- Focused research into post primary needs North and South
- Identification of common needs North and South
- Identification and response to common challenges North and South
- Addressing whole school and classroom challenges at post primary level North and South
- Promotion of the inclusive post primary schoolo/classroom
- Enhanced provision for post primary sector
- Sharing best practice
A conference for 120 delegates was held in the Grand Hotel Malahide on Friday 3rd April 2009 to disseminate best practice in this area.
See the report.
Ms Mary Yarr, North East Education and Library Board
Ms Barbara Simpson, Trinity College Dublin
SCoTENS Seed Funding 2008-2009 £3,000
Education for a Just World, is a new partnership initiative between Trocaire and the Centre for Human Rights and Citizenship Education, St Patrick’s College, Drumcondra, Dublin. The partnership has just launched the Just Children story sack. Aimed at pre-school educators and Infant class teachers, the sack is built around the colourful children’s story of Mama Panya’s Pancakes. Set in Kenya, the story depicts the journey made by Adika and his mother to their local market to buy food to make pancakes. On their way Adika, despite his mother’s reluctance, invites an increasing number of friends for pancakes. To Mama Panya’s relief, the friends do not arrive at the pancake party empty handed, but with food and music for a feast.
The handbook and resources included in the sack build on this story. Developed in consultation with educators and early education experts, the handbook contains a programme of learning experiences designed to introduce children aged 3 to 6 years to concepts such as: fairness, interdependence, near and far, similarity and difference and another perspective, in a global context. With a puppet, songs, a CD and photographs, the sack provides an example of how education for a just world can begin in pre-school educational settings.
For more information on the story sack go to: www.spd.dcu.ie/chrce
“The method of implementation can be determined by the school, as long as the statutory minimum requirements are met. CCEA are expected to recommend good practice to be that the subject is given discrete time in the timetable and that modules be taught through a range of subjects, in order that its values be embedded throughout the ethos of the school (CCEA)”
“it is hoped that citizenship will not only support existing practice in the teaching of individual subjects but will also add a unique flavour to them. This can be achieved through linking the content of the citizenship requirements to the particular subject content that is relevant to it. This is effectively a cross-curricular approach and not an inter-disciplinary approach which would be combinations of subjects such as “integrated science” or “humanities”. Cross-curricular can have different meanings, but essentially it is about planned collaboration between subjects” (Arthur & Daniel Wright, 2001, p 25)
- Citizenship Education, Art and Design
- Citizenship Education and History
- Citizenship and Science
These lesson plans and other resources are provided by PGCE students from the University of Ulster, School of Education.