home is where the heart isAnd where each new start isFor plans and dreams and painWith everything to gainA haven for the brainTo keep you safe and saneFor peace of mind and happinessAnd shelter from the rainDay seven is never ending,We’ve applied for a council home.But the waiting lists are long and growing,We’re short on money, can’t get a loan.Our lives have changed in one short cry,People just don’t seem to care.We’re not so different, there’s not enoughhelp,It just doesn’t seem fair.Emma Staerck, poet and artist31

Aonad 1Resource Sheet 2CDate: _________________Dear Parent/Guardian,We have been exploring the topic of homelessness at school recently and thechildren have responded very well to the lessons and activities. It would bewonderful if you could discuss the issues raised and encourage your child totell you about all that s/he has learned.The following questions will help to guide your discussion:• What is homelessness?• What causes people to become out of home?• What are the effects of being out of home on adults, young people andchildren?• How common is homelessness in Ireland?• How does it feel to be out of home?• What can we do to support people who are out of home?Resource Sheet 2 D will give you the information you need to support yourchild’s understanding. Please do not hesitate to contact me if you have anyqueries at all regarding this important topic.Yours sincerely,____________________________Class teacher32

Aonad 1Resource Sheet 2DOverview of homelessnessFocus Ireland includes three categories in their definition of homeless (O'Sullivan, 1996):• Visible Homeless: those sleeping rough and/or those accommodated in emergencyshelters or Bed and Breakfasts;• Hidden Homeless: those families or individuals involuntarily sharing with family andfriends, those in insecure accommodation or those living in housing that is woefullyinadequate or sub-standard; and• At risk of Homelessness: includes those who currently have housing but could possiblybecome homeless due to economic difficulties, too high a rent burden, insecure tenure,leaving state care or physical or mental health difficulties etc.[Source: www.focusireland.ie]Homelessness is a complex issue and there is rarely a simple explanation for someonebecoming homeless. Some causes include poverty, unemployment, lack of suitable supportservices, lack of social and affordable housing, family conflict, mental health difficulties,leaving institutional care and domestic violence among others.Being out of home can significantly impact on a person’s well-being. The effects ofhomelessness include uncertainty, low self-esteem, poor nutrition, poor physical and mentalhealth.Facts and figures• Between 5,000 snd 6,000 people are out of home in Ireland.• 43,684 people are on Local Authority waiting lists [Source: Housing Needs Assessment 2005]• Almost 1,000 Traveller families still live on the roadside in appalling conditions withoutaccess to water, sanitation and electricity. Many other Travellers live in officialaccommodation that is poorly serviced and maintained and often situated in unhealthy ordangerous locations. [Source: Pavee Point Travellers Centre, 2004]• Poverty is at the root of homelessness so it is important to note that 90,000 or 8% of allchildren in Ireland are living in poverty. [Source: www.barnardos.ie]33

AonadLet’s Get it Right!AidhmENGLISHGAEILGEHISTORYSPHEICTTo provide an opportunityfor the pupils to weigh upand consider the rights ofall children and to exploreways in which these rightsare denied to children whoare out of home.

Understanding Children’s Rights• Begin by writing the following quote from the Novelist Harper Lee on the blackboard: ‘Until Ifeared I would lose it, I never loved to read. One does not love breathing.’Invite the children to suggest what they think Harper Lee is trying to say in this quote and what itmeans to them.• Invite the children to consider examples of activities, objects, people, etc. which they love but maytake for granted from time to time as the quote suggests.• Distribute Cárta Oibre 3A to the children. When they have completed the worksheet, invite them toshare their ideas with the rest of the class. Compile a list of ‘I’m thankful for…..’ suggestions on theblackboard.Bain trial as an gníomhaíocht thuas as Gaeilge freisin (Cárta Oibre 3B).• Divide the class into groups of up to five children. Distribute Cárta Oibre 3C to each group andexplain that they are going to rank the list from 1-10 in order of the things they most need to doand/or have in order to live a long and healthy life. Explain that they may include some of the ‘I’mthankful for…..’ ideas (or ideas not yet suggested) if they feel that they are relevant and importantenough to go on the list.** From an original idea in Lift Off (Copyright 2003, Amnesty International, INTO, UTU).• Encourage feedback from each group and ultimately compile one class list of ten items on which all ofthe children agree. How will each item on their list help them to live long, healthy and happy lives?Why is it important for all human beings to have access to these things?• Explain that when we agree that everybody should have certain things to enable them to live, we callthese things rights. For example, everybody has the right to shelter, everybody has the right toeducation, etc.37

Convention on the Rights of the Child• Explain to the children that the rights they and other children are entitled to enjoy are to be found ina document called the Convention on the Rights of the Child. There are only two countries that havenot yet ratified the Convention (USA and Somalia), but all participating countries have made lawsto ensure that the rights of the children are protected.• Before commencing the next activity, read and discuss each statement on Resource Sheet 3A with thewhole class to ensure that the children understand the concept of each right.• Divide the class into groups of three and distribute one/two of the rights from Resource Sheet 3A toeach group, depending on the size of the class. For every right they received, the group must performa freeze frame to illustrate that right. The other children in the class must guess which right is beingillustrated.• Explain to the children that they will be making a Children’s Rights Quilt. In groups, they willillustrate one of the rights from the Convention on the Rights of the Child on a square piece ofmaterial. Encourage the children to be creative in their interpretation of each right and to use avariety of media including paint, collage, tapestry, etc. Invite skilled parents to help with theassembly of the quilt and on completion, display it in the school hall or local library.Protecting Children’s Rights• Invite the children to recall times when they felt that they were denied their rights by others. Howdid that make you feel? Have you ever denied others their rights? How did you do that? How did itmake them feel? Can you think of other groups in society that may not be able to enjoy their rights(e.g. travellers, homeless people)?• Distribute Cárta Oibre 3D to the children. Invite them to discuss and complete the activity with apartner. Invite feedback from each group on completion of the activity – did they find out anythingthat surprised them?Not all of the rights being denied in Cárta Oibre 3D are human rights according to the UniversalDeclaration of Human Rights. In fact some are children’s rights only as contained in theConvention on the Rights of the Child. For example, the right to play and the right not to be usedas cheap workers or as soldiers are children’s rights, but not human rights.• Encourage the children to keep an eye on the T.V. and newspapers for evidence of human rights abusesand to take notice of the world’s responses to these abuses.• Introduce the keyword responsibility to the children. Having established that all human beings areentitled to the same rights, invite the children to suggest ways that we can take responsibility forensuring that every one of us can enjoy these rights.• Elicit from the children the people/organisations who take this responsibility seriously by defendinghuman rights, e.g. the children themselves, their parents/guardians, their teachers, the Government,Amnesty International, etc. Encourage the children to use the Internet to find out more about howthe Government and other organisations defend children’s rights.• Write the term Ombudsman for Children on the blackboard. Invite the children to guesswhat the term might mean. Invite them to work with a partner to complete Cárta Oibre 3E.38

Bunreacht na hÉireann• In order to complete Cárta Oibre 3F, it is be very important to explain the term ‘Constitution’to the children and to give them some background on Bunreacht na hÉireann. For example:The Irish Constitution was enacted in 1937. It is the fundamental legal documentthat sets out how Ireland should be governed. Every part of the Constitution isset out in both the Irish and English language. The Irish language title for theConstitution is 'Bunreacht na hEireann', which means, 'Basic Law of Ireland'. Avery important function of the Constitution is that it describes the fundamentalrights that every Irish citizen is entitled to.• Having explored the Convention on the Rights of the Child, elicit from the children what rights theywould expect to see enshrined in our Constitution.• Divide the class into groups of four and distribute Cárta Oibre 3F to each group. Allow plenty of timefor feedback on activity and explain to the children that in order to change the Constitution, areferendum must be held.• At this point, tell the children that one fundamental human right is in fact not included in ourConstitution, i.e. the right to housing. Are they surprised by this fact? How does it affect the peopleof Ireland? What difference might it make if it were included?• What could the children themselves do to ensure that the right to housing is enshrined in ourConstitution? Record the children’s responses on the blackboard, e.g. write letters to localGovernment representatives, the President, the Ombudsman for Children, etc.It is important to seek parental consent prior to embarking on the next activity.• Encourage each group to write a letter to relevant Government bodies (Dept. of the Environment,Heritage and Local Government, Dept. of Health and Children), President of Ireland, Local AuthorityHousing Section, etc. and to follow up with a letter to the Ombudsman for Children if they are notsatisfied with the responses they receive.Encourage the children to ask their parents/guardians if there were times when theirhuman rights were abused or when they witnessed other peoples’ human rights beingabused. Encourage the children to record what their parents/guardians say and toask for permission to share their experiences with their classmates. The class couldthen put together a newspaper or ‘radio programme’ based on the evidence theygathered from home.39

Aonad 1Cárta Oibre 3AAinmI’m thankful for . . .1. _____________________________________2. _____________________________________3. _____________________________________4. _____________________________________5. _____________________________________6. _____________________________________7. _____________________________________8. _____________________________________9. _____________________________________10. ____________________________________40

Aonad 1Cárta Oibre 3BAinmTáim an-bhuíoch as ucht . . .1. _____________________________________2. _____________________________________3. _____________________________________4. _____________________________________5. _____________________________________6. _____________________________________7. _____________________________________8. _____________________________________9. _____________________________________10. ____________________________________41

Aonad 1Cárta Oibre 3CAinmChoose 10 things from the list below and rank them in the order ofthose you most need in order to live a long and healthy life. You maywish to add your own ideas to the list.Fast food somewhere to play books clean waternutritious food medical care a TV clothesfurniture roller blades shelter moneyholidays Education a computer1. _____________________________________2. _____________________________________3. _____________________________________4. _____________________________________5. _____________________________________6. _____________________________________7. _____________________________________8. _____________________________________9. _____________________________________10. ____________________________________From an original idea in Lift Off (Copyright 2003, Amnesty International, INTO, UTU)42

Aonad 1Cárta Oibre 3DAinmRead the speech bubbles with stories from children in Ireland and otherparts of the world. Match each story to the correct box in theRights Table below.1.“In 2002, the Governmentenforced the Housing Act whichmeans that nobody is allowed to campon private or public land. If my familyare found living in our caravan on theroadside while we wait for accommodation,our caravan could be taken from us.”– Claire, Limerick2.“I have to walk four milesevery day for water becausethere is no running water in myvillage. Sometimes the watermakes us feel sick when wedrink it.”– Petrona, Belize3.“When I was eight years oldI was forced to work withoutpay building roads and bridges.My brother was killed in actionat the age of twelve while hewas a soldier.”– Than, Burma5.“We are not allowed to maketoo much noise in the B&Band there’s no garden outsideso we never get to play likewe used to at home.”– Sarah, Dublin4.“My family have very little moneyso the pressure to pay fees to goto school means that only one ofthe four of us can go.”– Tillus, ZambiaRights Being DeniedRight to enough food and clean waterRight to shelterRight to playRight not to be used as cheap workers or as soldiersRight to educationStory Number43

Aonad 1Cárta Oibre 3EAinmSection 1Work with a partner.Use the words in the wordbubble to complete the sentences below.Act RightsEmily LogancomplaintsSwedenThe Ombudsman for Children ______ was passed in 2002. The wordOmbudsman originated in ___________. The Ombudsman for Children inIreland is called _________ _________ and her role is to safeguard the___________ of children. The Ombudsman for Children can deal with____________ about government services that relate to childrenunder the age of 18.Section 2Visit the Ombudsman for Children’s Office website at www.oco.ie to find out thefollowing:1. What can the Ombudsman for Children’s Office do for you?2. How have young people been involved in the Ombudsman for Children’sOffice so far?3. What happens when a young person contacts the Ombudsman forChildren’s Office with a complaint?44

Aonad 1Cárta Oibre 3FAinmThe New Constitution of IrelandThe Irish Government has asked the children of Ireland to draw up a newConstitution. Work with the other children in your group to list the humanrights that you feel should be included in the new Constitution of Ireland.Every citizen has the right to:1. _____________________________________2. _____________________________________3. _____________________________________4. _____________________________________5. _____________________________________6. _____________________________________7. _____________________________________8. _____________________________________9. _____________________________________10. ____________________________________45

Aonad 1Resource Sheet 3ASummary of the Convention onthe Rights of the ChildEvery child has the right to life.Every child has the right to a name and a nationality.Children have the right to be with their familyor with those who will care for them best.Children have the right to enough food and clean water.Children have the right to an adequate standard of living.Children have the right to housing and health care.Children with a disability have the right to special care andtraining.Children have the right to play.Children have the right to free education.Children have the right to be kept safe andnot to be hurt or neglected.Children must not be used as cheap workers or as soldiers.Children must be allowed to speak their own languageand practise their own religion and culture.Children have the right to say what they thinkand to meet together to express their views.Source: Lift Off (Copyright 2003, Amnesty International, INTO, UTU)46

AonadUnderstanding HousingENGLISHGAEILGEAidhmICTGEOGRAPHYTo explore the housing system in Irelandand the ways in which people may bedisadvantaged by that system.DRAMASPHE

Housing Options• Begin by reading Michael’s Story (below) to the children.Michael’s StoryI can’t remember exactly when the rows started at home but by the time I was18 I knew that I couldn’t take any more of the shouting and violence. I had justfinished school, had no job and nowhere to go but the feeling of dread I gotwhen I thought about staying at home was much harder to bear than the fear ofbeing homeless. The morning I left it was pouring rain and I got soakedwandering around the streets trying to figure out where I could go.I thought back to one of the last days in school when someone from FocusIreland had given us a talk in school about the work they do for homeless people– I remember at the time thinking “that will never happen to me”. Little did Iknow! They told us about some of the housing options for people who are out ofhome. All I could think about at that moment was where I was going to sleepthat night. Long-term options would have to wait.• Elicit from the children what Michael’s immediate and more long-term housing options may be.• Divide the class into twelve groups. Give each group a Housing Options card and a HousingDescriptions card from Resource Sheet 4A. Each group must discuss the cards they received andconsider what matching card they may be looking for, before approaching other groups for a suitablematch. Invite each group to read their cards for the rest of the class.• Allow the newly formed groups to stay together to complete Cárta Oibre 4A. Allow plenty of time forfeedback on this activity and try to make a whole class decision on the best short- and long-termhousing options for Michael.• Tabhair amach Cárta Oibre 4B do na leanaí. Bí cinnte go bhuil na focail nua acu roimh tosnú ar angníomhaíocht.49

Housing Challenges• Elicit from the children how Michael could pay for accommodation when he has no money and no job.Discuss the concept of a rent allowance with the children.A rent allowance is for people whose means are insufficient to meet their needs and those oftheir dependants. It consists of a rent supplement to ensure that after paying rent theirincome does not fall below a minimum level.•Ask the children to bring in copies of the Accommodation section of the local newspaper. In groups,invite the children to search the adverts for a house or flat that might be suitable for Michael, keepingin mind that he will be depending on a rent supplement to pay for the accommodation. Allow plentyof time for discussion when the children have compiled their lists of potentially suitableaccommodation. It is likely that the following challenges will be noted:Many of the adverts:1) May require ‘professionals’ as tenants2) May be looking for more than one person3) May be looking for female tenants only4) May state that rent supplement tenants need not apply.• Elicit from the children why they think the number of households on the housing waiting list in Irelandis so high. Encourage them to visit their local City or County Council’s website or to contact itshousing section to find out about:1) The number of Local Authority houses in the area2) The number of applicants on the waiting list3) The criteria for being made a priority on the list4) Any plans to build more Local Authority houses or flats.• Put one of the children in the ‘hot seat’ as a local City or County Councillor or T.D. The other childrenin the class can confront him/her about the housing challenges faced by many Irish people.Allow time for debriefing at the end of this exercise so that the children leave the rolesthey played during the ‘hot seat’ activity behind them.50

Aonad 1Cárta Oibre 4AAinmIn your group, consider the housing option you receivedand fill in the table below:Housing option receivedIs this an immediate or long-term solution?Advantage(s)Disadvantage(s)Is this a suitable option for Michael?Explain your answerWould this be a suitable option for a family?Explain your answer51

Aonad 1Cárta Oibre 4BAinmLíon na bearnaí agus cuardaigh na focail.Nuachtán As Baile PáirtaimsearthaPréachtaDífhostaitheBhí mé ag dul ar scoil ach bhí rothar nua uaim.Mar sin fuair me post ___________________________.Chaill an fear a phost agus mar sin bhí sé ___________________________.Bhí me ag lorg baile nua agus mar sin cheannaigh mé _________________.Bhí mé _____________ leis an bhfuacht mar bhí mé _____ _____________agus bhí orm codladh amuigh ar an tsráid.ASDFRLERDCLNMHGDFHLLDBÍÍMBECBMPELBCILLFDACHTAÁLACHTAÚHDFRLEREIRÁTUIPOLÁBHMÍPÁ/AIRTAIMSEARTHACBBÁNMNÁTHCAUNFÚSDFRLERADFASÚHDAFGHÚLCIBÁNMAOERPRÉACHTADFTUSIRTAIMDIHPOADFTSGHLCÚBMEIRTAIM52

Aonad 1Resource Sheet 4ACut up into separate cards.Housing OptionsPrivate rentedhousingPrivately owned housingEmergency hostelSleeping roughPrivate & EmergencyAccommodationLocal Authority housingInvoluntary SharingVoluntary housingHousing DescriptionsThis is a house or a flat that you rent from the owner. You will have to pay a depositas well as rent money.This is a place where mainly tourists stay. You pay the owner per night for a bed tosleep in and a breakfast in the morning.This is a house or a flat which is owned by the person or people that live there.These are houses and flats which are built or bought by the local city or county counciland rented at low prices to families who are on a low income. You will be put on awaiting list and the amount of time you spend on the list will depend on how much youare thought to be in need of accommodation. Priority is given to the most vulnerableand to families with children. It can take a number of years to get a home in this way.At the moment there are 43,684 applicants on the housing waiting list in Ireland.This is a place that provides emergency accommodation for those who needsomewhere to stay in a crisis. It is possible that you will have to share a room withother people in a similar situation.This means being "put up" by friends or family for short periods of time. This type ofaccommodation depends on the kindness and willingness of friends and family to sharetheir living space.This is a last resort only and means that you may be sleeping on the street or in a parksomewhere. People who are forced to do so are very vulnerable to the weather,attack and ill-health.These are houses and flats which are built by voluntary organisations that providehousing for the elderly, people with disabilities, those who are out of home, etc.53

AonadGlobal HomelessnessENGLISHSCIENCEAidhmICTDRAMAGEOGRAPHYARTSPHETo develop an awareness ofglobal homelessness and anunderstanding of some ofits underlying causes whilefostering an awareness ofthe interdependence ofpeople throughout theworld.

Homelessness in the Developing WorldOver 100 million people in our world today are homeless. Millions more people, about 25% ofthe world’s population, lack durable housing. They live in homes without adequatesanitation or electricity supply that are built out of flimsy materials. Millions more live insolid durable accommodation but in overcrowded conditions where disease spreads rapidly.[Source: United Nations: www.un.org].It is important to be particularly sensitive to the experiences and emotions of theinternational children in your class when deciding about undertaking this section of the unit.• Divide the children into groups of four and distribute Pictiúirí 20-25 among them.• Encourage the children to consider the following questions when viewing the photographs:1. What is happening in the photograph?2. What do you think their daily life is like?3. How do you think the people feel?4. What may have happened before the photograph was taken?• If the children are not used to writing captions, it would be helpful to allow them to look throughbooks and magazines to see some examples before attempting Cárta Oibre 5A.• Distribute Cárta Oibre 5A to each group and remind the children of the questions they consideredearlier when viewing the photographs. These will help them to compose their captions.• Before completing the second part of the activity sheet, read and discuss each of the original captionsas a whole-class activity to ensure that the children understand the issues involved.• When the children have completed the activity, elicit from them what every photograph has incommon, i.e. homelessness. Elicit from the children what cause of homelessness is represented ineach photograph and write a list of the causes on the blackboard as follows:1. Poverty – photo 1 (Pictiúr 20)2. Natural disaster – photos 2 and 3 (Pictiúirí 21 & 22)3. War – photo 4 (Pictiúr 23)4. Environmental factors – photo 5 (Pictiúr 24)5. Political unrest – photo 6 (Pictiúr 25)• Having established some of the causes of homelessness in the developing world, encourage thechildren to consider these causes when completing Cárta Oibre 5B. An alternative to undertaking thiswork card as a written activity is to use it as a template for a radio show or T.V. documentary,where the children in groups take on the role of the reporter, eye-witness, people in the photographs,etc.• Elicit from the children the causes of homelessness in Ireland as explored in Aonad 2. Are there anylinks between the causes of homelessness in Ireland and those in the Developing World?57

Refugees and Asylum SeekersIt isimportant to be particularly sensitive to the experiences and emotions of the internationalchildren in your class when deciding about undertaking this section of the unit.• Before distributing Cárta Oibre 5C to the children, elicit from them what they think each of the termsasylum seeker, refugee and internally displaced people may mean. The work card may be completedas a whole-class or individual reading activity. If completed as an individual activity, allow plenty oftime for discussion on the children’s responses to the questions.• Invite the children to consider the following:- How would it feel to go and live in another country when you don’t have any idea about where youwill live, go to school, how to speak the language, etc?Poverty and HomelessnessPoverty is at the root of homelessness both nationally and globally:• 1.2 billion people in the world live on less than $1 per day• 90,000 or 8% of all children in Ireland live below the poverty line• Allow the children to work in pairs or larger groups while completing Cárta Oibre 5D and as before,allow plenty of opportunity for discussion on the issues raised during the activity to ensure that thechildren understand them fully.• Divide the children into groups and assign one of the effects of poverty to each group, to prepare andperform a drama based on the information given on the second part of Cárta Oibre 5D.• Alternatively, set up a role-play of a UN meeting where government officials and citizens of countriesin the developing world are invited to address homelessness and poverty in their country.Make Poverty History• Invite the children to suggest ways in which they can help to eliminate poverty and homelessness inthe developing world. Encourage them to consider the causes of homelessness listed earlier in theunit and how they might play a role in these causes, e.g. reducing the paper they use and recycling itafterwards would be a way to tackle deforestation. Resource Sheet 5A has plenty of suggestions fortackling poverty as a class.It is important to seek parental consent prior to embarkingon Step Five of Resource Sheet 2A.Invite the children to examine the appliances, furniture, clothing and food theyhave at home and to write a list of the countries in which they were made orgrown. Encourage the children to tell their parents about fairtrade and to suggestbuying fairtrade products for home.58

Aonad 1Cárta Oibre 5AAinm1. Write a caption for each of the photographs below:1 23 4© Concern© Concern© Dieter Telemans/Panos Pictures© Piers Benetar/Panos Pictures© Concern5 6© Concern59

Aonad 1Cárta Oibre 5A2. Match the photographs on the previous page to their originalcaptions below by writing the correct number beside each caption.KOSOVO ______Mami heats up some of the food mix from her daily ration pack. She is living in a refugeecamp until she feels it is safe to go home, Mami left her home village because of war in hercountry where rebels burned villages and forced people to leave their homes because oftheir religion. Photo taken in 1999.INDONESIA______These are children who were made homeless in the aftermath of the 2004 Tsunami. Theyare pictured at a distribution of donated clothes at a refugee centre in Aceh province,Indonesia. Most people in Aceh province lost all of their belongings as well as their homes.SOMALIA_____Hasan Ibrahim Ali is in fourth class at Afgoi School, he lives in a camp for people who areinternally displaced. He left his home with his family because of Civil War in Somalia. Henow lives in the camp with his mother and cousin near Mogadishu, this is now is house madefrom plastic sheets and straw.INDIA _____A homeless woman and her child sleeping in the street. She has no work and begs on thestreets daily for food.PAKISTAN ______A shelter camp in Pakistan, these children became homeless after a large earthquake hitthe region they lived in and destroyed their homes. Thousands of people live in tents in thiscamp while they wait for new houses. (2005)HAITI _______Children in the remains of their home, three weeks after tropical storm Jeanne hit theircity which is still flooded. Haiti is particularly vulnerable to flooding after heavy rainfalldue to intense deforestation.3. Find each of the countries listed above in your atlas or on a globe.Write down the capital of each country and what continent it is in.60

Aonad 1Cárta Oibre 5BAinmChoose one of the photographs from Cárta Oibre 5A.Write a newspaper report based on the photograph, making sure toinclude the following:Headline- A headline - A caption for the photograph- The main story - An eye-witness reportCut out the photo you selected fromCárta Oibre 5A and paste here.Write your caption underneath.Main StoryEye-witness report61

Aonad 1Cárta Oibre 5CAinmRefugees and Asylum Seekers1. Draw lines to connect each term with its correct meaning.RefugeeAsylum Seeker.Those who have left their homes because of war or human rightsabuses, but have not crossed an international border.Any person who, owing to a well-founded fear of being badlytreated for reasons of race, religion, nationality, membership of aparticular social group or political opinion, is outside his or herhome country and is unable to return to it.Internally displacedpeopleSomeone who has fled his or her home country and is seekingrefugee status.2. Read the following article and answer the questions.62There are an estimated 12 million refugees throughout the world today – most of which have lefttheir home as a result of war, conflict and persecution. According to the Irish Refugee Council,there are over 6,000 people from over 100 nationalities living in different forms of temporaryhostel style accommodation throughout Ireland. Under the ‘direct provision’ system, introducedin April 2000, asylum seekers in Ireland are provided with food and lodging and a cash payment of€19.10 per adult or €9.60 per child per week and are not allowed by the state to take up paidwork. This system means that they experience periods of great uncertainty where they don’t getthe chance to cook for themselves, work or study. In some cases, entire families are confined toone room in the hostels.Many people in Ireland believe that asylum seekers only want to come to Ireland for economicreasons. However, the reality is that some escape from war-torn countries while others leave theirhomes because of political, ethnic or religious persecution. One such asylum seeker, Vincent fromthe Democratic Republic of Congo tells his story:“I came to Ireland in 2001 so that I would not have to go to jail for being a member of a politicalparty that supports democracy and freedom. I miss my home country terribly and my children arestill in hiding there. I would prefer to be there helping my people to build a democracy bypeaceful means but while the government remains in force, that is impossible.”A. Name two of the main reasons that asylum seekers leave their homes?B. What are the difficulties faced by asylum seekers in Ireland?C. How do you think Vincent feels about having to leave his family and country?D. Look up the meaning of the underlined words in your dictionary.Put each word in a sentence.

Aonad 1Cárta Oibre 5DAinmUnderstanding Poverty• A child dies as a result of poverty every three seconds• 50 thousand people die as a result of poverty every day• 1.2 billion people in the world live on less than $1 per day• 1.6 billion people live on less than $2 per dayCAUSES1. Discuss the causes of poverty listed below with a partner.A. War: Although most developing countries need to spend their money on food and development projects,war and civil conflict often use up huge amounts of essential funds.B. Environmental factors: Deforestation is a result of trees being cut down to clear land or provide fuel orother wood products. Every minute of every day we lose forests the size of 37 Croke Parks somewherein the world.C. Climate: Low levels of rainfall coupled with very high temperatures lead to very long periods of drought.D. HIV/AIDS: The number of those infected by HIV & AIDS in the world is over 40 million.E. Unfair trade: Many farmers and workers in the developing world depend on selling products such as tea,coffee and cocoa to survive. However, they only receive a tiny fraction of the cost we pay for theseitems in Ireland.F. Politics: Undemocratic leaders often encourage the abuse of human rights and don’t support education.G. Debt: The developing world now spends $13 on debt repayment for every $1 it receives in aid.EFFECTS2. Match one cause from the list above with its effect below bywriting the correct letter in each box.• Children lose their parents to the illness.• Schools lose their teachers and hospitals lose their nurses and doctors.• Those who are sick are unable to work and support their families.• There are high levels of poverty and hunger and a great lack of healthcare and education .• Without education and basic human rights people are unable to make changes in their country.• Money that desperately needs to be spent on food and medical supplies is spent on debt repayment.• Many adults and children are forced to become soldiers and may die.• Money is spent on guns and not on food.• Roads and bridges are blown up so food cannot be transported.• Without the cover of trees, the soil flows away when it rains so crops cannot grow.• Crops die when the ground gets too dry so many people are left without food.• Very low wages mean that families have very little money for food, education or medical care.63

Aonad 1Resource Sheet 5AMake Poverty Historywww.makepovertyhistory.org‘It is not the kings and generals whomake history, but the masses of thepeople.’Nelson Mandela‘Before you finish eating yourbreakfast this morning you havedepended on half the world.’Martin Luther KingDiscuss, debate and agree which of the following steps you would like to take.ActionClass ActivityStep One Make a difference. • Keep up to date on how you can end povertyby visiting the Make Poverty History websiteand joining the campaign.Step Two Become part of history. • E-mail or write a letter to the governmenttelling them that you want them to help MakePoverty History both in Ireland and theDeveloping World.Step Three Ask for more aid. • Order and wear the Make Poverty Historywhite bands.• Organise a fund-raising activity.Step Four Insist on trade justice. • Become a Fairtrade school(visit www.fairtrade.ie).Step Five Insist on debt cancellation. • E-mail or write a letter to the governmenttelling them that you want them to cancel thedebt owed by Third World countries.Step Six Improve the environment. • Encourage your school to become part of the‘Green Schools Programme’ if it’s not alreadyinvolved and encourage your family to recycleand conserve energy at home. (Visitwww.greenschoolsireland.org andwww.powerofone.ie)[Source: Make Poverty History Book, 2005]Safe childcare for all women wouldcost $12 billion. We spend $12 billiona year on perfume in Europe and theUS.Making sure that every child gets abasic education would cost $10 billiona year, less than the US spends onice-cream.64

AonadIreland’s Homeless– Past, Present and FutureAidhmENGLISHHISTORYGEOGRAPHYGAEILGEICTSPHETo explore homelessness inthe context of the past andpresent and to considerhow the social situation inIreland today may haveimplications forhomelessness in the future.

Homelessness – Past, Present and Future• By now the children will have a much greater understanding of homelessness and its consequences forthe people who are out of home. Based on what they have learned, invite them to consider thestatement: Homelessness is an issue for modern Irish society only.• Do they agree or disagree with the statement?• Was homelessness always an issue in our society?• Why is it an issue now?• What about the future of housing in Ireland? Will people always be out of home or is there a solution?• After completion of Aonad 6, the above statement could be considered as a motion for a class debate.• Divide the class into groups of four. Distribute a copy of Cárta Oibre 6A to each child. It may benecessary to read the articles as a whole-class activity before commencing the group discussions toensure that the children understand the content.• Invite each group to suggest whether each article relates to homelessness in Ireland in the past,present or future and to give reasons for their answer.• Distribute Cárta Oibre 6B to each group and allow enough time to assist them with their responses ifnecessary before requesting feedback from the spokespersons.• It might be helpful to allow different groups to construct a timeline based on one article only and toput them together in one long timeline later as a whole class activity.There are many reasons for the rate of increase in house prices including the following:• Economic growth• Employment growth• Increased disposable income• Lower direct taxes• Price increases for development land• Increased property investment activity• Immigration[Source: Irish Council for Social Housing]Follow-up Activities for Cárta Oibre 6B• Draw a picture of an eviction scene during The Great Famine.• Role-play an interview with a child who was living in a workhouse during the Famine.Bain trial as an rólghlacadh céanna as Gaeilge freisin.• Create a storyboard of the events that took place in Article 2.• Write a short story about the experience of one of the Irish people who left Ireland during the famine.Consider in particular the emotions of the emigrants and the situation that awaited them on arrival inEngland/USA/Australia.• Write a letter to a relative who is thinking about returning to live in Ireland after living abroad for thelast 20 years. What has changed? What information do they need before considering their return?• Surf the Internet to find out more about the Poor Law and The Great Famine.• Draw a picture that depicts the housing situation in Ireland in 2031 based on the information providedin Article 3.67

Aonad 1Cárta Oibre 6AAinmHomelessness in Ireland – Past, Present and FutureArticle 1Read each of the following articles and decide with your group whether itrelates to homelessness in Ireland in the past, present or future.Housing in Ireland has undergone manychanges in recent years, which has had adirect effect on the numbers of peoplewho are out of home here. In the past,only a small percentage of thepopulation owned their own houses,while today 81% of the population doso. In recent years, house prices haverisen dramatically for a number ofreasons. The country experienced aneconomic boom in recent years but therewas also a shortage of people to fill themany jobs that were created by thisboom. As a result, the Irish governmentbegan inviting people from othercountries to work here, many of whomwere returning Irish emigrants. In fact,from 2002-2004, 61,400 Irish emigrantsreturned to live in Ireland. The increasein population led to a huge demand formore housing and this was one of thereasons for the increase in house prices.Unfortunately, not everyone has enjoyedthe fruits of this economic boom.Higher house prices mean that peopleare charged more to rent homes and noteveryone can afford to pay such highrental rates. Problems with affordablehousing means that people have noalternative but to go on a waiting list forsocial housing *. Between 1999 and2002, the number of households in needof social housing had risen by 23.5%.There are now approximately 43,684people in Ireland on Local Authoritywaiting lists.*Social housing includes:• Local Authority (Council) houseswhich are built or bought by the localcity or county council and rented at lowprices to families on a low income.• Voluntary houses which are built byvoluntary organisations that providehousing for the elderly, the disabled,those who are out of home, etc.[Sources: Central Statistics Office,Irish Council for Social Housing]Article 3Article 2Ireland acquired its first poor law in 1838 with theintroduction of the Irish Poor Law Act. It was a very importantmilestone in Ireland’s history because it was our first socialservice system, and touched the lives of the poorest and mostvulnerable people in the country. Taxes were levied onlandowners (who rented out houses to farmers) in order tocover the cost of building over 130 workhouses throughoutIreland.Many of the landlords didn’t want to pay these taxes and as aresult, many families were evicted from their homes and forcedto go and live in workhouses. With the onset of The GreatFamine in 1845, many more small farmers were evictedbecause they couldn’t afford to pay their rent.The workhouses became hugely overcrowded and mostfamilies were split up once inside. Conditions in theworkhouses were appalling with food of very poor quality andthe rapid spread of disease. For many people, the only way toavoid the horrors of the workhouses was to emigrate. In total,1.2 million people emigrated to England, USA and Australia.It has been estimated that by2031, the over-65’s may accountfor almost 22% of the totalpopulation. Many of these elderlymembers of society may needhousing support when they are nolonger able to work. With housingprices continually on the increase itis probable that social housingwaiting lists will continue to grow.The expansion of the EU will meanthat more immigrants will come towork in Ireland to meet theworkforce needs and will requireaffordable housing while they arewaiting to get settled andestablished here.There is clearly a need to increasethe number of Local Authority andvoluntary houses being built inIreland. It is also essential thatimmigrant workers are paid thesame salaries as those of Irishnationals to ensure that they canafford the rising cost of living in thiscountry.[Source: The Immigrant Council of Ireland]68

Aonad 1Cárta Oibre 6BAinmUse Cárta Oibre 6A to help you answer the questions below.Article 1Article 1 gives one of the reasons for the recent increase in house prices in Ireland.What is that reason? Can you think of any other reasons for the increase in house prices?How do you think the 43,684 people who are on Local Authority waiting lists feel? Where might they be stayingwhile they’re waiting?How does this article help us to understand homelessness?Article 2What was the purpose of the Irish Poor Law Act?How did it lead to homelessness in Ireland at that time?What other factor led to homelessness during that period in Irish history?What did you learn from the article about the workhouses?Suggest a title for this article.Article 3Article 3 gives three reasons why homelessness may increase in Ireland in the future. List the three reasons.How does the article suggest that this potential problem may be avoided?Suggest a title for this article.Pick out the main points from each of the articles and construct a Housing Timeline consisting of the mainpoints. Two key dates have been inserted in the sample timeline below to help you.1838: Irish Poor 2031: Over – 65’sLaw Act introducedaccount for 22% ofPopulation69

AonadTune In To The NewsAidhmENGLISHDRAMASPHEGAEILGEARTMATHEMATICSTo enable the children tocritically interpret mediacoverage aroundhomelessness and tochallenge the stereotypesthey hold about people whoare out of home.

Many of the ideas and concepts in the unit are based on original ideas in Global Express,UK Edition No. 1, Tune into the NewsUnderstanding the Media“Until lions have their historians,tales of the hunt will always glorify the hunter.”African Proverb• Write this quote on the blackboard and encourage the children to suggest what they think it maymean. Ask them to consider its relevance in relation to the news reports they see on T.V. and innewspapers/magazines.• Bring in a selection of newspapers or ask the children to do so and in pairs use Cárta Oibre 7A tocritically examine some of the news reports. Allow plenty of time for feedback and discussion at theend of the activity. Did it in any way change the way they view the news?• Encourage the children to use the work card at home to examine T.V. and newspaper reports with theirparents/guardians.The Media and Homelessness• Divide the class into groups of four and explain that this exercise will require them to work togetherfor one week/month. Each group will need someone to focus on radio programmes, T.V. programmes,newspapers and the Internet. Their task is to find out how much time is given during the week/monthto the issue of homelessness. They will need to time and record the following:• How often is the topic of homelessness featured?• What is the focus of the news report when featured?• How much time is spent on it/how much space is it given in the newspaper/ on what page is thestory printed?• How is homelessness portrayed in the report?• Is there a balance between fact and opinion in the story?• What solutions were suggested if any?• Once the exercise is completed, the class could construct a bar chart or pie chart to represent theirfindings. What did the children learn from the activity? Did they feel that the issue of homelessnesswas given enough coverage in the media? Why/Why not?• Distribute Cárta Oibre 7B to the children. They may complete this activity alone or in a group. Ifworking in groups, they could dramatise a radio or T.V. report based on the completed activity. How isthis story different/similar to those they examined in the previous exercise?• Encourage the children to use the skills they have developed so far in this unit to evaluate the newsmore critically in the future.73

Stereotyping• Place a pencil, a book and a watch in three separate boxes of the same shape and size. Wrap the boxwith the pencil in fancy wrapping paper, the box with the book in brown paper and the box with thewatch in newspaper. Hold up each box for the children to see. Elicit from them what they think maybe inside each box, and if they think it contains something very valuable, of little value or of no value.What are they basing their judgements on?• Open each box separately and display the contents. Were the children surprised by what theydiscovered? Was it possible to judge the contents of the box by its outer appearance? Have they everjumped to the wrong conclusion in this way about something/someone else?• Write the word ‘stereotype’ on the blackboard. Elicit from the children what the word may mean[a fixed or overused image that doesn’t always portray reality].• Initiate a class discussion on the topic of the stereotypes society hold about homelessness:• How does society feel about people who are out of home?• What terms does society use to describe them?• Would you like to be described in that way?• When you think of a person who is out of home:- What age do you think they are?- Are they male or female?- What kind of family background do they have?- What sort of lifestyle do they have?Allow some time to lapse before attempting the next activity with the children so that theydon’t automatically link the photos with homelessness.• Divide the class into four groups. Distribute one photograph (Pictiúirí 16-19) to each group.Ask each group to consider the following questions:• What is happening in the photograph?• Where was the photograph taken?• How would you describe the people in the photograph?• What happened shortly before the photo was taken?• What happened after the photo was taken?• If you could speak to the people in the photo what would you like to ask/say?• Write a caption for the photograph• Allow a spokesperson from each group to feedback on the activity.• Explain to the children that each of the people in the photographs is out of home:- Pictiúr 16: Child doing her homework in a B&B.- Pictiúr 17: Young person staying with a friend.- Pictiúr 18: Family staying in a B&B.- Pictiúr 19: Couple with their child getting help to find accommodation.74

• Were they surprised to hear that the photographs represent homelessness?• When were the people in the photos more likely to have experienced prejudice – before or after theybecame homeless?• Place two flashcards on the ground at opposite ends of the classroom stating I agree or I disagree.Invite the children to stand in the middle of the classroom and to move towards the I agree orI disagree flashcards (or to stay in the middle if they are unsure) after hearing each of the followingstatements:- Out-of-home people are old.- Out-of-home people are mostly men.- All out-of-home people live on the streets.- Once people become homeless they stay that way forever.- Homelessness is only a problem in cities.• Each child must defend his/her choice of movement and may change their minds at any time afterhearing other points of view.• Distribute Cárta Oibre 7C to the children and allow plenty of time for feedback on completion of theactivity. Having read the facts, which flashcard would they now move towards in the previous activity?• Invite the children to make posters based on the proverb “Don’t judge a book by its cover”.Bain trial as an gníomhaíocht céanna as Gaeilge leis an tseanfhocail“Ná tabhair breith ar an gcéad scéal”.75

Aonad 1Cárta Oibre 7AAinmSelect a T.V. programme or newspaper article and examine it with apartner using the following guidelines:1. Fact and opinionRead through the article and (a) underline all the facts,(b) circle all the opinions.How much of each did you find?Was it easy/difficult to tell the difference between fact and opinion?2. Target audienceWhat audience was the writer/reporter trying to capture?What gave you that impression?3. Newsworthiness[Source: Global Express, UK Edition No. 1, Tune in To The News]What do you think makes a story worthy of the news?See the list of elements that make a story newsworthy below.Tick the boxes beside the elements that made your story worthy of the news.76ValueTimingLocationContentControversyA story must be important in the editor’s opinion and likely tobe so to a large number of peopleA story must be printed at the same time as a similar orrelevant major international eventA story must be as close to home as possibleUnusual or amusing stories are more likely to make the news,especially if a famous person is involvedStories with conflict and controversy are often featured in thenews

Aonad 1Cárta Oibre 7BAinmNews Report1. Read the following case study:Maureen and Paul have four children aged from 2 to 18 years. They lost their home becauseMaureen lost her job and they couldn’t afford to pay their mortgage. They are now living ina B&B with little space or privacy and no cooking facilities. They are on a waiting list for alocal authority house and the whole family are very upset and miss their home terribly. Thechildren have no space to play and have been bullied in school because they have no houseof their own.2. Write a news report based on the case study.Use the questions below to help you.A. How do you think the people in the case study feel?B. What do you think they are most worried about?C. How might you get their feelings and worries across in your story?D. What changes might they like to make to their current situation?E. How might your story help them to make these changes?F. What audience are you targeting?G. What do you think the people in the case study want the audience to learn from their story?H. If you were a member of Maureen and Paul’s family, how would you like to be portrayed in the story?I. Draw a picture of the photograph they would like to see printed with the story.J. Write a suitable caption for the photograph.77

Aonad 1Cárta Oibre 7CAinmPrejudices and StereotypesAttitudes towards people who are out-of-home can affect how they aretreated. There is a stigma attached to homelessness. It is important toexamine and challenge our stereotypes and prejudices abouthomelessness.In the table below there is a list of stereotypes that people often holdabout those who are out of home and a list of facts that challenge thesestereotypes. Draw a line between each stereotype and the fact thatchallenges it.StereotypeOut-of-home people are old.Out-of-home people aremostly men.FactMany people experience homelessness only once intheir lives before finding a home while some peoplemove in and out of homelessness.People living in hostels and B&B’s or staying withfriends are considered to be out-of-home.Once people become homeless 23% of Focus Ireland’s clients in 2005 were over 41they stay that way forever. while 68% were aged between 18 and 40.Homelessness is only aproblem in cities.All out-of-home people liveon the streets.More than 1/3 of the people who contacted FocusIreland for help in 2005 were women.Homelessness occurs in rural and urban areas.What did you learn from the activity?Were you surprised by what you learned? Why? / Why not?78[Source: Focus Ireland, Homelessness and Health, P. 7]

AonadFinding the Way HomeAidhmENGLISHGAEILGEICTSPHEDRAMAGEOGRAPHYTo examine ways in whichthe children themselves andsociety in general can tacklehomelessness whileexploring the servicesprovided by Focus Ireland.

Tackling Homelessness• With the help of Cárta Oibre 2A, elicit from the children the causes and effects of homelessnessexplored during Aonad 2.• Elicit from them the ways in which people who are out of home may need to be supported, e.g.counselling, housing, educational support, medical care, etc. Elicit also who might offer that supportto them. Explain that many organisations work tirelessly to help those who are out of home. One ofthose organisations is Focus Ireland.• Explain to the children that Focus Ireland supports those who are out of home throughout Ireland andthat they deliver three categories of service: crisis services, transition services andsettlement services.• Crisis services cater for more immediate needs of those who are out of home.• Transition services offer people housing for six to eight months, while offering them anopportunity to experience independent living before moving on to more long-termaccommodation.• Settlement services provide support for those who have been successfully housed.• Elicit from the children why those who are housed may still need support. Explain to them that manypeople who have been out of home for long periods or who have spent a lot of time in care orinstitutions need support and guidance around budgeting, housekeeping and parenting. Others willneed on-going addiction therapy and counselling to help them cope with the hardships thathomelessness brings or that led to the homelessness.• Divide the class into five groups. Distribute one resource sheet (Resource Sheet 8A-E) to each group.Explain that the groups must study their resource sheets and then take on the role of a visiting teamfrom Focus Ireland who has come to the school to talk about their services. The rest of the class willbe asking them questions about their services. You may need to support the groups frequently duringthis activity so that they understand the content of the resource sheets.• When each group has made their presentation, elicit from the children what they have learned aboutFocus Ireland and about tackling homelessness from the activity.• Encourage the children to visit www.focusireland.ie to find out more about the organisation.81

Ending Homelessness• Invite the children to consider whether or not they believe that homelessness can be eliminatedcompletely. Elicit from them who may be responsible for putting an end to homelessness in Ireland.Do they have a role to play in ending homelessness? If so, what might that role be?• Divide the class into groups of two or more children. Assign a scenario from Cárta Oibre 2B to eachgroup. Invite the children to role-play how the people in their scenario feel once they have foundsecure, safe and long-term accommodation.• Bain trial as an gcluiche teanga thíos leis na leanaí:Fuair me teach nua agus cheannaigh mé…………- Insíonn an chéad leanbh, “fuair mé teach nua agus cheannaigh mé leaba”, mar shampla.- Insíonn an dara leanbh, “fuair mé teach nua agus cheannaigh mé leaba agus cathaoir ”,- Beidh an bua ag an leanbh a bhfuil in ann smaoineamh ar gach rud sa liosta.• Divide the children into groups of three and invite them to write down some of the things that need tobe done by the Government and themselves in order to eliminate homelessness. Allow feedback fromeach group and write a list of their suggestions on the blackboard.• Distribute Cárta Oibre 8A to each child. Explore the work card as a whole-class activity first to ensurethat the children understand the content.• Ask the class if they would like to commit to doing something about homelessness individually and as agroup.Parental agreement should be sought before the children undertake any of the following activities.Actions which they may choose include the following:1. Write a letter to the Irish Government asking them to:a) Build more houses so that housing waiting lists will be a thing of the pastb) Make houses available that aren’t so expensivec) Ensure that people have enough money so they can pay their rent, buy food and pay their bills.d) Give people the information and support they need to meet their daily needs once they havebeen housed.2. Raise funds for an organisation(s) that supports those who are out of home.• If the children decide to raise money for a homeless organisation, they could draw up an action plan,produce posters and write to the organisation explaining what they are hoping to do.• Many other organisations work to eliminate homelessness and support the homeless including theSimon Community, St. Vincent de Paul, etc. Encourage the children to find out more about these andother organisations and the services they offer.82

Aonad 1Cárta Oibre 8AAinmEnding HomelessnessYOU can help put an end to homelessness by being able to put a tick besideeach of the boxes below. If you are not yet able to put a tick there, worktowards doing so in the near future!Know what homelessness is.4Know how big the problem is .Know the causes of homelessness.Know the effects of homelessness on people who are out of home.Find out about an organisation for the homeless in your community.Raise funds for the organisation.Treat those who are out of home like YOU would like to be treated.Share what you have learned about homelessness with friends and family.Write a letter to the Government to find out what they are doing tohelp people who are out of home.Read the papers, watch the news on TV, search the Internet orgo to the library to find out MORE about homelessness.Pledge to DO something that will help a person or family who is out of home.83

Aonad 1Resource Sheet 8AFocus Ireland Crisis ServicesSingle AdultsTarget Group Service DescriptionSingle Adults Housing Advice Centres Drop-in service:and Coffee Shops -support-information-advice-low cost foodAdult ProgrammesDrop-in Service:-education and social activities84

Aonad 1Resource Sheet 8BFocus Ireland Crisis ServicesYoung PeopleTarget Group Service Description12-18 Year Olds Drop-in Centres -meals-shower facilities-education facilities-recreational facilities18-25 Year Olds Extension and Drop-in Service:Outreach Services -keyworking (keyworker helps find theright services and supports needed)-meals-shower facilities-recreational facilitiesStreetwork:-building trust-helping people move off the streets-providing sleeping bags, socks, etc.16-25 Year Olds Education and Drop-in Service:Training Programmes -CV preparation-job search-formal education courses16-21 Year Olds Hostels Hostel Accommodation for YoungPeople with Drug Abuse Issues-support-referral to medical and rehabfacilities85

Aonad 1Resource Sheet 8CFocus Ireland Crisis ServicesFamiliesTarget Group Service DescriptionFamilies Childcare Centres Drop-in Service-hot midday meal-play time-child development-speech and language therapyEmergencyAccommodationTemporary accommodation:-keyworking (keyworker helps find theright services and supports needed)-support with moving on-childcare-homework club-breakfast club and caféAfter SchoolProgrammes-help with homework-afterschool activities-summer activities programme86

Aonad 1Resource Sheet 8DFocus Ireland Transition ServicesFamiliesTarget Group Service DescriptionYoung People Aftercare Programmes Residential programme:(18-25 Year Olds) – for young people who -keyworking (keyworker helps find thehave left State careright services and supports needed)-support with moving onSingle Adults / Transitional (short-term) Residential programme:Couples housing programmes -keyworking (keyworker helps find theright services and supports needed)-budgeting-cooking-support with moving onFamilies Transitional (short-term) Residential programme:housing programmes-keyworking (keyworker helps find theright services and supports needed)-budgeting-cooking-support with moving on-childcare87

Aonad 1Resource Sheet 8EFocus Ireland Settlement ServicesTarget Group Service DescriptionEveryone Community Settlement Helping people to keep theirServicesnew home:-locating services-help with furniture-help with appointments-supportSingle Adults / Long-term Housing Supported housing:Couples-support-groupworkFamilies Long-term Housing Supported housing:-support-childcare centre-afterschool clubs-homework clubsEveryone Tenancy Services Helping people at risk ofbecoming homeless to keep theirhome88

www.focusireland.ieFocus Ireland’s websiteRelevant Websiteswww.cdu.mic.ul.ieWebsite of the Curriculum Development Unit,Mary Immaculate College, Limerickwww.amnesty.ieWebsite of Amnesty International – Irish Sectionwww.childrensrights.ieWebsite of the Children’s Rights Alliancewww.cpa.ieWebsite of Combat Poverty Agencywww.cyberschoolbus.un.orgUnited Nations Global Teaching and Learning Project websitewww.dubsimon.ieDublin Simon websitewww.homelenagency.ieWebsite of The Homeless Agencywww.makeroom.ieMake Room websitewww.oco.ieThe Ombudsman for Children’s Office websitewww.paveepoint.ieWebsite of The Pavee Point Travellers’ Centre– promoting travellers’ human rightswww.playireland.ieSúgradh website – celebrating the child’s right to playwww.simoncommunity.comWebsite of The Simon Communitywww.svp.ieWebsite of The St. Vincent de Paulwww.threshold.ieWebsite of Threshold89

Curricular LinksSubject Strand Strand Unit Resource UnitDRAMA Drama to explore feelings, Exploring and makingknowledge and ideas, drama 2, 4, 5, 7, 8leading to understandingReflecting on drama 2, 4, 5, 7, 8Co-operating and communicatingin making drama 2, 4, 5, 7, 8ENGLISH Receptiveness to language Oral language: developingreceptiveness to oral language 1, 2, 3, 4, 5, 6, 7, 8Reading: developing strategies 2, 3, 6, 7, 8Writing: creating and fosteringthe impulse to write 1, 2, 3, 4, 5, 6, 7Competence and confidencein using languageOral language: developingcompetence and confidencein using oral language 1, 2, 3, 4, 5, 6, 7, 8Reading: reading for pleasureand information 2, 3, 4, 5, 6, 7, 8Writing: developing competence,confidence and the ability towrite independently 2, 3, 4, 5, 6, 7, 8Developing cognitiveabilities through languageOral language: developingcognitive abilities throughoral language 1, 2, 3, 4, 5, 6, 7, 8Reading: developing interests,attitudes, information retrievalskills and the ability to think 2, 3, 4, 5, 6, 7, 8Writing: clarifying thoughtthrough writing 1, 2, 3, 4, 5, 6, 7, 8Emotional and imaginative Oral language: developingdevelopment through emotional and imaginative lifelanguage through oral language 1, 2, 3, 4, 5, 6, 7, 8Reading: responding to text 2, 3Writing: developing emotionaland imaginative life throughwriting 1, 2, 3, 5, 6, 7, 890

Subject Strand Strand Unit Resource UnitGAEILGE Éisteacht Ag cothú spéise 2, 4, 6, 7, 8Ag tuiscint teanga 1, 4, 6, 7, 8Labhairt Ag cothú spéise 6, 7, 8Ag úsáid teanga 1, 2, 6, 7, 8Léitheoireacht Ag cothú fonn léitheoireachta 2Ag tuiscint teanga 2, 4Ag úsáid teanga 2, 4Scríbhneoireacht Ag cothú fonn scríbhneoireachta 7Ag cothú spéise 4Ag úsáid teanga 1, 4GEOGRAPHY Human environments People living and working in thelocal area and people livingand working in a contrastingpart of Ireland 1, 4, 6, 8People and other lands 1, 5Trade and development issues 5Weather, climate and atmosphere 5Environmental awareness Environmental awareness 5and careCaring for the environment 5HISTORY Local Studies Homes 1StoryStories from the lives ofpeople in the past 6Life, society, work andculture in the past Life in the 19th century 6Eras of change and conflict The Great Famine 61916 and the foundationof the State 3Politics, conflict and societyIreland, Europe and the world,1960 to the present 3, 6Continuity and change Homes, housing andover time urban developments 691

Subject Strand Strand Unit Resource UnitMATHEMATICS Number Decimals and percentages 1DataRepresenting and interpretingdata 1, 2, 7SCIENCE Materials Properties and characteristicsof materials 1Environmental awarenessand care Environmental awareness 5Science and the environment 5Caring for the environment 5SPHE Myself Self-Identity 2, 3, 4, 6, 7, 8Safety and protection 4Taking care of my body 2, 3Growing and changing 2,3Making decisions 2, 3, 4, 5, 7, 8Myself and others Myself and my family 1, 2, 4Relating to others 1, 2, 3, 4, 5, 6, 7, 8Myself and the wider world Developing citizenship 2, 3, 4, 5, 6, 7, 8Media education 4, 5, 7VISUAL ARTS Drawing Looking and responding 2Paint and colour Looking and responding 2, 5, 792

Curaclam na Bunscoile: Aonad 1EnglishStrand:Receptiveness to languageStrand Unit: Oral language: developing receptiveness to oral languageObjective:The child should be enabled to:• Listen to expressions, reactions, opinions and interpretations and retell or summarise them• Be continually aware of the importance of gesture, facial expression, audibility and clarityof annunciation in communicating with others• Listen to authors reading and discussing their own work• Take part in games in which unseen objects are identified from descriptions given by otherpupils• Use mime to convey ideas, reactions, emotions, desires and attitutes.Strand Unit: Writing: creating and fostering the impulse to writeObjective:The child should be enabled to:• Experience a classroom environment that encourages writing• See his/her writing valued• Experience a level of success in writing that will be an incentive to continue writing.Strand: Competence and confidence in using languageStrand Unit: Oral language: developing competence and confdence in oral languageObjective:The child should be enabled to:• Acquire the ability to give detailed instructions and directions• Converse freely and confidently on a range of topics• Give and take turns in an environment where tolerance for the views of others is fostered.Strand: Developing cognitive abilities through languageStrand Unit: Oral language: developing cognitive abilities through oral languageObjective:The child should be enabled to:• Use a discussion of the familiar as the basis of a more formal or objective grasp of a topicor concept.Strand Unit: Writing: clarifying thought through writingObjective:The child should be enabled to:• Write in a variety of genres• Refine ideas and their expression through drafting and redrafting.Strand: Emotional and imaginative development through languageStrand Unit: Oral language: developing emotional and imaginative life through orallanguageObjective:The child should be enabled to:• Discusss with others his/her reactions to everyday experiences and to local, national andworld events• Discuss the concerns of other children• Discuss personal reading and writing• Express individual responses to poems and discuss different interpretations.Strand Unit: Writing: developing emotional and imaginative life through writingObjective:The child should be enabled to:• Write poems93

Curaclam na Bunscoile: Aonad 1GeographyStrand: Human environmentsStrand Unit: People living and working in the local areaPeople living and working in different parts of IrelandObjective:The child should be enabled to:• Learn about and come to appreciate the peoples and communities who live and work inthe locality and in a contrasting part of Ireland• Explore, investigate and come to appreciate the major features of the builtenvironment in the locality and in a contrasting part of Ireland.Strand Unit: People and other landsObjective:The child should be enabled to:• Study some aspects of the environments and lives of people in one location in Europeand one location in another part of the world• Learn to value and respect the diversity of people and their lifestyles in these areas andother parts of the world.HistoryStrand: Local StudiesStrand Unit: HomesObjective:The child should be enabled to:• Compare and classify a range of homes in the area• Investigate local and/or regional variations or similarities in building styles and materials.MathematicsStrand: DataStrand Unit: Representing and interpreting dataObjective:The child should be enabled to:• Read and interpret pictograms, single and multiple bar charts and simple pie charts• Collect, organise and represent data using pie charts and trend graphs.Strand: NumberStrand Unit: Decimals and percentagesObjective:The child should be enabled to:• Solve problems involving operations with whole numbers, fractions and simplepercentages.94

Curaclam na Bunscoile: Aonad 1SPHEStrand: Myself and OthersStrand Unit: Myself and my familyObjective:The child should be enabled to:• Explore and discuss families and homes and how they can vary in many ways• Explore what belonging to a family means• Compare and contrast the lifestyles of families in different cultures both in Ireland andabroad.Strand Unit: Relating to othersObjective:The child should be enabled to:• Listen actively to others and respect what each person has to say.ScienceStrand: MaterialsStrand Unit: Properties and characteristics of materialsObjective:The child should be enabled to:• Identify and investigate a widening range of common materials in the immediateenvironment• Explore the origins of these materials.GaeilgeSnáithe: ÉisteachtSnáithaonad: Ag tuiscint teangaSnáithe: LabhairtBa chóir go gcuirfí ar chumas an pháiste• Cluichí spreagúla a éilíonn éisteacht agus tuiscint a imirtSnáithaonad: Ag úsáid teangaBa chóir go gcuirfí ar chumas an pháiste• Labhairt faoi/fúithi féin agus faoina g(h)náthshaol laethúil• Cur síos ar eachtraí atá ag tarlú• Foclóir níos leithne a úsáidSnáithe: ScríbhneoireachtSnáithaonad: Ag úsáid teangaBa chóir go gcuirfí ar chumas an pháiste• Cluichí taitneamhacha scríbhneoireachta a imirt.95

Curaclam na Bunscoile: Aonad 2EnglishStrand:Receptiveness to languageStrand Unit: Oral language: developing receptiveness to oral languageObjective:The child should be enabled to:• Experience from the teacher a growing elaboration and sophistication in the use ofvocabulary and sentence structure• Listen to expressions, reactions, opinions and interpretations and retell or summarise them• Be continually aware of the importance of gesture, facial expression, audibility and clarityof enunciation when communicating with others• Interpret mood, attitude, emotion and atmosphere in paintings and photographsStrand Unit: Reading: developing strategiesObjective:The child should be enabled to:• Engage with an increasing range of narrative, expository and representational text• Become self-reliant, confident, independent readers, having time in class for sustainedsilent readingStrand Unit: Writing: creating and fostering the impulse to writeObjective:The child should be enabled to:• Experience a classroom environment that encourages writing• Observe the teacher model a wide variety of writing genres• Express and communicate reactions to reading experiences• Experience interesting and relevant writing challenges• Receive and give constructive responses to writing• See his/her writing valued• Experience a level of success in writing that will be an incentive to continue writingStrand: Competence and confidence in using languageStrand Unit: Oral language: developing competence and confdence in oral languageObjective:The child should be enabled to:• Acquire the ability to give detailed directions and instructions• Converse freely and confidently on a range of topics• Give and take turns in an environment where tolerance for the views of others is fostered• Practise and use improvisational drama to acquire a facility in performing more elaboratesocial functions• Explore the possibilities of language and sentence structure in expressing increasinglycomplex thoughtsStrand Unit: Reading: reading for pleasure and informationObjective:The child should be enabled to:• Read widely as an independent reader from a more challenging range of reading materialStrand Unit: Writing: developing competence, confidence and the ability to writeindependently96Objective:The child should be enabled to:• Write regularly on chosen topics• Write for a sustained length of time• Observe the conventions of grammar, punctuation and spelling in his/her writing• Choose register of language appropriate to subject and audience• Take part in co-operative writing activities• Write fluently and relevantly in other areas of the curriculum• Develop a legible, fluent personal style of handwriting• Develop skills in the use of information technology

Curaclam na Bunscoile: Aonad 2Strand: Developing cognitive abilities through languageStrand Unit: Oral language: developing cognitive abilities through oral languageObjective:The child should be enabled to:• Discuss issues of major concern• Discuss ideas and concepts encountered in other areas of the curriculum• Use a discussion of the familiar as the basis of a more formal or objective grasp of a topicor concept.• Use the basic key questions and checking questions as a means of extending knowledge• Listen to a presentation on a particular topic• Argue points of view from the perspective of agreement and disagreement through informaldiscussion and in the context of formal debates• Justify and defend particular opinions or attitudes and try to persuade others to support aparticular point of view• Respond to arguments presented by the teacher• Discuss the value, truth or relevance of popular ideas and causes• Explore and express conflicts of opinion through improvisational drama• Explore historical contexts through improvisational dramaStrand Unit: Reading: developing interests, attitudes, information retrieval skillsand the ability to thinkObjective:The child should be enabled to:• Listen to, read, learn, recite and respond to a challenging range of poetry• Have access to a wide range of reading material in the classroom• Use comprehension skills such as analysing, confirming, evaluating, synthesising andcorrelating to aid deduction, problem solving and prediction• Develop study skills such as skimming, scanning, note-taking and summarising• Support arguments and opinions with evidence from the text• Read and interpret different kinds of functional texts• Use information retrieval strategies in cross-curricular settings• Distinguish between fact and opinion, and bias and objectivityStrand Unit: Writing: clarifying thought through writingObjective:The child should be enabled to:• Write in a variety of genres• Write for a particular purpose and with a particular audience in mind• Reflect on and analyse ideas through writing• Refine ideas and their expression through drafting and redraftingStrand: Emotional and imaginative development through languageStrand Unit: Oral language: developing emotional and imaginative life through orallanguageObjective:The child should be enabled to:• Discuss with others his or her reactions to everyday experiences and to local, national andworld events• Discuss the concerns of other children• Discuss ideas, concepts and images encountered in literature• Discuss personal reading and writing• Express individual responses to poems and literature and discuss different interpretations97

Curaclam na Bunscoile: Aonad 2Strand Unit: Reading: responding to textObjective:The child should be enabled to:• Hear the teacher model a response to poems• Respond to poetry and fiction through discussion, writing, drama and the visual arts• Relate personal experience to the ideas and emotions conveyed in the text• Continue to share response to an ever increasing variety of texts with the wider communityof readers• Develop individuality as a reader by experiencing success and the enhancement of selfesteemthrough readingStrand Unit: Writing: developing emotional and imaginative life through writingObjective:The child should be enabled to:• Express in writing reactions to the experiences of others• Write stories and poems• Express and analyse his/her reactions to poems• Analyse different interpretations of poems in writing• Write about the relationship between poems and personal experienceMathematicsStrand: DataStrand Unit: Representing and interpreting dataObjective:The child should be enabled to:• Read and interpret pictograms, single and multiple bar charts and simple pie chartsSPHEStrand: MyselfStrand Unit: Self-identitySelf-awarenessObjective:The child should be enabled to:• Recognise and appreciate that each person is a unique individual and that this individualityis expressed in many different ways• Reflect on his/her experiences and the reasons for taking different courses of actionDeveloping self-confidenceObjective:The child should be enabled to:• Develop further the ability to express personal opinions, thoughts and ideas and listen to,respect, think about and comment critically and constructively on the views of others• Enhance skills to improve learning• Take increasing personal responsibility for himself/herself• Become more independent and autonomous98

Curaclam na Bunscoile: Aonad 2Strand Unit: Taking care of my bodyHealth and well-beingObjective:The child should be enabled to:• Recognise and examine behaviour that is conducive to health and that which is harmful tohealth• Recognise causes of personal worry and identify appropriate coping strategies• Explore some of the reasons why people smoke, drink alcohol, misuse any kind ofsubstances or take drugs that have no medical use• Explore the role of personal choice, risk factors and the influence of others when choosingto use non-prescribed substancesStrand Unit: Growing and changingAs I grow I changeObjective:The child should be enabled to:• Identify and discuss the changes that are experienced in growing from child to adult• Appreciate the need for individual space and privacy s/he is growing and developingFeelings and emotionsObjective:The child should be enabled to:• Acquire the ability and confidence to identify, discuss and explore a range of feelings,especially those that are difficult to express• Discuss and practise how to express and cope with various feelings in an appropriatemanner• Understand how feelings help in understanding himself/herselfStrand Unit: Making decisionsObjective:The child should be enabled to:• Acquire a growing sense of the importance of making informed decisions at many levels andidentify some of the decisions that s/he has to make• Explore and learn to examine critically the factors and levels of thought that influencedecisions and choices• Recognise that decisions have consequences and that not all people will make the samedecisions all the time• Recognise the importance and legitimate role that adults have to play in making decisionsand setting boundaries for young people• Discuss and practise a simple decision-making strategy• Identify sources of help in solving problemsStrand: Myself and OthersStrand Unit: Myself and my familyObjective:The child should be enabled to:• Explore and discuss families and homes and how they can vary in many ways• Explore what belonging to a family means• Discuss possible changes in family relationships and expectations as s/he grows and maturesand how s/he can cope with them• Discuss and identify behaviour that is important for harmony in family life• Examine some factors that can affect family life99

Curaclam na Bunscoile: Aonad 2Strand Unit: Relating to othersObjective:The child should be enabled to:• Listen actively to others and respect what each person has to say• Examine the power of persuasion, how it can be used both positively and negatively andsuggest practical ways and develop practical suggestions for dealing with pressures andinfluencesStrand: Myself and the wider worldStrand Unit: Developing citizenshipObjective:The child should be enabled to:• Explore how inequality might exist in the local community and suggest ways in which thismight be addressedGaeilgeSnáithe: LabhairtSnáithaonad: Ag cothú spéiseBa chóir go gcuirfí ar chumas an pháiste• An Ghaeilge a labhairt go teagmhasach neamhfhoirmiúil sa seomra ranga, sa scoil aguschun gnáthriachtanais chumarsáide a chomhlíonadhSnáithaonad: Ag úsáid teangaCumas agus muinínBa chóir go gcuirfí ar chumas an pháiste• Scéalta gearra simplí a aithris, a aithinsint ina f(h)ocail féin nó a chríochniú agus ceisteannafuthu a fhreagairt• Sainfhoclóir na dtéamaí a leathnú agus a úsáid• Ábhair shuimiúla a phlé le daoine eile agus éisteacht leo le meas ar a dtuairimíSamhlaíocht agus mothúcháinBa chóir go gcuirfí ar chumas an pháiste• Caint faoi mhothúcháin agus faoi mhiantaSnáithe: LéitheoireachtSnáithaonad: Ag cothú fonn léitheoireachtaBa chóir go gcuirfí ar chumas an pháiste• Léitheoireacht a shamhlú le taitneamh trí éisteacht le scéalta agus dánta tarraingteacha áléamh ós árd ag an múinteoirSnáithaonad: Ag tuiscint teangaBa chóir go gcuirfí ar chumas an pháiste• A bhfuil á léamh aige nó aici a thuiscint de thoradh straitéisí éagsúlaSnáithaonad: Ag úsáid teanga100Ba chóir go gcuirfí ar chumas an pháiste• Gníomhaíochtaí léitheoireachta a dhéanamh chun léitheoireacht fheidhmiúil a chleachtadh• Cineálacha éagsúla téacs a léamh go tuisceanach• Ábhair spéise a fhiosrú agus a fhorbairt trí mheán na léitheoireachta

Curaclam na Bunscoile: Aonad 2Snáithe: ScríbhneoireachtSnáithaonad: Ag úsáid teangaBa chóir go gcuirfí ar chumas an pháiste• Pictiúir a úsáid mar spreagthaigh don scríbhneoireachtVisual ArtsStrand: DrawingStrand Unit: Looking and respondingObjective:The child should be enabled to:• Look at and talk about his/her work, the work of other children and the work of artistsStrand: Paint and ColourStrand Unit: Looking and respondingObjective:The child should be enabled to:• Look at and talk about his/her work, the work of other children and the work of artistsDramaStrand: Drama to explore feelings, knowledge and ideas leading tounderstandingStrand Unit: Exploring and making dramaObjective:The child should be enabled to:• Enter appropriately and with facility, whether watched or unwatched, into the fictionaldramatic context• Extend playing in role and in character to include the ability to accept and maintain a briefthat has been decided on by either the teacher, the group or himself/herself• Become adept at implementing the playing rules that maintain focus in dramatic action• Help to plan dramatic activity to include the particular tension and suspense appropriate tothe theme being exploredStrand Unit: Reflecting on dramaObjective:The child should be enabled to:• Learn, through drama, the relationship between story, theme and life experience• Use the sharing of insights arising out of dramatic action to develop the ability to drawconclusions and hypothesise about life and peopleStrand Unit: Co-operating and communicating in making dramaObjective:The child should be enabled to:• Develop out of role, the ability to co-operate and to communicate with others in helping toshape the drama• Develop in role, the ability to co-operate and to communicate with others in helping toshape the drama101

Curaclam na Bunscoile: Aonad 3EnglishStrand:Receptiveness to languageStrand Unit: Oral language: developing receptiveness to oral languageObjective:The child should be enabled to:• Experience from the teacher a growing elaboration and sophistication in the use ofvocabulary and sentence structure• Listen to expressions, reactions, opinions and interpretations and retell or summarise them• Use mime to convey ideas, reactions, emotions, desires and attitudesStrand Unit: Reading: developing strategiesObjective:The child should be enabled to:• Engage with an increasing range of narrative, expository and representational text• Become self-reliant, confident, independent readers, having time in class for sustainedsilent readingStrand Unit: Writing: creating and fostering the impulse to writeObjective:The child should be enabled to:• Experience a classroom environment that encourages writing• Express and communicate reactions to reading experiences• Write for an increasingly varied audience• Receive and give constructive responses to writing• See his/her writing valued• Experience a level of success in writing that will be an incentive to continue writingStrand: Competence and confidence in using languageStrand Unit: Oral language: developing competence and confdence in oral languageObjective:The child should be enabled to:• Converse freely and confidently on a range of topics• Give and take turns in an environment where tolerance for the views of others is fostered• Practise and use improvisational drama to acquire a facility in performing more elaboratesocial functionsStrand Unit: Reading: reading for pleasure and informationObjective:The child should be enabled to:• Read widely as an independent reader from a more challenging range of reading materialStrand Unit: Writing: developing competence, confidence and the ability to writeindependentlyObjective:The child should be enabled to:• Write regularly on chosen topics• Write for a sustained length of time• Experience varied and consistent oral language activity as part of the pre-writing process• Observe the conventions of grammar, punctuation and spelling in his/her writing• Choose register of language appropriate to subject and audience• Take part in co-operative writing activities• Write fluently and relevantly in other areas of the curriculum• Develop a legible, fluent personal style of handwriting• Develop skills in the use of information technology102

Curaclam na Bunscoile: Aonad 3Strand: Developing cognitive abilities through languageStrand Unit: Oral language: developing cognitive abilities through oral languageObjective:The child should be enabled to:• Discuss issues of major concern• Discuss ideas and concepts encountered in other areas of the curriculum• Use a discussion of the familiar as the basis of a more formal or objective grasp of a topicor concept.• Use the basic key questions and checking questions as a means of extending knowledge• Argue points of view from the perspective of agreement and disagreement through informaldiscussion and in the context of formal debates• Justify and defend particular opinions or attitudes and try to persuade others to support aparticular point of view• Respond to arguments presented by the teacher• Discuss the value, truth or relevance of popular ideas and causesStrand Unit: Reading: developing interests, attitudes, information retrieval skills andthe ability to thinkObjective:The child should be enabled to:• Have access to a wide range of reading material in the classroom• Support arguments and opinions with evidence from the text• Read and interpret different kinds of functional texts• Explore appropriate non-fiction text for various purposes• Use information retrieval strategies in cross-curricular settingsStrand Unit: Writing: clarifying thought through writingObjective:The child should be enabled to:• Write in a variety of genres• Write for a particular purpose and with a particular audience in mind• Reflect on and analyse ideas through writing• Refine ideas and their expression through drafting and redrafting• Argue the case in writing for a particular point of viewStrand: Emotional and imaginative development through languageStrand Unit: Oral language: developing emotional and imaginative life through orallanguageObjective:The child should be enabled to:• Discuss with others his or her reactions to everyday experiences and to local, national andworld events• Discuss the concerns of other children• Discuss personal reading and writingStrand Unit: Reading: responding to textObjective:The child should be enabled to:• Relate personal experience to the ideas and emotions conveyed in the text• Develop individuality as a reader by experiencing success and the enhancement of selfesteemthrough readingStrand Unit: Writing: developing emotional and imaginative life through writingObjective:The child should be enabled to:• Express in writing reactions to the experiences of others103

Curaclam na Bunscoile: Aonad 3HistoryStrand: Politics, conflict and societyStrand Unit: 1916 and the foundation of the stateIreland, Europe and the world, 1960 to the presentObjective:The child should be enabled to:• Engage in simple studies of some of the most important aspects of periods in which politicalchanges or movements have had an important influence on the lives of people in Ireland• Acquire some knowledge of the major personalities, events or developments in theseperiods• Explore, discuss, compare and develop some simple understanding of the attitudes, beliefs,motivations and actions of differing individuals and groups of people in the past• Begin to develop some appreciation of the mindset of former generations• Acquire insights into the attitudes and actions of people in contemporary Ireland• Develop a growing sense of personal, national, European and wider identitiesSPHEStrand: MyselfStrand Unit: Self-identitySelf-awarenessObjective:The child should be enabled to:• Recognise and appreciate that each person is a unique individual and that this individualityis expressed in many different ways• Reflect on his/her experiences and the reasons for taking different courses of action• Identify realistic personal goals and targets and the strategies required to reach these• Accept his/her own body image and explore some of the factors that affect his/her selfimage and beliefs about himself/herselfStrand Unit: Taking care of my bodyHealth and well-beingObjective:The child should be enabled to:• Recognise and examine behaviour that is conducive to health and that which is harmful tohealth• Recognise causes of personal worry and identify appropriate coping strategies• Explore the role of personal choice, risk factors and the influence of others when choosingto use non-prescribed substances• Realise that there is a personal and communal responsibility for the health and well-beingof himself/herself and othersFood and nutritionObjective:The child should be enabled to:• Appreciate the importance of good nutrition for growing and developing and staying healthyStrand Unit: Growing and changingAs I grow I change104Objective:The child should be enabled to:• Identify and discuss the changes that are experienced in growing from child to adult

Feelings and emotionsCuraclam na Bunscoile: Aonad 3Objective:The child should be enabled to:• Acquire the ability and confidence to identify, discuss and explore a range of feelings,especially those that are difficult to express• Discuss and practice how to express and cope with various feelings in an appropriate manner• Differentiate between needs and wants and recognise and explore the concept of delayedgratificationStrand Unit: Making decisionsObjective:The child should be enabled to:• Acquire a growing sense of the importance of making informed decisions at many levels andidentify some of the decisions that s/he has to make• Explore and learn to examine critically the factors and levels of thought that influencedecisions and choices• Recognise the importance and legitimate role that adults have to play in making decisionsand setting boundaries for young people• Recognise that opportunities to exercise choice can increase as responsibilities are acceptedand as the trust of others is earned• Identify sources of help in solving problemsStrand: Myself and OthersStrand Unit: Relating to othersObjective:The child should be enabled to:• Listen actively to others and respect what each person has to say• Begin to appreciate the importance of maintaining a personal stance while also respectingthe beliefs, values and opinions of othersStrand: Myself and the wider worldStrand Unit: Developing citizenshipLiving in the local communityObjective:The child should be enabled to:• Recognise and understand the role of the individual and various groups in the community• Recognise and explore the positive contributions made to the local community by variousorganisation, ethnic, social or community groups and individuals• Explore how inequality might exist in the local community and suggest ways in which thismight be addressed• Identify some local issues of concern and explore possible action that could be taken toaddress these issuesNational, European and wider communitiesObjective:The child should be enabled to:• Become aware of elements of his/her own cultural heritage and traditions• Begin to explore the concept of democracy• Explore how justice and peace can be promoted between people and groups both nationallyand internationallyGaeilgeSnáithe: ScríbhneoireachtSnáithaonad: Ag úsáid teangaBa chóir go gcuirfí ar chumas an pháiste• Comhoibriú le páistí eile• Cineálacha éagsúla téacs a scríobh105

Curaclam na Bunscoile: Aonad 4EnglishStrand:Receptiveness to languageStrand Unit: Oral language: developing receptiveness to oral languageObjective:The child should be enabled to:• Listen to expressions, reactions, opinions and interpretations and retell or summarise them• Be continually aware of the importance of gesture, facial expression, audibility and clarityof annunciation in communicating with othersStrand Unit: Writing: creating and fostering the impulse to writeObjective:The child should be enabled to:• Experience a classroom environment that encourages writing• Express and communicate reactions to reading experiences• Experience interesting and relevant writing challenges• Receive and give constructive responses to writing• See his/her writing valuedStrand:Competence and confidence in using languageStrand Unit: Oral language: developing competence and confidence in oral languageObjective:The child should be enabled to:• Acquire the ability to give detailed instructions and directions• Converse freely and confidently on a range of topics• Give and take turns in an environment where tolerance for the views of others is fostered• Practise and use improvisational drama to acquire a facility in performing more elaboratesocial functions• Explore the possibilities of language and sentence structure in expressing increasinglycomplex thoughtsStrand Unit: Reading: reading for pleasure and informationObjective:The child should be enabled to:• Learn about the structure and appreciate the function of the component parts of anewspaperStrand Unit: Writing: developing competence, confidence and the ability to writeindependentlyObjective:The child should be enabled to:• Experience varied and consistent oral language activity as part of the pre-writing process• Take part in co-operative writing activities• Write fluently and relevantly in other areas of the curriculum• Develop skills in the use of information technologyStrand:Developing cognitive abilities through languageStrand Unit: Oral language: developing cognitive abilities through oral languageObjective:The child should be enabled to:• Discuss issues of major concern• Discuss ideas and concepts encountered in other areas of the curriculum• Use a discussion of the familiar as the basis of a more formal or objective grasp of a topicor concept.• Use the basic key questions and checking questions as a means of extending knowledge106

Curaclam na Bunscoile: Aonad 4• Argue points of view from the perspective of agreement and disagreement through informaldiscussion and in the context of formal debates• Justify and defend particular opinions or attitudes and try to persuade others to support aparticular point of view• Respond to arguments presented by the teacher• Explore and express conflicts of opinion through improvisational dramaStrand Unit: Reading: developing interests, attitudes, information retrieval skillsand the ability to thinkObjective:The child should be enabled to:• Have access to a wide range of reading material in the classroom• Use comprehension skills such as analysing, confirming, evaluating, synthesising andcorrelating to aid deduction, problem solving and prediction• Retrieve and interpret information presented in a variety of ways• Support arguments and opinions with evidence from the text• Read and interpret different kinds of functional texts• Explore appropriate non-fiction texts for various purposes• Use information retrieval strategies in cross-curricular settingsStrand Unit: Writing: clarifying thought through writingObjective:The child should be enabled to:• Write in a variety of genres• Reflect on and analyse ideas through writing• Express and communicate new learning• Relate new ideas to previous learningGeographyStrand: Human environmentsStrand Unit: People living and working in the local areaPeople living and working in a contrasting part of IrelandObjective:The child should be enabled to:• Explore, investigate and come to appreciate the major features of the built environment inthe locality and in a contrasting part of IrelandSPHEStrand: MyselfStrand Unit: Self-identitySelf-awarenessObjective:The child should be enabled to:• Recognise and appreciate that each person is a unique individual and that this individualityis expressed in many different ways• Reflect on his/her experiences and the reasons for taking different courses of action107

Curaclam na Bunscoile: Aonad 4Strand Unit: Safety and protectionPersonal safetyObjective:The child should be enabled to:• Discuss a variety of risky situations and behaviour and assess and evaluate how these risksmay be avoided or minimised and the implications of taking risksStrand Unit: Making decisionsObjective:The child should be enabled to:• Acquire a growing sense of the importance of making informed decisions at many levels andidentify some of the decisions that s/he has to make• Explore and learn to examine critically the factors and levels of thought that influencedecisions and choices• Recognise that decisions have consequences and that not all people will make the samedecisions all the time• Recognise that opportunities to exercise choice can increase as responsibilities are acceptedand as the trust of others is earnedStrand:Myself and OthersStrand Unit: Myself and my familyObjective:The child should be enabled to:• Discuss possible changes in family relationships and expectations as s/he grows and maturesand how s/he can cope with them• Examine some factors that can effect family lifeStrand Unit: Relating to othersObjective:The child should be enabled to:• Examine the various ways in which language can be used to isolate and discriminate againstpeople• Listen actively to others and respect what each person has to say• Begin to appreciate the importance of maintaining a personal stance while also respectingthe beliefs, values and opinions of others• Discuss how conflict can arise with different people and in different situationsStrand: Myself and the wider worldStrand Unit: Developing citizenshipLiving in the local communityObjective:The child should be enabled to:• Recognise and understand the role of the individual and various groups in the community• Recognise and explore the positive contributions made to the local community by variousorganisation, ethnic, social or community groups and individuals• Explore how inequality might exist in the local community and suggest ways in which thismight be addressed• Identify some local issues of concern and explore possible action that could be taken toaddress these issuesStrand Unit: Media educationObjective:The child should be enabled to:• Explore the role of newspapers and other forms of print media in transmitting messages,the techniques used and the types of information included108

Curaclam na Bunscoile: Aonad 4National, European and wider communitiesObjective:The child should be enabled to:• Become aware of elements of his/her own cultural heritage and traditions• Begin to explore the concept of democracy• Explore how justice and peace can be promoted between people and groups both nationallyand internationallyDramaStrand:Drama to explore feelings, knowledge and ideas leading tounderstandingStrand Unit: Exploring and making dramaObjective:The child should be enabled to:• Extend playing in role and in character to include the ability to accept and maintain a briefthat has been decided on by either the teacher, the group or himself/herselfStrand Unit: Reflecting on dramaObjective:The child should be enabled to:• Reflect on a particular dramatic action in order to create possible alternative courses forthe action that will reflect more closely the life patterns and issues being examined• Use the sharing of insights arising out of dramatic action to develop the ability to drawconclusions and hypothesise about life and peopleStrand Unit: Co-operating and communicating in making dramaObjective:The child should be enabled to:• Develop in role, the ability to co-operate and to communicate with others in helping toshape the dramaGaeilgeSnáithe: ÉisteachtSnáithaonad: Ag cothú spéiseBa chóir go gcuirfí ar chumas an pháiste• Éisteacht leis an nGaeilge á húsáid go teagmhasach sa seomra agus sa scoilSnáithaonad: Ag tuiscint teangaBa chóir go gcuirfí ar chumas an pháiste• Páirt a ghlacadh i ngníomhaíochtaí éisteachta a éilíonn tuiscint bhunúsachSnáithe: LéitheoireachtSnáithaonad: Ag tuiscint teangaBa chóir go gcuirfí ar chumas an pháiste• An téarmaíocht ar leith a bhaineann leis an léitheoireacht a chloisteáil as Gaeilge agus athuiscint• Focail a aithint i dtéacs trí úsáid a bhaint as leideanna ón gcomhthéacs109

Curaclam na Bunscoile: Aonad 4Snáithaonad: Ag úsáid teangaBa chóir go gcuirfí ar chumas an pháiste• Léitheoireacht fheidhmiúil a dhéanamh• Taithí a fháil ar chineálacha éagsúla téacsSnáithe: ScríbhneoireachtSnáithaonad: Ag cothú spéiseBa chóir go gcuirfí ar chumas an pháiste• Taitneamh agus sásamh a bhaint as gníomhaíochtaí oiriúnacha scríbhneoireachta• Taithí a fháil ar atmasféar ranga a léiríonn meas ar an bhfocal scríofaSnáithaonad: Ag úsáid teangaBa chóir go gcuirfí ar chumas an pháiste• Cabhair a lorg ón múinteoir• Scéalta simplí a chríochniú110

Curaclam na Bunscoile: Aonad 5EnglishStrand:Receptiveness to languageStrand Unit: Oral language: developing receptiveness to oral languageObjective:The child should be enabled to:• Listen to expressions, reactions, opinions and interpretations and retell or summarise them• Interpret mood, attitude, emotion and atmosphere in photographsStrand Unit: Writing: creating and fostering the impulse to writeObjective:The child should be enabled to:• Experience a classroom environment that encourages writing• Express and communicate reactions to reading experiences• Experience interesting and relevant writing challenges• Receive and give constructive responses to writing• See his/her writing valued• Experience a level of success in writing that will be an incentive to continue writingStrand:Competence and confidence in using languageStrand Unit: Oral language: developing competence and confidence in oral languageObjective:The child should be enabled to:• Converse freely and confidently on a range of topics• Give and take turns in an environment where tolerance for the views of others is fostered• Practise and use improvisational drama to acquire a facility in performing more elaboratesocial functions• Explore the possibilities of language and sentence structure in expressing increasinglycomplex thoughtsStrand Unit: Reading: reading for pleasure and informationObjective:The child should be enabled to:• Read widely as an independent reader from a more challenging range of reading material• Learn about the structure and appreciate the function of the component parts of anewspaperStrand Unit: Writing: developing competence, confidence and the ability to writeindependentlyObjective:The child should be enabled to:• Write for a sustained length of time• Experience varied and consistent oral language activity as part of the pre-writing process• Write, without redrafting on a given or chosen topic within certain time constraints• Choose register of language appropriate to subject and audience• Take part in co-operative writing activities• Write fluently and relevantly in other areas of the curriculum• Develop skills in the use of information technology111

Curaclam na Bunscoile: Aonad 5Strand:Developing cognitive abilities through languageStrand Unit: Oral language: developing cognitive abilities through oral languageObjective:The child should be enabled to:• Discuss issues of major concern• Discuss ideas and concepts encountered in other areas of the curriculum• Use a discussion of the familiar as the basis of a more formal or objective grasp of a topicor concept.• Use the basic key questions and checking questions as a means of extending knowledge• Argue points of view from the perspective of agreement and disagreement through informaldiscussion and in the context of formal debates• Justify and defend particular opinions or attitudes and try to persuade others to support aparticular point of view• Respond to arguments presented by the teacher• Discuss the value, truth or relevance of popular ideas and causes• Explore and express conflicts of opinion through improvisational dramaStrand Unit: Reading: developing interests, attitudes, information retrieval skills andthe ability to thinkObjective:The child should be enabled to:• Use comprehension skills such as analysing, confirming, evaluating, synthesising andcorrelating to aid deduction, problem solving and prediction• Retrieve and interpret information presented in a variety of ways• Support arguments and opinions with evidence from the text• Read and interpret different kinds of functional texts• Explore appropriate non-fiction texts for various purposes• Use information retrieval strategies in cross-curricular settingsStrand Unit: Writing: clarifying thought through writingObjective:Strand:The child should be enabled to:• Write in a variety of genres• Write for a particular purpose and with a particular audience in mind• Reflect on and analyse ideas through writing• Express and communicate new learning• Relate new ideas to previous learning• Argue the case in writing for a particular point of viewEmotional and imaginative development through languageStrand Unit: Oral language: developing emotional and imaginative life through orallanguageObjective:The child should be enabled to:• Discuss with others his or her reactions to everyday experiences and to local, national andworld events• Discuss the concerns of other children• Discuss ideas, concepts and images encountered in literature• Discuss personal reading and writingStrand Unit: Writing: developing emotional and imaginative life through writingObjective:The child should be enabled to:• Express in writing reactions to the experiences of others• Express a personal reaction to ideas, emotions and images encountered in literature112

Curaclam na Bunscoile: Aonad 5GeographyStrand:Human environmentsStrand Unit: People and other landsObjective:The child should be enabled to:• Develop an increasing awareness of the interdependence of people in these places andpeople in Ireland• Study some aspects of the environments and lives of people in one location in Europe andone location in another part of the world• Learn to value and respect the diversity of people and their lifestyles in these areas andother parts of the world• Become aware of various ethnic, religious and linguistic groups of people in Ireland, Europeand the wider world• Develop a sense of belonging to local, county, national, European and internationalcommunitiesStrand Unit: Trade and development issuesTradeObjective:The child should be enabled to:• Explore, through the study of some major world commodities, trade issuesFamineObjective:The child should be enabled to:• Become aware of the causes and effects of famine• Discuss possible short and long-term solutions to famineObjective:Development and aidThe child should be enabled to:• Come to appreciate the inequalities between the developed and the developing worldStrand Unit: Weather, climate and atmosphereWeather and climateObjective:The child should be enabled to:• Become aware of the characteristics of some major climatic regions in different parts ofthe worldStrand:Environmental awareness and careStrand Unit: Environmental awarenessObjective:The child should be enabled to:• Foster an appreciation of the ways in which people use the earth’s resources• Come to appreciate the need to conserve the earth’s resourcesStrand Unit: Caring for the environmentObjective:The child should be enabled to:• Identify and discuss a local, national or global environmental issue• Come to appreciate individual, community and national responsibility for environmentalcare113

Curaclam na Bunscoile: Aonad 5SPHEStrand: MyselfStrand Unit: Self-identitySelf-awarenessObjective:The child should be enabled to:• Recognise and appreciate that each person is a unique individual and that this individualityis expressed in many different waysStrand Unit: Making decisionsObjective:The child should be enabled to:• Acquire a growing sense of the importance of making informed decisions at many levels andidentify some of the decisions that s/he has to makeStrand:Myself and OthersStrand Unit: Relating to othersObjective:Strand:The child should be enabled to:• Listen actively to others and respect what each person has to say• Begin to appreciate the importance of maintaining a personal stance while also respectingthe beliefs, values and opinions of othersMyself and the wider worldStrand Unit: Developing citizenshipNational, European and wider communitiesObjective:The child should be enabled to:• Recognise and acknowledge the various cultural, religious, ethnic or other groups that existin a community or society and explore ways in which these differences can be respected• Become aware of some of the cultures, lifestyles and languages of some countries in theEuropean Union and the wider world• Explore how justice and peace can be promoted between people and groups both nationallyand internationally• Realise and begin to understand the unequal distribution of the world’s resources• Appreciate the environment and develop a sense of individual and community responsibilityfor caring for the environment and being custodians of the earth for future generationsStrand Unit: Media educationObjective:The child should be enabled to:• Explore and understand how information is conveyed and practise relaying messages using avariety of methods114

Curaclam na Bunscoile: Aonad 5ScienceStrand:Environmental awareness and careStrand Unit: Environmental awarenessObjective:The child should be enabled to:• Become aware of the importance of the earth’s renewable and non-renewable resources• Foster an appreciation of the ways in which people use the earth’s resources• Come to appreciate the need to conserve resourcesStrand Unit: Science and the environmentObjective:The child should be enabled to:• Recognise and investigate aspects of human activities that may have positive or adverseeffects on environmentsStrand Unit: Caring for the environmentObjective:The child should be enabled to:• Participate in activities that contribute to the enhancement of the environment• Identify and discuss a local, national or global environmental issue• Come to appreciate individual, community and national responsibility for environmental careDramaStrand:Drama to explore feelings, knowledge and ideas leading tounderstandingStrand Unit: Exploring and making dramaObjective:The child should be enabled to:• Extend playing in role and in character to include the ability to accept and maintain a briefthat has been decided on by either the teacher, the group or himself/herself• Help to plan dramatic activity to include the particular tension and suspense appropriate tothe theme being exploredStrand Unit:Reflecting on dramaObjective:The child should be enabled to:• Reflect on a particular dramatic action in order to create possible alternative courses forthe action that will reflect more closely the life patterns and issues being examined• Use the sharing of insights arising out of dramatic action to develop the ability to drawconclusions and hypothesise about life and peopleStrand Unit:Co-operating and communicating in making dramaObjective:The child should be enabled to:• Develop, in role, the ability to co-operate and to communicate with others in helping toshape the dramaVisual ArtsStrand:Paint and ColourStrand Unit: Looking and respondingObjective:The child should be enabled to:• Look at and talk about his/her work, the work of other children and the work of artists115

Curaclam na Bunscoile: Aonad 6EnglishStrand:Receptiveness to languageStrand Unit: Oral language: developing receptiveness to oral languageObjective:The child should be enabled to:• Listen to expressions, reactions, opinions and interpretations and retell or summarise themStrand Unit: Reading: developing strategiesObjective:The child should be enabled to:• Engage with an increasing range of narrative, expository and representational textStrand Unit: Writing: creating and fostering the impulse to writeObjective:The child should be enabled to:• Experience a classroom environment that encourages writing• Experience interesting and relevant writing challenges• Receive and give constructive responses to writing• See his/her writing valued• Experience a level of success in writing that will be an incentive to continue writingStrand: Competence and confidence in using languageStrand Unit: Oral language: developing competence and confdence in oral languageObjective:The child should be enabled to:• Converse freely and confidently on a range of topics• Give and take turns in an environment where tolerance for the views of others is fostered• Practise and use improvisational drama to acquire a facility in performing more elaboratesocial functions• Explore the possibilities of language and sentence structure in expressing increasinglycomplex thoughtsStrand Unit: Reading: reading for pleasure and informationObjective:The child should be enabled to:• Read widely as an independent reader from a more challenging range of reading materialStrand Unit: Writing: developing competence, confidence and the ability to writeindependentlyObjective:The child should be enabled to:• Write for a sustained length of time• Experience varied and consistent oral language activity as part of the pre-writing process• Write, without redrafting on a given or chosen topic within certain time constraints• Choose register of language appropriate to subject and audience• Take part in co-operative writing activities• Write fluently and relevantly in other areas of the curriculum• Develop skills in the use of information technologyStrand: Developing cognitive abilities through languageStrand Unit: Oral language: developing cognitive abilities through oral language116Objective:The child should be enabled to:• Discuss issues of major concern• Discuss ideas and concepts encountered in other areas of the curriculum• Use a discussion of the familiar as the basis of a more formal or objective grasp of a topicor concept.

Curaclam na Bunscoile: Aonad 6• Use the basic key questions and checking questions as a means of extending knowledge• Argue points of view from the perspective of agreement and disagreement through informaldiscussion and in the context of formal debates• Justify and defend particular opinions or attitudes and try to persuade others to support aparticular point of view• Respond to arguments presented by the teacher• Discuss the value, truth or relevance of popular ideas and causes• Explore and express conflicts of opinion through improvisational drama• Explore historical contexts through improvisational dramaStrand Unit: Reading: developing interests, attitudes, information retrieval skills andthe ability to thinkObjective:The child should be enabled to:• Use comprehension skills such as analysing, confirming, evaluating, synthesising andcorrelating to aid deduction, problem solving and prediction• Retrieve and interpret information presented in a variety of ways• Support arguments and opinions with evidence from the text• Read and interpret different kinds of functional texts• Explore appropriate non-fiction texts for various purposes• Use information retrieval strategies in cross-curricular settingsStrand Unit: Writing: clarifying thought through writingObjective:The child should be enabled to:• Write in a variety of genres• Write for a particular purpose and with a particular audience in mind• Reflect on and analyse ideas through writing• Express and communicate new learning• Relate new ideas to previous learning• Argue the case in writing for a particular point of viewStrand: Emotional and imaginative development through languageStrand Unit: Oral language: developing emotional and imaginative life through orallanguageObjective:The child should be enabled to:• Discuss with others his or her reactions to everyday experiences and to local, national andworld events• Discuss the concerns of other children• Discuss ideas, concepts and images encountered in literature• Discuss personal reading and writingStrand Unit: Writing: developing emotional and imaginative life through writingObjective:The child should be enabled to:• Express in writing reactions to the experiences of others• Write stories and poems• Express a personal reaction to ideas, emotions and images encountered in literature117

Curaclam na Bunscoile: Aonad 6GeographyStrand:Human environmentsStrand Unit: People living and working in the local areaPeople living and working in a contrasting of IrelandObjective:The child should be enabled to:• Explore, investigate and come to appreciate the major features of the built environment inthe locality and in a contrasting part of IrelandHistoryStrand:StoryStrand Unit: Stories from the lives of people in the pastObjective:Strand:The child should be enabled to:• Become aware of the lives of women, men and children from different social, cultural, ethnicand religious backgrounds including the lives of ordinary as well as ‘more famous’ people• Examine and begin to make deductions from simple relevant evidence• Use appropriate timelinesLife, society, work and culture in the pastStrand Unit: Life in the 19th centuryObjective:Strand:The child should be enabled to:• Become familiar with aspects of the lives of these people• Examine and become familiar with evidence which informs us about the lives of people inthe period studied, their thoughts and concerns, especially evidence that may be found locally• Record the place of peoples and events on appropriate timelinesEras of change and conflictStrand Unit: The Great FamineObjective:Strand:The child should be enabled to:• Become familiar with aspects of this period• Examine and become familiar with evidence which informs us about the lives of people inthe period studied, their thoughts and concerns, especially evidence which may be found locally• Record the place of peoples and events on appropriate timelinesPolitics, conflict and societyStrand Unit: Ireland, Europe and the world, 1960 to the presentObjective:The child should be enabled to:• Begin to develop some appreciation of the mind-set of former generations• Acquire insights into the attitudes and actions of people in contemporary Ireland• Develop a growing sense of personal, national, European and wider identities118Strand:Continuity and change over timeStrand Unit: Homes, housing and urban developmentObjective:The child should be enabled to:• Study aspects of social developments over long periods• Identify examples of change and continuity in the ‘line of development’• Identify the factors that may have caused or prevented change• Refer to or use appropriate timelines

Curaclam na Bunscoile: Aonad 6SPHEStrand: MyselfStrand Unit: Self-identitySelf-awarenessObjective:The child should be enabled to:• Recognise and appreciate that each person is a unique individual and that this individualityis expressed in many different waysDeveloping self-confidenceObjective:The child should be enabled to:• Develop further the ability to express personal opinions, thoughts and ideas and listen to,respect, think about and comment critically and constructively on the views of others• Enhance skills to improve learningStrand Unit: Relating to othersObjective:The child should be enabled to:• Listen actively to others and respect what each person has to say• Examine the power of persuasion, how it can be used both positively and negatively and suggestpractical ways and develop practical suggestions for dealing with pressures and influencesStrand: Myself and the wider worldStrand Unit: Developing citizenshipObjective:The child should be enabled to:• Explore how inequality might exist in the local community and suggest ways in which thismight be addressed• Identify some local issues of concern and explore possible action that could be taken toaddress these issuesGaeilgeSnáithe: ÉisteachtSnáithaonad: Ag cothú spéiseBa chóir go gcuirfí ar chumas an pháiste:• Éisteacht leis an nGaeilge á húsáid go teagasmhach sa seomra ranga agus sa scoil• Éisteacht chun brí ghinearálta a bhaint as ábhar taitneamhachSnáithaonad: Ag tuiscint teangaBa chóir go gcuirfí ar chumas an pháiste:• Páirt a ghlacadh i ngníomhaíochtaí éisteachta a éilionn tuiscint bhunúsachSnáithe: LabhairtSnáithaonad: Ag cothú spéiseBa chóir go gcuirfí ar chumas an pháiste:• An Ghaeilge a labhairt go teagmhasach sa seomra ranga agus sa scoil chun gnáthriachtanaischumarsáide a chomhlíonadh• Páirt a ghlacadh i ndrámaíSnáithaonad: Ag úsáid teangaBa chóir go gcuirfí ar chumas an pháiste:• Scéalta a athinsint ina f(h)ocail féin, ceisteanna a chur agus a fhreagairt futhu agus iad aléiriú i rólghlacadh• Foclóir níos leithne a úsáid• Rólghlacadh i suímh dhifriúla119

Curaclam na Bunscoile: Aonad 7EnglishStrand:Receptiveness to languageStrand Unit: Oral language: developing receptiveness to oral languageObjective:The child should be enabled to:• Listen to expressions, reactions, opinions and interpretations and retell or summarise them• Interpret mood, attitude, emotion and atmosphere in photographsStrand Unit: Reading: developing strategiesObjective:The child should be enabled to:• Engage with an increasing range of narrative, expository and representational textStrand Unit: Writing: creating and fostering the impulse to writeObjective:The child should be enabled to:• Experience a classroom environment that encourages writing• Experience interesting and relevant writing challenges• Write for an increasingly varied audience• See his/her writing valued• Experience a level of success in writing that will be an incentive to continue writingStrand: Competence and confidence in using languageStrand Unit: Oral language: developing competence and confdence in oral languageObjective:The child should be enabled to:• Converse freely and confidently on a range of topics• Give and take turns in an environment where tolerance for the views of others is fostered• Practise and use improvisational drama to acquire a facility in performing more elaboratesocial functions• Explore the possibilities of language and sentence structure in expressing increasinglycomplex thoughtsStrand Unit: Reading: reading for pleasure and informationObjective:The child should be enabled to:• Read widely as an independent reader from a more challenging range of reading material• Learn about the structure and appreciate the function of the component parts of anewspaperStrand Unit: Writing: developing competence, confidence and the ability to writeindependentlyObjective:The child should be enabled to:• Write for a sustained length of time• Experience varied and consistent oral language activity as part of the pre-writing process• Choose register of language appropriate to subject and audience• Take part in co-operative writing activities• Write fluently and relevantly in other areas of the curriculum• Develop skills in the use of information technology120

Curaclam na Bunscoile: Aonad 7Strand: Developing cognitive abilities through languageStrand Unit: Oral language: developing cognitive abilities through oral languageObjective:The child should be enabled to:• Discuss issues of major concern• Discuss ideas and concepts encountered in other areas of the curriculum• Use a discussion of the familiar as the basis of a more formal or objective grasp of a topicor concept.• Use the basic key questions and checking questions as a means of extending knowledge• Argue points of view from the perspective of agreement and disagreement through informaldiscussion and in the context of formal debates• Justify and defend particular opinions or attitudes and try to persuade others to support aparticular point of view• Respond to arguments presented by the teacher• Discuss the value, truth or relevance of popular ideas and causes• Explore and express conflicts of opinion through improvisational dramaStrand Unit: Reading: developing interests, attitudes, information retrieval skills andthe ability to thinkObjective:The child should be enabled to:• Use comprehension skills such as analysing, confirming, evaluating, synthesising andcorrelating to aid deduction, problem solving and prediction• Develop study skills such as skimming, scanning, note taking and summarising• Retrieve and interpret information presented in a variety of ways• Support arguments and opinions with evidence from the text• Read and interpret different kinds of functional texts• Explore appropriate non-fiction texts for various purposes• Use information retrieval strategies in cross-curricular settings• Distinguish between fact and opinion and bias and objectivity in text and in the media• Find information relevant to his or her purpose in non-fiction texts and through the use ofinformation technologyStrand Unit: Writing: clarifying thought through writingObjective:The child should be enabled to:• Write in a variety of genres• Write for a particular purpose and with a particular audience in mind• Reflect on and analyse ideas through writing• Express and communicate new learning• Relate new ideas to previous learning• Argue the case in writing for a particular point of view• Use notes to summarise reading material and write an account from the notesStrand: Emotional and imaginative development through languageStrand Unit: Oral language: developing emotional and imaginative life through orallanguageObjective:The child should be enabled to:• Discuss with others his or her reactions to everyday experiences and to local, national andworld events• Discuss the concerns of other children• Discuss ideas, concepts and images encountered in literature121

Curaclam na Bunscoile: Aonad 7Strand Unit: Writing: developing emotional and imaginative life through writingObjective:The child should be enabled to:• Express in writing reactions to the experiences of others• Write stories and poems• Express a personal reaction to ideas, emotions and images encountered in literature• Express in writing reactions to TV programmesMathematicsStrand: DataStrand Unit: Representing and interpreting dataObjective:The child should be enabled to:• Collect, organise and represent data using pie charts and trend graphsDramaStrand:Drama to explore feelings, knowledge and ideas leading tounderstandingStrand Unit: Exploring and making dramaObjective:The child should be enabled to:• Extend playing in role and in character to include the ability to accept and maintain a briefthat has been decided on by either the teacher, the group or himself/herself• Help to plan dramatic activity to include the particular tension and suspense appropriate tothe theme being exploredStrand Unit: Reflecting on dramaObjective:The child should be enabled to:• Reflect on a particular dramatic action in order to create possible alternative courses forthe action that will reflect more closely the life patterns and issues being examined• Use the sharing of insights arising out of dramatic action to develop the ability to drawconclusions and hypothesise about life and peopleStrand Unit: Co-operating and communicating in making dramaObjective:The child should be enabled to:• Develop in role, the ability to co-operate and to communicate with others in helping toshape the dramaVisual ArtsStrand: Paint and ColourStrand Unit: Looking and respondingObjective:The child should be enabled to:• Look at and talk about his/her work, the work of other children and the work of artists122

Curaclam na Bunscoile: Aonad 7SPHEStrand: MyselfStrand Unit: Self-identitySelf-awarenessObjective:The child should be enabled to:• Recognise and appreciate that each person is a unique individual and that this individualityis expressed in many different waysDeveloping self-confidenceObjective:The child should be enabled to:• Develop further the ability to express personal opinions, thoughts and ideas and listen to,respect, think about and comment critically and constructively on the views of others• Enhance skills to improve learningStrand Unit: Making decisionsObjective:The child should be enabled to:• Acquire a growing sense of the importance of making informed decisions at many levels andidentify some of the decisions that s/he has to make• Recognise that decisions have consequences and that not all people will make the samedecisions all the timeStrand: Myself and OthersStrand Unit: Relating to othersObjective:The child should be enabled to:• Listen actively to others and respect what each person has to say• Examine the power of persuasion, how it can be used both positively and negatively andsuggest practical ways and develop practical suggestions for dealing with pressures andinfluencesStrand: Myself and the wider worldStrand Unit: Developing citizenshipObjective:The child should be enabled to:• Explore how inequality might exist in the local community and suggest ways in which thismight be addressedStrand Unit: Media educationObjective:The child should be enabled to:• Explore and understand how information is conveyed and practise relaying messages using avariety of methods• Explore the role of newspapers and other forms of print media in transmitting messages,the techniques used and the types of information included• Identify the audience at which different aspects of the media are aimed• Explore and use some simple broadcasting, production and communication techniques123

Curaclam na Bunscoile: Aonad 7GaeilgeSnáithe: ÉisteachtSnáithaonad: Ag cothú spéiseBa chóir go gcuirfí ar chumas an pháiste:• Éisteacht leis an nGaeilge á húsáid go teagasmhach sa seomra ranga agus sa scoil• Éisteacht chun brí ghinearálta a bhaint as ábhar taitneamhachSnáithaonad: Ag tuiscint teangaSnáithe: LabhairtBa chóir go gcuirfí ar chumas an pháiste:• Páirt a ghlacadh i ngníomhaíochtaí éisteachta a éilionn tuiscint bhunúsachSnáithaonad: Ag cothú spéiseBa chóir go gcuirfí ar chumas an pháiste:• An Ghaeilge a labhairt go teagmhasach sa seomra ranga agus sa scoil chun gnáthriachtanaischumarsáide a chomhlíonadh• An Ghaeilge a labhairt i gcomhthéacsanna cultúrthaSnáithaonad: Ag úsáid teangaBa chóir go gcuirfí ar chumas an pháiste:• Foclóir níos leithne a úsáid• Ceisteanna a chur agus a fhreagairtSnáithe: ScríbhneoireachtSnáithaonad: Ag cothú spéiseBa chóir go gcuirfí ar chumas an pháiste:• Taitneamh agus sásamh a bhaint as gníomhaíochtaí oiriúnacha scríbhneoireachta• Taithí a fháil ar atmaisféar ranga a léiríonn meas ar an bhfocal scríofa agus a chuireannluach ar dhea-iarrachtaí scríbhneoireachta• Aischothú dearfach a fháil ar obair phearsanta124

Curaclam na Bunscoile: Aonad 8EnglishStrand:Receptiveness to languageStrand Unit: Oral language: developing receptiveness to oral languageObjective:The child should be enabled to:• Be continually aware of the importance of gesture, facial expression, audibility and clarityof enunciation in communicating with othersStrand Unit: Reading: developing strategiesObjective:The child should be enabled to:• Engage with an increasing range of narrative, expository and representational textStrand: Competence and confidence in using languageStrand Unit: Oral language: developing competence and confdence in oral languageObjective:The child should be enabled to:• Converse freely and confidently on a range of topics• Give and take turns in an environment where tolerance for the views of others is fosteredStrand Unit: Reading: reading for pleasure and informationObjective:The child should be enabled to:• Read widely as an independent reader from a more challenging range of reading materialStrand: Developing cognitive abilities through languageStrand Unit: Oral language: developing cognitive abilities through oral languageObjective:The child should be enabled to:• Discuss issues of major concern• Discuss ideas and concepts encountered in other areas of the curriculum• Use a discussion of the familiar as the basis of a more formal or objective grasp of a topicor concept.• Use the basic key questions and checking questions as a means of extending knowledge• Listen to a presentation on a particular topicStrand Unit: Reading: developing interests, attitudes, information retrieval skills andthe ability to thinkObjective:The child should be enabled to:• Use comprehension skills such as analysing, confirming, evaluating, synthesising andcorrelating to aid deduction, problem solving and prediction• Retrieve and interpret information presented in a variety of ways• Read and interpret different kinds of functional texts• Explore appropriate non-fiction texts for various purposes• Use information retrieval strategies in cross-curricular settings• Find information relevant to his or her purpose in non-fiction texts and through the use ofinformation technologyStrand Unit: Writing: clarifying thought through writingObjective:The child should be enabled to:• Write in a variety of genres• Write for a particular purpose and with a particular audience in mind• Express and communicate new learning• Relate new ideas to previous learning• Argue the case in writing for a particular point of view125

Curaclam na Bunscoile: Aonad 8Strand: Emotional and imaginative development through languageStrand Unit: Oral language: developing emotional and imaginative life through orallanguageObjective:The child should be enabled to:• Discuss the concerns of other childrenStrand Unit: Writing: developing emotional and imaginative life through writingObjective:The child should be enabled to:• Express in writing reactions to the experiences of othersGeographyStrand:Human environmentsStrand Unit: People living and working in the local areaPeople living and working in a contrasting part of IrelandObjective:The child should be enabled to:• Learn about and come to appreciate the peoples and communities who live and work in thelocality and in a contrasting part of Ireland• Explore, investigate and come to appreciate the major features of the built environment inthe locality and in a contrasting part of Ireland• Explore and investigate, especially through practical studies, one or more of the importanteconomic activities of people in the locality and in a contrasting part of IrelandSPHEStrand: MyselfStrand Unit: Self-identitySelf-awarenessObjective:The child should be enabled to:• Recognise and appreciate that each person is a unique individual and that this individualityis expressed in many different waysDeveloping self-confidenceObjective:The child should be enabled to:• Develop further the ability to express personal opinions, thoughts and ideas and listen to,respect, think about and comment critically and constructively on the views of others• Enhance skills to improve learningStrand Unit: Making decisionsObjective:The child should be enabled to:• Acquire a growing sense of the importance of making informed decisions at many levels andidentify some of the decisions that s/he has to make• Recognise that decisions have consequences and that not all people will make the samedecisions all the time• Recognise the important and legitimate role that adults have to play in making decisionsand setting boundaries for young people126

Curaclam na Bunscoile: Aonad 8Strand: Myself and OthersStrand Unit: Relating to othersObjective:The child should be enabled to:• Listen actively to others and respect what each person has to say• Explore and practise the many verbal and non-verbal ways in which people communicatewith each other• Begin to appreciate the importance of maintaining a personal stance while also respectingthe beliefs, values and opinions of othersStrand: Myself and the wider worldStrand Unit: Developing citizenshipObjective:The child should be enabled to:• Recognise and understand the role of the individual and various groups in the community• Explore how inequality might exist in the local community and suggest ways in which thismight be addressed• Recognise and explore the positive contributions made to the local community by variousorganisations• Explore some local issues of concern and explore possible action that could be taken toaddress these issuesDramaStrand:Drama to explore feelings, knowledge and ideas leading tounderstandingStrand Unit: Exploring and making dramaObjective:The child should be enabled to:• Extend playing in role and in character to include the ability to accept and maintain a briefthat has been decided on by either the teacher, the group or himself/herselfStrand Unit: Reflecting on dramaObjective:The child should be enabled to:• Use the sharing of insights arising out of dramatic action to develop the ability to drawconclusions and hypothesise about life and peopleStrand Unit: Co-operating and communicating in making dramaObjective:The child should be enabled to:• Develop, out of role, the ability to co-operate and to communicate with others in helpingto shape the drama• Develop, in role, the ability to co-operate and to communicate with others in helping toshape the drama127

Curaclam na Bunscoile: Aonad 8GaeilgeSnáithe: ÉisteachtSnáithaonad: Ag cothú spéiseBa chóir go gcuirfí ar chumas an pháiste:• Éisteacht leis an nGaeilge á húsáid go teagasmhach sa seomra ranga agus sa scoil• Éisteacht chun brí ghinearálta a bhaint as ábhar taitneamhachSnáithaonad: Ag tuiscint teangaBa chóir go gcuirfí ar chumas an pháiste:• Páirt a ghlacadh i ngníomhaíochtaí éisteachta a éilíonn tuiscint bhunúsach• Éisteach leis an nGaeilge á labhairt go fíorchumarsáideach ar na hócáidí céanna gach láchun nathanna cainte agus foirmlí teanga a dhaingniú• Cluichí spreagúla a éilíonn éisteacht agus tuiscint a imirtSnáithe: LabhairtSnáithaonad: Ag cothú spéiseBa chóir go gcuirfí ar chumas an pháiste:• An Ghaeilge a labhairt go teagmhasach sa seomra ranga agus sa scoil chun gnáthriachtanaischumarsáide a chomhlíonadhSnáithaonad: Ag úsáid teangaBa chóir go gcuirfí ar chumas an pháiste:• Foclóir níos leithne a úsáid• Cluichí teanga a imirt• Cluichí a imirt chun taithí a fháil ar ghramadach na Gaeilge128