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St.Patricks Day- Celebration

Topic: St.Patricks Day- Celebration

Learning Outcomes

  • Understand the story of St.Patrick.
  • To identify a Shamrock.
  • Use art to design Shamrocks.

 

 

Introduction

  • Gather prior knowledge through questioning.
  • Use pictures to prompt children.
  • Show story of St.Patrick using a powerpoint.

Development

Shamrocks- Explore what a shamrock looks like.

Art-Give the children a range of materials to construct shamrocks.

 

Plenary

Use an Artist chair to display and show everybody´s work.

Recap the story of St.Patrick.

 

Other Resources for teaching this topic

Twinkl powerpoint

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Recognising and Embracing Our Uniqueness

Topic: Recognising and Embracing Our Uniqueness

Learning Outcomes

  • That each child will gain an understanding that they are different from their peers.
  • That each child will celebrate difference.

 

Introduction

Teacher introduces the lesson by saying how we are all different.

She brings two children up in front of the class and shows how both have different coloured hair, height etc.

Think/ Pair/ Share activity: They describe their neighbour to their neighbour in a pair activity.

Development

Teacher then gives an oval template to each child and some coloured wool and gets them to draw themselves. The wool is used for hair.

The pictures are then put on a noticeboard.

Teacher then reads the story Horray for You, a story celebrating how unique we all are.

 

Plenary

To conclude the teacher gives each child a web and gets them to draw a picture that tells about your special talents or interests.

 

Other Resources for teaching this topic

A copy of the Hooray for You is available online.

This lesson can take place over two days as there is quite a bit involved.

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Who made your t-shirt?

Topic: Who made your t-shirt?

Learning Outcomes

Identify the countries their clothes are produced in

Name the materials used to make their clothes

Label materials as natural or synthetic

 

 

 

Introduction

Teacher introduces topic of clothing, recording brainstorm on IWB

Prompts include materials, styles, favourite shops.

Fast Fashion- explain concept to class.

 

 

 

Development

Class question: Who’s clothes have travelled the furthest to get here? Labels checked, countries recorded.

Children research online the countries their clothes were produced in and graph them on a map.

How It’s Made: Clothing

Watch youtube video on how clothes are made.

Discuss natural vs synthetic fibres and how each is produced and environmental impact of each.

Plenary

Children write the story of their t-shirt’s journey

Children do conscience alley on fast fashion shopping vs buying clothes second hand

 

 

Other Resources for teaching this topic

https://www.youtube.com/watch?v=YYWlevX7Kw0 How It’s Made Clothing

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Food

Topic: Food

Learning Outcomes

Children should gain and understanding of:

  • food miles
  • jobs created from food
  • environmental impact of food travel and consumption
  • reduction of food miles by shopping locally
  • cost for food v cost paid to producer/workers etc

 

Introduction

  • Open a discussion about food consumed/purchased within the class
  • Gauge the level of knowledge of food travel/process of food growth/where our food comes from
  • Yes/no/unsure of foods- are they grown in Ireland

Development

Children should select a food item imported from abroad researching:

  • growth process (time, care etc required)
  • Harvesting
  • Packing
  • Shipping
  • Delivery to shop
  • Unpacking and displaying

 

Plenary

Feedback back by groups to the class on various food item research

Follow up with asking a local food producer to speak to the class regarding local food production vs importing of food.

 

 

 

Other Resources for teaching this topic

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Friendship Week

Topic: Friendship Week

Learning Outcomes

That the children will learn what it means to be a good friend

That the child should be able to identify qualities that are needed for Friendship

The children will partake in games taking turns and building friendships.

The children will enjoy the story The Rainbow Fish

The children will discuss the story and how Friendship was shown

 

 

Introduction

Introduce the children to the topic of Friendship by showing them the story of the Rainbow Fish.

https://www.youtube.com/watch?v=r9mryuEKkKc

Discuss the story and the feeling of the fish.

Play a game of Blindman’s buff to develop trust among friends. Do paired reading with a younger class.

 

Development

Ask the children questions to develop the theme of friendship and to allow them to explore the theme and the feeling of different characters.

  • Describe the Rainbow Fish’s behaviour at different points in the story. How did his behaviour make the other fish feel?
  • The Rainbow Fish gives away his most prized possessions. What are your most prized possessions? Why are they important to you?
  • Does this story have a moral? What is it?

Integration: English and Art

 

Plenary

Reflect using drama and art to further develop the theme.

 

Other Resources for teaching this topic

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Easter

Topic: Easter

Learning Outcomes

  • To identify Easter as a sacred time of year for Christians around the world
  • To learn the key vocabulary associated with Easter
  • To complete a written exercise pertaining to the story of Easter

 

Introduction

  • The children will be asked what Easter is all about, and what they know of Easter already.
  • The children will be asked, in pairs, to brainstorm key words associated with Easter, and to contribute these words to a word web on the whiteboard.
  • The children will listen to the song “One, Two, Three” – https://www.youtube.com/watch?v=MIf9jv4pVTM

Development

  • The teacher will read a passage from the Bible associated with Easter.
  • Key words and vocabulary used from the passage will be highlighted for the children.
  • The children will then complete an interactive storyboard activity, in which they sequence the events of the biblical passage that they’ve just heard.
  • When the groups have concluded this exercise, children from each of the groups will rewrite the Easter story.

Plenary

  • The teacher will ask children various questions across the room about the written pieces that they have just completed.
  • The teacher will remind the children of the new key vocabulary learned in the lesson.

 

Other Resources for teaching this topic

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the environment

Topic: the environment

Learning Outcomes

Children will read the story Planting the trees of Kenya.

Children will discuss how Wangari promoted women’s rights and planted trees to preserve the land.

Children will brainstorm how they can support and help the environment.

 

Introduction

The Cover: Have students predict what the text is
about based on the title and front cover illustrations.
Have them make predictions about the text’s genre
and the author’s purpose. Who is Wangari Maathai?
The Pictures: Flip through the pages in the text. Ask
your students what they notice about the illustrations.
How does the land change throughout the book?
What effect might that have on the people of Kenya?
Prior Knowledge: Find out what your students know
about Kenya. Show them Kenya on a map and point out
its proximity to the equator. Explain that the climate
tends to be wet and hot—ideal for growing many
plants. Compare your area’s climate with that of Kenya.
Vocabulary: sacred, homestead, plantation, export, silt
Purpose for Reading: Choose the purpose that best
fits your class: “Let’s read today to find out how the
choices people make can affect their environment.”
“As we read, think about how the people of Kenya
found themselves growing poorer even though they
were working the same land they always had.” “As
we learn about Wangari Maathai, think about the
difference just one person can make.”

 

 

Development

Discuss the following questions

What caused the changes in Kenya while Wangari was away at college?
What effect would the changes in the land have on the animals?

How would this affect the people?

How do you think Wangari felt when she returned
to Kenya?
What does Wangari mean when she says that
good soldiers should have guns in their right hands
and trees in their left?
What would have happened if Wangari hadn’t
come back to Kenya?

Think Pair Share :Discuss how we have lost respect for the environment

Brainstorm: ideas how we improve the environmet.

create a list in groups of what we can do in order to be proactive and help the environment.

Plenary

discuss brainstorm and lists of ideas

Recap on the story.

Could do a follow up lesson following through on some of the childrens ideas from their brainstorm .

 

Other Resources for teaching this topic

you could look at the green belt movement website during a follow up lesson.

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Sikhism, 5 K’s

Topic: Sikhism, 5 K’s

Learning Outcomes

-recognise the 5 K’s of Sikhism

-name the 5 K of Sikhism

-explore the importance of the 5 K’s

 

Introduction

Talk about Sikhism, where the religion originates from, what the followers are called.

Recalling the beliefs of Sikhs from previous lesson.

Show the 5 K’s of Sikhism.

Talk about their names, where it originates from and the importance to the religion.

Watch the video linked https://www.youtube.com/watch?v=Eg7A8cPlvU0

Development

Give each group a set of loop cards on the 5 physical symbols. Give each small group an opportunity to discuss the physical symbols.

Make the loop from the loop cards and compare to other groups.

Plenary

A display will be made which displays each of the physical symbols. Give groups the opportunity to draw, paint or display the symbol in their chosen form.

 

 

Other Resources for teaching this topic

use of youtube video https://www.youtube.com/watch?v=Eg7A8cPlvU0

kahoot quiz on the physical symbols

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The day Gogo went to vote

Topic: The day Gogo went to vote

Learning Outcomes

The children will listen to the story of the Day Gogo went to Vote.

They will learn about voting, democracy and human rights.

They will be in role as children either being granted or denied rights.

 

Introduction

Children willl be asked about voting and what they think it is and why it is needed

They will be given options and have to vote and explain why they voted that way.

They will watch a clip on Ellen about voting

https://www.youtube.com/watch?v=jqzkIOAPp28

Development

ten children will be picked and given a yellow ribbon to wear. A list will be read out: children with yellow ribbon don’t have homework, they can have cushions, they have hot lunch, no uniforms etc. Questions will then be asked to children with and without ribbons; how did that make you feel? how do you feel about the rules and so on.

 

Plenary

Children will listen to the story of The Day Gogo Went to Vote

https://www.youtube.com/watch?v=ZuySVu2CLmE

This will be discussed.

 

Other Resources for teaching this topic

youtube

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Environmental Interdependence

Topic: Environmental Interdependence

Learning Outcomes

The children will explore and learn about the concept of Environmental Interdependence through

reading and exploring the story of “The great kapok tree” by Lynn cherry.

 

 

Introduction

Discuss what they already know about the amazon rainforest. Where it is , how large it is etc.

link it to previous learning in science – how plants give us oxygen

amazon rainforest are sometimes called the lungs of our planet.

 

 

Development

Before introducing the book we are about to read – link it to previous learning in science

about the layers of the rainforest canopy. – what is found at each level?

Introduce the book saying it is about a really large tree that grows in the rainforest

it is a home to lots of species that depend on it , even us.

 

Read the story.

 

 

 

Plenary

discuss the book when it is finished from the prespective of the different characters.

what choices were difficult? were you aware of how one action could impact on so many

others?

extension – drama lesson where a ball of wool is used to connect all creatures to the tree and the

woodsman cuts the wool when he cuts the tree

extension – deforestation , food webs, bees habitats, etc.

 

Other Resources for teaching this topic

https://www.youtube.com/watch?v=J1Teb-_jTyI

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Environment

Topic: Environment

Learning Outcomes

  • Identify and discuss local, national and environmental issues
  • Realise that there is a personal and community responsibility for taking care and conserving the environment

 

 

Introduction

Activities include:

  • sorting activity bag with some items that can and cannot be recycled – include items such as straws, pizza boxes, toothbrush, one off plastic bottles, newspapers etc etc

Development

  • class discussion @ the meaning of the words – reduce, reuse, recycle as well as discussing practical ways that we can reduce, reuse and recycle and how do we get rid of items that we no longer need/want.
  • Children complete an activity under the four headings in LT workbook / handout
  • Design a poster to improve the environment
  • Video on line about protecting the environment / global warming
  • Discuss overuse of plastic and damage it is causing including oceans
  • Link to care for classroom including correct bin usage

Plenary

Key points from lesson – look at posters and messages on same

 

Other Resources for teaching this topic

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Meditation

Topic: Meditation

Learning Outcomes

Children will learn about meditation.  They will engage in a meditation. They will discuss how the felt before and after the meditation.

 

 

Introduction

Did anyone every meditate? What is meditation?

Why would you do it?

Teacher: oral brainstorm with children or mind map on the whiteboard.

Development

Thank you for sharing your information and experiences about meditation.  Now, we are all going to participate in a mediation but before we do that please write on a piece of paper how you feel.

Link to one minute meditation:

https://www.youtube.com/watch?v=iTrl2yxO79g

 

 

 

Plenary

How do feel after the meditation, write it on the other side of your piece of paper. Would anyone like to share with us, how they feel now?

Thank you for taking part in the meditation. It takes practice to become more comfortable with meditation. It is a good habit.

 

 

Other Resources for teaching this topic

https://www.youtube.com/watch?v=iTrl2yxO79g

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Being a good friend

Topic: Being a good friend

Learning Outcomes

The children will learn what it means to be a good friend, all the qualities and characteristics that make a good friend.

The children will be able to list 3 qualities that make a good friend.

The children will be enabled to discuss what way they would like a friend treat them.

 

Introduction

Play a song “You got a Friend in Me (Toy Story)  and ask the children to listen to the words and enjoy.

Discuss the song.

Write on white”What makes a good friend”

Development

 

Get the children to Think Pair Share

Brainstorm the word friend on the board. Write down what the children report back.

Plenary

Read the story “A Dinosaur called Tiny” –

The children will listen to the story.

To further develop the lesson, divide the children into groups and ask to create a Freeze Frame of their favourite part of the book.

 

Other Resources for teaching this topic

http://youtube You got a friend in me

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Grandparents Day

Topic: Grandparents Day

Learning Outcomes

Appreciate the role of grandparents;

Carry out an interview with a grandparent or older person;

Complete a written activity or artwork based on grandparents;

Help organise and participate in an afternoon to celebrate grandparents.

 

Introduction

Brainstorm the term “grandparent” with the class, recording key term on the board (family, fun, play time, ice cream, my dad’s parents, my mam’s parents) etc

Ask the children to bring in a photograph of them with their grand parent and discuss this picture in pairs.

Development

Invite in a grandparent to speak with the class prior to this lesson;

Listen to some stories told by the speaker about their life and the games they used to play as children;

Ask the speaker a variety of different questions about what they do with their grandchildren, what school was like when they were younger etc

Make a list of questions that we could ask our grandparents about their lives or their lives as they were growing up;

Carry out this interview.

Plenary

Plan an afternoon to celebrate grandparents;

Plan different stations to explore the different games grandparents used to play as children;

Complete some written activities (letter to grandparents/ acrostic poem/ picture of grandparents) to hang around the classroom on the day.

 

 

Other Resources for teaching this topic

http://content.twinkl.co.uk/resource/2a/a4/t-t-2548691-ks1-grandparents-day-powerpoint-english.ppt?__token__=exp=1560261914~acl=%2Fresource%2F2a%2Fa4%2Ft-t-2548691-ks1-grandparents-day-powerpoint-english.ppt%2A~hmac=efdfcddfd36795ad951ccc311a859df3c4a2b7d6c03490b650f22b5f7c340220

 

http://content.twinkl.co.uk/resource/80/34/t2-t-17000-ks2-grandparents-day-plan-english_ver_4.pdf?__token__=exp=1560262692~acl=%2Fresource%2F80%2F34%2Ft2-t-17000-ks2-grandparents-day-plan-english_ver_4.pdf%2A~hmac=5b9c17d3d48f341922343ed8727a27476b558437c2d8a57ef2991fd873eb61a0

 

 

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Islam&Ramadan

Topic: Islam&Ramadan

Learning Outcomes

 

The children will;

*have basic understanding of Islam

*become informed about 5 pillars of Islam

*become aware of Ramadan (fasting from dawn to dusk, exceptions, Hajj, forgiveness)

 

Introduction

 

 

Development

*Ask the children to create a 30 day month of kindness calendar on a shared document of google documents.

*Discuss the different acts of kindness and how they would help us  to become more grateful in our lives

*children create google form to quiz  peers on their learning

 

Plenary

*Share the calendars with others groups via the interactive whiteboard

*Complete google form to assess learning

 

 

Other Resources for teaching this topic

Shared google documents

powerpoint

google forms

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Meditation

Topic: Meditation

Learning Outcomes

Show the positive impact of meditation on our health and well-being.

 

Introduction

Show the class the YouTube clip One Moment Meditation. How to Meditate in a Moment. https://www.youtube.com/watch?v=F6eFFCi12v8

Discuss why the character may have benefited from his one moment meditation.

Development

Ask students to close eyes in preparation for our meditation (alternatively pass out eye masks).

Gently lead a guided meditation (length to be determined by teacher). Suggested script:

Take a moment to acknowledge your body and to notice how it is feeling. Notice how you are sitting and the flow of the rhythm of your breath. Do not change the rhythm or try and slow it down. Remember that you are breathing with your whole self: from the crown of your head to the soles of your feet, from the tips of your fingers on your left hand to the tips of your fingers on your right hand.

All is well, all is calm.

Concentrate first on inhalation- the in breath. The in breath is always healing, nurturing and life giving. Now begin counting by mentally counting the numbers one, two, three just before every inhalation.

one (inhale exhale)

two (inhale exhale) etc, try to get to number ten. If you get distracted or lose your place do not worry, just gently return to number one as often as you have to.

After you get to ten in breaths take a moment to notice how you are feeling. Observe the rhythm of your breath and stop counting.

Smile deeply, well done.

 

Plenary

Lead a class discussion on how this meditation made us feel. What do we think the benefits might be if we were to complete this each day.

 

Other Resources for teaching this topic

https://www.youtube.com/watch?v=F6eFFCi12v8

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Ethics and the Environment – Exploring ways to increase our plastic recycling.

Topic: Ethics and the Environment – Exploring ways to increase our plastic recycling.

Learning Outcomes

  • Children will learn how long different plastics take to break down.
  • Children will learn alternatives to using plastics
  • Children will learn what an Eco brick is , its uses and benefits
  • Children will create an advertisement for an Eco brick

 

Introduction

Children will brainstorm what plastics they use in their daily lives and we will discuss how we dispose of these plastics. This will be followed by pair work on alternative disposals for them. We will watch a short video on how long plastics take to decompose.

https://www.youtube.com/watch?v=4uu4cBfjfA8

Teacher will show them an EcoBrick and ask for opinions on it.

Watch EcoBrick video on Cork Seal Sanctuary

Create message to deliver to other classes promoting use of them and how to set up a positive plastic environment in your class.

 

Development

 

Create message to deliver to other classes promoting use of them and how to set up a positive plastic environment in your class.

Make chart to monitor how many days plastic free and EcoBrick advertising poster.

 

Plenary

Deliver message to other classes along with an empty two litre bottle.

Continue to use EcoBricks .

Continue to update plastic free chart.

 

 

 

Other Resources for teaching this topic

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Islam

Topic: Islam

Learning Outcomes

The children will be enabled to a: 

  • Name the five pillars of Islam 
  • Explain what each of the five pillars of Islam mean 

 

Introduction

Introduce the lesson writing the word ‘Islam’ on the interactive whiteboard (IWB) and as the children to discuss briefly in pairs what they already know about Islam.

Ask the children to share what they already know and make a note of all of this on the IWB, making a Brainstorm chart using the IWB software that I will save for the end of our lessons as an assessment tool to compare what they knew before and then after the lessons on Islam. 

Development

Hopefully one of the children will have mentioned ‘The Five Pillars of Islam’ in the introduction section.  Then show the children a slide with ‘The Five Pillars of Islam’ written on it on the IWB, but they will also be able to open this on their Chromebooks in front of them as I will have it posted on our Google Classroom page. I will briefly read through the Five Pillars with their Arabic name and English meaning. (3 minutes)  

I will then split the class into 5 groups, and assign each group one of the pillars to research using their Chromebooks. As the children do this I will circulate the classroom observing and offering guidance. (10 minutes) 

Next each group will have 2 minutes to share what they found with the class, and I will ask questions of each group about their research. (10 minutes) 

We will discuss and draw comparisons between these and any other religions we have looked at during the year (5 mins) 

Plenary

The children in their groups will design a poster using A3 paper based on one of the pillars of Islam each. Put a link to the class blog on Google classroom for the children to access any of the information they need to complete these, and remind them that they can look over the ‘Five Pillars of Islam’ section on the blog for homework. (10 mins) 

 

Other Resources for teaching this topic

Use of Laptops/Chromebooks for research purposes. Use of IWB to document before and after knowledge. Previously made Slideshow on the Five Pillars of Islam on Google Slides. Class blog on Islam

Assessment:

  • The children will be questioned on their assigned Pillar of Islam after their research 
  • The children’s posters will be used to assess their knowledge of the pillars 

Resources:

  • Interactive Whiteboard 
  • Chromebooks 
  • Google Classroom 
  • Google Slides 
  • Class Blog  
  • A3 Paper 
  • Markers 
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Equality and Justice – Promoting Equality

Topic: Equality and Justice – Promoting Equality

Learning Outcomes

The children will be enabled to:

  • Explain the term equality in their words
  • Recall some features/characteristics that make us different/similar
  • Share two things that make them different to another peer

 

Introduction

  • The teacher will write the word ‘Equality’ on the board and ask the children to explain what they think this term means.
  • The children will then be shown the cover of the story they will be reading ‘We’re all different’ on the interactive whiteboard. They will be asked to predict what they think the story will be about.

Development

  • The teacher will play the story for the children through YouTube.
  • The children will listen as the story is being read to them.
  • Once the story has finished, the teacher will ask the children to share their thoughts/opinions on the story.
  • The teacher will offer some prompts to encourage discussion and motivate the children to contribute, i.e. what did you notice about the people on each page? Do you think that you and your friends are all the same? What makes you different from this character in the story?
  • The children will then be asked to draw a picture of themselves. They will be encouraged to include as much detail as possible.
  • The children will be invited to show their pictures to the class and to explain what they drew and why.

Plenary

  • Talk and discussion – what did you notice about everyone’s picture? Did they all look the same?
  • The class pictures will be arranged in a display side by side in the classroom with the heading ‘We’re all different’ above it to show the class that it’s okay to be different and that we are all treated equally no matter what.

 

Other Resources for teaching this topic

Interactive whiteboard – YouTube

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meditation

Topic: meditation

Learning Outcomes

  • Develop his/ her meditative spirit through the provision of opportunities for silence and reflection.

     

     

    Introduction

    • Explain to the children what will take place during the lesson and why we are doing the lesson.
    • Bring the children to the sensory room and allow them to select a beanbag or mat for the duration of the lesson.
    • Show visuals to the children demonstrating how they can lie down on the beanbags/ mats.
    • Explain to the children that there will be a lady speaking on the CD along with the calming music.

    Development

    • Teacher will begin playing a track from the CD “Enchanted Meditations for Kids” by Christiane Kerr or “Mediation and Relaxation for Kids” by Dr. Elizabeth Scott.
    • Remind the children to still their bodies and close their eyes.

    If any child begins to become agitated an SNA will be able to remove them from the room and take them on a movement break outside to the green nature area. (autism specific)

    Plenary

    – To finish off the lesson allow the children to complete 2 mindful movement exercises following the clip Mindful Movement for Young Learners on You Tube (2.39 mins – 3.50 mins) https://www.youtube.com/watch?v=5aEI8lb7coY

    If any child would like to remain lying down for an extra couple of minutes allow them to do so.

     

    Other Resources for teaching this topic

    You Tube link Mindful Movement for Young Learners https://www.youtube.com/watch?v=5aEI8lb7coY

    This lesson was written by teachers of children with ASD but can be easily adapted to suit any class level.

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    Noah and the ark

    Topic: Noah and the ark

    Learning Outcomes

    • Become familiar with stories associated with key religious figures such as Noah.

     

    Introduction

    • Explain to the children what will take place during the lesson and why we are doing the lesson.
    • Bring the children to the horse shoe table in front of the interactive white board

    Development

    Plenary

    –       Ask the pupils to tell you one thing they remember from the story.

     

    Other Resources for teaching this topic

    Google Images Link https://www.google.com/search?q=colouring+picture+of+noahs+ark&source=lnms&tbm=isch&sa=X&ved=0ahUKEwilm4qd25jiAhU4VBUIHa5-C60Q_AUIDigB&biw=1366&bih=657#imgrc=0c25VMVrN3qbiM:

    This lesson was developed by teachers of children with ASDs. It can also be used for Infant classes.

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    Voting process (Student Council/Green Schools)

    Topic: Voting process (Student Council/Green Schools)

    Learning Outcomes

    -participate in the life of the school e.g. through having a voice on the Student Council and the Green School Committee.

     

    Introduction

      Watch the YouTube video about democracy:

      https://www.oireachtas.ie/en/visit-and-learn/teachers-and-students/primary/

      Write the term, ‘Student Council’ on the board and create a mind-map of everything the term means to the children based on their past experience.

      Define what the student council is and its role in the school community. Use examples from previous members and photographs from school events which were organised by the student council.

      Explain key vocabulary to the children including the words – democracy, candidate, vote, election, choice, ballot, preference.

       

       

      Development

      Watch the YouTube video about voting and elections:

      https://www.oireachtas.ie/en/visit-and-learn/teachers-and-students/primary/

      Look at recent election materials – posters, slogans etc.

      Explain to the children, that we are going to have a class election for our Student Council representative.

      Together we will set a date for the election and display it clearly in our class.

      Each child who is running as a candidate will create their own candidate poster using Google Slides or on a sheet including their own photo. The posters will be displayed in class as they are finished.

      Children not running for the election, will come up with  a list of questions for the class candidates and these will then be presented in Google Docs with space to record their answers.  The questions will be asked and answers recorded and displayed in class also.

      The children’s posters and answers will be displayed on the Class Do Jo page so the children can read the answers at home and in school. The children will decide which candidate they will vote for.

        Plenary

        On the day of the vote, a ballot box will be created in the classroom. Each child will tick their preference on their ballot sheet.

        The count will be completed by the teacher.

        The results will be announced in class the following day, with the results shared on the Class DoJo page.

        Candidates will congratulate / commiserate with each other accordingly.

        We will remove posters and discuss how to reuse the paper/materials.

         

        Other Resources for teaching this topic

        Candidates will use Google Slides to create their posters and type up their slogans.

        Children will type up a question for their candidate on Google Docs and record their candidates answer.

        iPad will be required for photographs, to create posters and record questions and answers.

        YouTube videos on democracy and on voting in Ireland.

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        Anti-Racism Day / Equality

        Topic: Anti-Racism Day / Equality

        Learning Outcomes

        Begin to become aware of equality issues through celebrations e.g. ‘May Day’, ‘International Children’s Day’, ‘Anti-Racism Day’ and ‘International Women’s Day’

         

        Introduction

        Watch the YouTube video of ‘Martin’s Big Words’

        https://www.youtube.com/watch?v=Rc39Ka8ut6k

         

        Ask the children to share their feelings about the story with each other in think pair share.

        Development

        In a whole class setting, identify the difficulties that Martin experienced throughout his life. Record these on a living chart in Google Docs.

        Discuss what caused the problems – define and clarify all topic specific words as they arise, record these on a living chart in Google Docs.

        Re-read the story. Ask the children to pay attention to how Martin dealt with the problem and how he encouraged his friends to deal with the difficulties they faced every day.

        Record the words Martin used – Love is the key to the problems of the world.

        Ask the children to make connections to how the world has changed since Martin was a child compared to now. Record all the problems that the children see in the world now.

        Allow the children to read the book and watch it as they want to find the answers to the above

        Plenary

        A photo will be taken of each child and superimposed on a sheet with a thought bubble coming out of their head, in which they will write or draw a picture of social problem they dream about fixing. These will be displayed on the class noticeboard, and the Class DoJo page.

        For extension activities, children can prepare and record their own speech on how to make the world a better place. This can be recorded in Voice Recorder on the class iPad.

         

        Other Resources for teaching this topic

        Using class iPad to record individually prepared speech for children on extension activities.

        Watching online book of ‘Martin’s Big Words’ https://www.youtube.com/watch?v=vP4iY1TtS3s

        Watching YouTube video of Martin Luther King Juniors speech:

        https://www.youtube.com/watch?v=vP4iY1TtS3s

        Use iPAd to take a photo and superimpose onto a document on Google Docs with a thought bubble coming from the children’s heads.

        Exstenion work on Roza Parks – https://www.youtube.com/watch?v=Rs_utj3o1NQ

         

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        St Brigid

        Topic: St Brigid

        Learning Outcomes

        Children will be enabled to know:

        Who St. Brigid was

        What belief system does she belong to.

        The Story of her life (in brief)

        How to make a St. Brigids day cross from rushes

        Learn the significance of the cross.

         

        Introduction

        Lesson will begin with children shown an image of St. Brigid and asked if any of them know who she is, discuss the way she is dresses, why this might be, children asked what her career/ job is?

        Development

        Children will then be shown a basic PowerPoint on the story of the life of St. Brigid. This will also give a brief account of the cross and its significance.

        Plenary

        To conclude, children will be shown a video on ow to create a St. Brigids cross using rushes (found on wet land/ bogland)

        Children will each be given a set of rushes and can begin to create their own cross with teachers assistance where necessary.

        **Children may also use paper or pipe cleaners to create a cross where rushes may be unavailable.

         

        Other Resources for teaching this topic

        https://www.youtube.com/watch?v=bq0ci42PnLc

        See PowerPoint on Twinkl based on St. Brigid.

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        Mindfulness

        Topic: Mindfulness

        Learning Outcomes

        • Students will engage in guided meditation.
        • Students will be able to describe their guided mediation experience  focusing on  their senses.
        • Students will become aware of their posture and practice their breathing technique focusing on inhalation and exhalation.

         

        Introduction

        • Children will discuss in pairs the definition of mindfulness and give examples
        • Whole class discussion will follow
        • Teacher will present definition of mindfulness on the whiteboard and explain correct posture and breathing techniques

        (Introduction: 10 Minutes)

        Development

        • Children will sit comfortably in their chairs and close their eyes
        • Teacher will play guided meditation (Lesson one on ‘Mindfulness Matters – Still Space CD’

        (Development: 10 Minutes)

        Plenary

        • Children will reflect on guided meditation and share their experience with the class

        (Conclusion: 10 Minutes)

         

        Other Resources for teaching this topic

        Mindfulness Matters CD: https://www.mindfulnessmatters.ie/still-space.html

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        St. Brigid

        Topic: St. Brigid

        Learning Outcomes

        • Become familiar with the story of Saint Brigid
        • Recognise the links to the Catholic faith as well as Irish history
        • Explore the story through appropriate use of play, music, art and drama
        • Utilise vocabulary associated with the feast day of Saint Brigid

         

        Introduction

        • Teacher ascertains prior knowledge from the children (KWL chart)
        • The children listen to the story of Saint Brigid’s Cloak and watch a video on YouTube

        Development

        Aistear Activities over four days

        Drama: The children will participate in a role play station and act out scenes from the Story of St. Brigid’s Cloak

        Art: The children will create St. Brigid’s Day crosses using matchsticks and a cloak using fabric

        I.C.T.: The children will use available digital resources (iPads/camera/class laptop etc) to engage in fun content creation activities.

        SESE (History): Sequence the story of St. Brigid’s Cloak using pictures. (Children will label each picture with a number, word or sentence).

        Plenary

        Aistear Reflection: Each group will reflect on their Aistear station at the end of the daily lesson. This will include a show and tell of each activity.  ICT groups will display their books/film/stories.

        Teacher will bring the focus back to the KWL Chart and ask the children for information about St. Brigid following the lesson.

         

        Other Resources for teaching this topic

        http://www.stbrigid.ie/

        https://www.youtube.com/watch?v=3SfH0Pg-7hs

        Children will watch a video about the life of St. Brigid and use the knowledge acquired to create their own content based on the story.

        (Options: iPads, Windows Movie Maker (free resource), sock puppets, book creator app (available on android and apple) and the school digital camera).

        (Aistear integration with SESE, Drama, English and Arts)
        Children will write about St. Brigid in their independent writing copies and use words from the topic word wall to scaffold their writing.

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        Belief Systems- The celebration of Easter

        Topic: Belief Systems- The celebration of Easter

        Learning Outcomes

        • To outline what happens in a church
        • To list what jobs are done in school/church
        • To sequence the events of the the Easter story
        • To identify different emotions in the Easter story.

         

        Introduction

        Discuss the meaning of special occasions- birthdays, festivals, etc. Display posters of different occasions- birthdays, communions, Eid, etc. Ask children to name the occasions.

        Invite children to share memories of a special occasion they were part of.  Ask children how they would prepare for these occasions and discuss what would happen if this preparation did not occur. Discuss all prior knowledge of Christianty and the associated celebrations. Teacher explains that Easter is a very important celebration for Christians.

        Development

        Children volunteer to read the Story of Easter from the link https://www.topmarks.co.uk/easter/easterstory.aspx

        Discuss main events of story and identify different feelings that different people may have experienced in the story. Children can list these on whiteboards using a different colour for each feeling (e.g. Jesus was betrayed in red text to show the feeling of sadness) Ask children to give reasons for their decisions. Hot seat main characters to portray how they were feeling at different times during the story e.g. Good Friday & Easter Sunday.

        Using i-pads, children record the main events of The story of Easter in the correct order.

         

        Plenary

        Students will recall and identify their favourite part of The Easter Story. Peer assess recordings of the story and give feedback.

         

        Other Resources for teaching this topic

        https://www.topmarks.co.uk/easter/easterstory.aspx

        Use of i-pads to record stories.

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        Equal Status Act

        Topic: Equal Status Act

        Learning Outcomes

        1. That the child should be enabled to: discuss the ethos of the school.
        2. That the child should be enabled to: explore the Equal Status Act and why it was created.
        3. That the child should be enabled to: describe what a stereotype is.

         

        Introduction

        • Teacher will illicit prior knowledge from the class based on equality.
        • Children invited to use the dictionary to look up the word ‘equality’.
        • Teacher will explain that we will be learning about equality and the Equal Status Act. Teacher will share lesson objective with that class with W.A.L.T. placed on the WB.

        Development

        • Children asked to consider the ethos of the school. Teacher will facilitate class discussion on this. Teacher to explain The Equal Status Act, who the Act protects and why.
        • Each pair invited to think, pair, share thoughts on each of the nine grounds on which discrimination is prohibited. Teacher will place short video clip on IWB (https://www.youtube.com/watch?v=6uXgJA-VfjI)
        • Pupils asked to consider stereotypes. Teacher will facilitate discussion on stereotypes. Teacher will present image in IWB of different people and invite children to share what jobs they think these people have. Children invited to explain why?
        • Children asked to write down what they think a stereotype is in their own words. Children will be invited to share thoughts.

        Plenary

        • Cognitive: Recap of the lesson, children asked to share what they have learned in their own words.

         

        Other Resources for teaching this topic

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        KIndness

        Topic: KIndness

        Learning Outcomes

        To be enabled to explain what it means to show kindness.

        To be able to list ways of showing kindness.

        To retell the story of Androcles and the Lion.

         

        Introduction

        Read and recite the poem ‘Be Kind’

        Be kind to others, take a good look around
        Although we are different, similarities abound.
        Try not to judge, pick on, or tease.
        Treat each other fairly, with kindness and ease.
        Wait until you know, what’s deep down inside,
        You might find a friend, standing right by your side.

         

        Use this to provoke a discussion on how to show kindness.

        Play ‘Pass The Smile’ – the class try to pass a smile around the room by smiling, in turn, to the person next to them.

        Development

        Watch the youtube video of the story of Androcles and the Lion.

        https://www.youtube.com/watch?v=X1MQzbTTztM

        Display a series of questions on the Interactive Whiteboard, such as:

        Where did the story take place?

        How did Androcles show kindness to the lion?

        How did the lion show kindness to Androcles?

        Did anyone else in the story show kindness?

        Etc.

        Plenary

        Using role play, children create a short drama based on incidents that occur regularly both inside and outside school.

        e.g. A child showing kindness to another child who is upset and crying.

        A child who is playing alone.

        A child who is carrying a heavy bag by themselves.

        The class can then engage in ‘Freeze-frame’ or other drama activities to elicit further discussion on how and why we show kindness.

         

        Other Resources for teaching this topic

        The youtube story of Androcles and the Lion.

        https://www.youtube.com/watch?v=X1MQzbTTztM

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        Ramadan

        Topic: Ramadan

        Learning Outcomes

        To be able to describe how Ramadan is observed.

        To be able to describe how the festival of Eid-ul-Fitr is celebrated.

         

        Introduction

        Introduce the idea of fasting and how it is observed in different religions.

        Watch the youtube video https://www.youtube.com/watch?v=gTMQsK2sM_Q

        Pair work to discuss why Muslim people may fast during Ramadan.

        Create a list of reasons from these discussions and display on the board.

        Development

        Children given the resources (coloured paper, scissors, glue/tape) to make 30 strips of coloured paper. These are to represent the 30 days of Ramadan (some years may be 29). The strips can be decorated by each child. These strips are then constructed into a paper chain and hung up around the classroom. The children remove one link from the chain each day to show the progression through the days of Ramadan.

        Plenary

        The celebration of Eid-ul-Fitr, the festival of the breaking of the fast, is introduced and discussed as the end of Ramadan draws near. Examples are shared of the clothes, meals and celebrations involved and of the tradition of going to the Mosque to pray.

        The children design and create their own cards and include the greeting Eid Mubarak in both English and in Arabic script.

         

        Other Resources for teaching this topic

        The use of the youtube video https://www.youtube.com/watch?v=gTMQsK2sM_Q discussing fasting in religion.

        This can form the beginning and end of a series of lessons at the time of Ramadan.

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        Friendship

        Topic: Friendship

        Learning Outcomes

        1. That the child should be enabled to: explore the advantages/disadvantages of friendships.
        2. That the child should be enabled to: identify the differences between acquaintances and friends.
        3. That the child should be enabled to: explore the importance of friendship.

         

        Introduction

        • Teacher will illicit prior knowledge from the class based on friendship and how it can evolve over time.
        • WALT – identify the qualities of a good friend.
        • Teacher will play short stimulus video clip based on the differences between friends and acquaintances.

        Development

        • Teacher will invite the class to create a ‘conversation circle’ in the class. All tables moved back and chairs all facing each other in a big circle.
        • Teacher will guide discussion based on friendship and encourage the children to share their opinions.
        • Children invited to change seats if they know someone who is very shy/friendly/lonely etc:
        • Children encouraged to think, pair and share some of their thoughts/feelings on friendship. Again, teacher will guide discussion and present the class with one question at a time to think, pair, share ideas.
        • Children seperated into mixed ability groups and presented with iPads, each group invited to collaborate and participate in friendship online Kahoot! Quiz – https://create.kahoot.it/details/the-good-friend-quiz/fcb0a154-2c33-4753-b806-f7af0c99b78e

        Plenary

        • Cognitive: Recap of the lesson, children asked to share what they have learned in their own words.
        • Social: All desks to be tidied, iPads returned. Children asked to prepare for the next lesson.

         

        Other Resources for teaching this topic

        https://create.kahoot.it/details/the-good-friend-quiz/fcb0a154-2c33-4753-b806-f7af0c99b78e

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        St. Patrick

        Topic: St. Patrick

        Learning Outcomes

        • Become familiar with the story of Saint Patrick
        • Recognise the links to the Catholic faith as well as Irish history
        • Explore the story through appropriate use of play, music, art and drama
        • Utilise vocabulary associated with the St. Patrick’s Day festival

         

        Introduction

        • Teacher ascertains prior knowledge from the children (KWL chart)
        • The children listen to the story of Saint Patrick and watch a video on YouTube

         

        Development

        Aistear Activities over four days

        Drama: The children will participate in a role play station and act out scenes from the Story of St. Patrick and or hold their own St. Patrick’s Day parade.

        Art: The children will create shamrocks, flags and shamrock shaped glasses as props for their St. Patrick’s Day parade.

        Music: The children will use percussion instruments to form a marching band. They will sing Lá Le Pádraig as they march around the classroom and on the school corridor.

        SESE (History): Sequence the story of St. Patrick using pictures. (Children will label each picture with a number, word or sentence).

        Plenary

        Aistear Reflection: Each group will reflect on their Aistear station at the end of the daily lesson. This will include a show and tell of each activity.

        Teacher will bring the focus back to the KWL Chart and ask the children for information about St. Patrick following the lesson.

         

        Other Resources for teaching this topic

        This video walks through the history of St. Patrick’s Day and the life of St. Patrick. A short, fun, educational video to help you to teach your infants about the patron Saint of Ireland. 

         

        https://youtu.be/LmNc-NTfmPc

        (Aistear integration with SESE, Gaeilge, Music, Drama, English and Arts)

        Children will write about St. Patrick in their independent writing copies and use words from the topic word wall to scaffold their writing.

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        Rights and Responsibilities (Rights of the Child)

        Topic: Rights and Responsibilities (Rights of the Child)

        Learning Outcomes

        • Decide what is fair and what is unfair.
        • Discuss how having rights can help to make children’s lives better.
        • Discuss what rights we think are important.
        • Watch an animation about the Rights of the Child.

         

        Introduction

        Start by: Thinking about what we need to be happy.

        1. Ask each child to draw a picture of themselves and to write their name beside their picture (or write their names for them, as appropriate).

        2. Support the children to discuss what they need to have happy lives (their suggestions might include having people who care about them, food to eat, a home to live in, opportunities to play, etc.). Encourage the children to draw on a wide range of ideas – for example, if they are focusing on play, you might encourage the children to think about other needs they have such as having food, having clean water to drink and for washing, being able to get healthcare if they are sick, having someone to care for them, being safe, etc.

        3.  Support the children to focus on and illustrate their shared ideas. Create a display
        with the children, which places their self-portraits at the centre and surrounds
        these self-portraits with the children’s illustrations of what they feel they need to
        be happy.

        Development

        Develop by: Thinking about rights

        4. Display the Illustrations of Unfair Situations on the whiteboard. Ask the
        children what they think needs to change in each picture to make the child in each
        picture happy. Support the children to relate these images to their own illustrations
        and to use the terms ‘fair’ and ‘unfair’ to discuss them.

        5. Ask the children whether they think that things should be fair for all children and
        why? Introduce the word ‘right’ and explain it with reference to the illustrations
        – for example, use the image of a child with very little food to introduce children’s
        right to food.

        6. Watch the animation https://www.childrensrights.ie/childrens-rights-ireland/un-convention-rights-child.

        Plenary

        Finish by: Thinking about who has rights.

        7. Show the children the Illustrations of Children’s Rights. Through discussion of the images,
        support the children to identify what right is represented in the illustration.

        8. Introduce the children to the idea that all children have the same rights because
        they are all human beings and explain that these rights have been agreed by people
        around the world.

        9. Support the children to reflect on the questions ‘What have we learned?’ and ‘What
        would we like to learn more about?’

         

        Other Resources for teaching this topic

        Watch the animation https://www.childrensrights.ie/childrens-rights-ireland/un-convention-rights-child.

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        Values that I Value

        Topic: Values that I Value

        Learning Outcomes

        explore lived values in his/her values in his or her life and develop these values through the development of a personal values charter.

        explore interpretations and shades of right and wrong.

         

         

        Introduction

        The children will listen to a story which highlights the moral of our individuality.

        Together we will discuss how all families are unique and different.

        the children will make a list of the values important to their family.

        Development

        Each child will be given the opportunity to voice their opinions and explain their answers. The children will also be encouraged to give examples of when they learned these values through their past experiences.

        All children will create a ‘Moral Wall chart’. It will contain their family crest and words highlighting the important values specific to their family. For example: Honesty, working hard, kindness.

        share

        Plenary

        The children will share their ideas with the class. Using iPads and the app ‘Digital Storyboard’ will present their work.

         

         

        Other Resources for teaching this topic

        iPad

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        Diwali

        Topic: Diwali

        Learning Outcomes

        Child will be enabled to:

        Know which belief system Diwali belongs to.

        Learn when this is celebrated.

        Learn how Diwali is celebrated.

        Learn how to make their own candle holder/ Diwali lamp using clay.

         

        Introduction

        Children will be shown the word Diwali and children will be asked if they have heard or seen this word anywhere before. This is to see what children may already know about the topic. Any Hindu children in the class will have a chance to briefly explain this aspect of their faith.

        Children will then be given a K.W.L. to fill out as the lessons continues.

        Children can begin to now fill/ or draw images to show what they may already know about Diwali at this point and also briefly explain what they would like to know at the end of this lesson.

        Development

        A teacher designed PowerPoint based on Diwali will then be shown to the class. This PowerPoint will contain photos and text based on this celebration.

        Children will then be shown a quick video on the use and the importance of the Diwali lamp during the the festival of Diwali and also a quick video showing how to create a Diwali lamp out of clay.

        Each child will then be given their own piece of clay to create their own Diwali lamp.

        This will be left to dry and can be painted or decorated in the next lesson.

         

         

        Plenary

        Following the PowerPoint presentation, children can complete the final column of the K.W.L. chart noting what they have learned.

        Children can also be given a small battery operated tea-light to place in their lamp to conclude.

         

         

         

        Other Resources for teaching this topic

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        Buddhism

        Topic: Buddhism

        Learning Outcomes

        1. That the child should be enabled to: recall facts associated to the Buddhist belief system.
        2. That the child should be enabled to: identify the symbols of Buddhism.
        3. That the child should be enabled to: explore Buddhist artefacts.

         

        Introduction

        • Teacher will display images of 3 of the main symbols associated to Buddhism on IWB (wheel/lotus flower/Buddha Statue).
        • Teacher will illicit prior knowledge of Buddhism and the artefacts that will be displayed at the top of the room.
        • WALT written on WB – Identify Buddhist artefacts.

        Development

        • Teacher will read some interesting facts about Buddhism and engage the class in discussion based on these facts. Children will be encouraged to consider the symbols of Buddhism and engage in discussion based on these.
        • Teacher will introduce Buddhist artefacts to the class providing a description of each artefact. Children will be encouraged to think, pair and share their thoughts and opinions on these.
        • Children will be invited to handle each of the Buddhist artefacts with care and respect. Children will be asked to share their opinions with their talk partners.
        • Children reminded that Buddhist meditate a lot, class engaged in discussion on meditation and what it means to them. Teacher will then guide the class through a short meditation. – https://www.youtube.com/watch?v=Bk_qU7l-fcU

        Plenary

        • Cognitive: Children asked to retell the lesson in their own words, highlighting what they have learned. Refer back to WALT
        • Social – Children asked to tidy desks and prepare for next lesson

         

        Other Resources for teaching this topic

        YouTube for guided meditation – https://www.youtube.com/watch?v=Bk_qU7l-fcU

        IWB to display images of Buddhist symbols

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        Understand how democracy works within the school.

        Topic: Understand how democracy works within the school.

        Learning Outcomes

        Children will understand how a democracy works within a school.

        Children will partake in the democratic process.

        children will develop the skills required to become involved in this process.

         

        Introduction

        Show pictures of different houses of government. Talk and discussion

        Do they know where and what these buildings are?

        Do they know the names of the heads of these governments.

        why do we have a government? How are these people chosen? What responsibilities have they?

        In your opinion, how can you get involved? How do you ensure your rights and opinions are being listened. Is there a democratic forum on Which your voices will be heard?

        Development

        The children will participate In a think, pair, share about the word democracy. They will discuss what might be their findings and what they would like to see in a potential class leader.

        The children will create and a campaign poster highlighting the skills and qualities required of a class leader.

        The children could also create a campaign video/ or PowerPoint presentation indicating why they should be considered for the class role.

         

        Plenary

        The children will present their poster, presentations to the class.

        The other children could engage in a 2 stars and wish activities to conclude the lesson.

        Afterwards, the children will be given the opportunity to vote in their favorite class candidate.

         

        Other Resources for teaching this topic

        Powerpoint presentations

        podcastign episodes

        campaign videos

        watching campaign videos of popular politicians from the past

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        Chinese New Year

        Topic: Chinese New Year

        Learning Outcomes

        • Look and respond to the differing art forms associated with festivals
        • Look at how Chines New Year is celebrated

         

        Introduction

        KWL Chart – Chinese New Year

        Group discussion to ellicit prior knowledge of the topic.

        Development

        Teacher led powerpoint to lead a guided discovery of some of the traditions associated with Chinese New Year.

        In small groups children will use Ipads to further research a certain tradition celebrated at Chinese new Year (House Decoration, Spring Clean, Lanterns, Parades, Food Eaten, Presents)

         

        Plenary

        Children present their findings to the class and answer any questions that may arise.

        Completion of KWL chart.

         

        Other Resources for teaching this topic

        Powerpoint.

        Use of IPads

        N/A

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        Equality and Justice – Promoting Equality

        Topic: Equality and Justice – Promoting Equality

        Learning Outcomes

        The children will be enabled to:
        ● Explain the term equality in their words
        ● Recall some features/characteristics that make us different/similar
        ● Share two things that make them different to another peer

         

        Introduction

        ● The teacher will write the word ‘Equality’ on the board and ask the children to explain what they think this term means.
        ● The children will then be shown the cover of the story they will be reading ‘We’re all different’ on the interactive whiteboard. They will be asked to predict what they think the story will be about.

        Development

        ● The teacher will play the story for the children through YouTube.
        ● The children will listen as the story is being read to them.
        ● Once the story has finished, the teacher will ask the children to share their thoughts/opinions on the story.
        ● The teacher will offer some prompters to encourage discussion and motivate the children to contribute, i.e. what did you notice about the people on each page? Do you think that you and your friends are all the same? What makes you different from this character in the story?
        ● The children will then be asked to draw a picture of themselves. They will be encouraged to include as much detail as possible.
        ● The children will be invited to show their pictures to the class and to explain what they drew and why.

        Plenary

        ● Talk and discussion – what did you notice about everyone’s picture? Did they all look the same?
        ● The class pictures will be arranged in a display side by side in the classroom with the heading ‘We’re all different’ above it to show the class that it’s okay to be different and that we are all treated equally no matter what.

         

        Other Resources for teaching this topic

        Interactive whiteboard – YouTube

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        Moral and spiritual- Identity

        Topic: Moral and spiritual- Identity

        Learning Outcomes

        The children will be enabled to:
        ● Identify the different countries around the world which children in the class are connected to
        ● Recall some information that they found out about the various countries
        ● Design a poster in groups representing different countries

         

        Introduction

        ● Pass a globe around the classroom and allow children to point to their home country and/or a country they are connected to e.g. their parent’s home country
        ● Ask the children if they know any facts about the countries listed e.g. their flag, traditions, language, etc.
        ● Allow the children to walk around the classroom and to remind their peers of the country they identified and find out if they have countries in common with others

        Development

        ● The teacher will display a barchart on the interactive whiteboard and input the information gathered i.e. what was the most common country mentioned etc.
        ● The children will be arranged into groups covering two countries e.g. Ireland and Iraq, South Africa and Russia.
        ● The children will have to share information on the country they chose with the other members of their group.
        ● The children will be given the opportunity to draw a picture representing the information they have learned about their particular country.

        Plenary

        ● The children will present their pictures to the class and describe what they have drawn.
        ● The pictures will be displayed outside the classroom.

         

        Other Resources for teaching this topic

        Interactive whiteboard- barchart

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        Deforestation in Brazil

        Topic: Deforestation in Brazil

        Learning Outcomes

        • Debate an environmental issue
        • Become aware of the contoversial nature of some environmental issue through debate

         

        Introduction

        KWL Chart about the Amazon Rainforest.

        Class discussion to elicit prior knowledge of the topic.

        Development

        Teacher shares newspaper article/text about deforestation in the Amazon.

        Class discuss main points in the article.

        Split class into small groups. Teacher assigns groups to the point of view of the logging companies or to the point of view of an environmentally concerned group. In these groups the class will rearch and prepare their argument. Ipads will be used to create a presentation on Google Slides to support their argument.

         

        Plenary

        Class present their arguments to partner class. eg) other 6th/5th.

        Complete KWL Chart.

         

        Other Resources for teaching this topic

        IPads and Google Slides

        N/A

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        Ethics and the environment-Exploring different habitats in the school grounds

        Topic: Ethics and the environment-Exploring different habitats in the school grounds

        Learning Outcomes

        The children will be enabled to:
        ● Define the term ‘habitat’
        ● Identify and describe habitats in the school locality
        ● Recall some features/characteristics of such habitats, i.e. animal and plant life

         

        Introduction

        ● Elicit prior knowledge – What is a habitat? Can you name some different types of habitats?
        ● Think-pair-share – The class will be divided into small groups. Each group will be given an iPad to use for the activity. There will be a variety of pictures of different habitats on the iPads. The children will look through each picture and discuss with their partners where they think each habitat might be found, what plants/animals you might see there and what differences they notice between the various habitats. The groups will then share their findings with the class.

        Development

        ● The teacher and class will take part in a discussion regarding the habitats that may be found around the school locality. The teacher will encourage the children to give a reason for their answer.
        ● The class will then be divided into pairs and each pair will be given a sheet with a list of habitats/pictures of habitats to find outside.
        ● The class will go with the teacher on a walk of the school locality. The children will observe, explore and investigate the habitats they find and tick them off on their sheets.
        ● Teacher Questioning – the teacher will question the children throughout their investigation.
        ● The children and teacher will take pictures of the habitats they find.

        Plenary

        ● To conclude, the children will share their findings with the class. The teacher will display the pictures taken on the interactive whiteboard and ask the children to describe what they see in the picture and why they think that type of habitat exists in the school locality, e.g. climate/weather, plants etc.
        ● Exit visa – each child will be given a sticky note and will be asked to write/draw something they have learned in this lesson. The children will stick their notes onto the whiteboard to end the lesson.

         

        Other Resources for teaching this topic

        iPads, Interactive whiteboard

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        To recognise different feelings

        Topic: To recognise different feelings

        Learning Outcomes

        As a result of this lesson, pupils will be enabled to:

        Knowledge: Understand that people have can feel a range of different emotions.
        Skill: Identify different feelings / emotions from facial expressions and body language and digitally capture them
        Attitude: Appreciate that feelings may not always be explicitly expressed i.e.
        someone’s words/facial expressions may not always express how they truly feel.

         

        Introduction

        Show a number of emoticons on the IWB,  ask the chn to TPS what the thing they might be learning about.

        Explain that this week we will be learning about feelings.

        Mind mapping session with the children. Teacher as scribe, invite the children to list as many emotions and feelings as they can. These will be
        written on the IWB.

        Development

        Explain that we often demonstrate our feelings through facial expressions and body language. Show video https://www.youtube.com/watch?v=dOkyKyVFnSs from Inside Out – Guessing the feelings.

        Explain that we are going to play a game of recognising feelings.

        Chn pick a card out of the bowl and try to embody the feeling it displays.

        They then have to find the other chn in the class who pick out the same card (groups of 3/4)

        Repeat 2/3 times.

        Teacher goes around and assists chn to capture images of different emotions to play as a slideshow to be used later in the lesson and future development / revision

        Plenary

        Teacher displays the slideshow on the IWB, chn then either make the facial expression of the emotion or name the emotion seen. Discuss the confusion that some emotions can cause.

        Teacher recaps the knowledge, skill and attitude covered in the lesson.

         

        Other Resources for teaching this topic

        Using photo app, creation of feelings slideshow / game.

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        Celebrating Diversity: similarities and differences between people: Greetings/ Music / Bread

        Topic: Celebrating Diversity: similarities and differences between people: Greetings/ Music / Bread

        Learning Outcomes

        Understand that people in different parts of the world have different ways of expressing themselves and of greeting each other.

        Explore, discover and discuss  the differences and similarities there are between cultures: with a focus on greetings / music / bread;

        Understand why people leave their countries / why refugees are forced to leave and how similar their hopes are to ours

         

        Introduction

        Children discuss different ways of saying “Hello” in Ireland and other countries; See link 1 below; Greet each other in as many new ways as they can think of; Set up a class greeting office with two Greeting Officers (change daily) who say hello to children in different languages/ways each morning;

        Take 10 minutes to research online more ways to greet each other; In groups children mark on a map of the world where their favourite greetings come from and find out more about one of these countries: (have children work in groups / pairs ) ask them to  discuss / mind map everything they think, believe or know about the countries and compare the similarities and differences to their own country. (language / music /games / food etc.)

        Teacher calls class into a circle and asks them to close their eyes; teacher plays traditional music from some countries (choose songs from link 2 below); children are asked:

        1. to share how the music makes them feel
        2. if they can imagine what kind of a story the music is telling
        3. to guess what country the music is from

        Children can research songs on link 2 below in pairs on the country they have chosen;

         

        Development

        Bread: Show video on link 3 below and if possible have some breads from around the world: Naan / Pitta / Brown Soda Bread / Griddle Bread / Pizza / Unleavened / Bagel / Brannock / Rye / Ciabatta / Foccacia / Chapati / Croissant etc.

        Children taste bread samples;

        Children are asked to note the following about each bread:

        1. Taste
        2. Texture
        3. How they think it is made
        4. How it is similar to bread in their own country
        5. How it is differs from bread in their own country

        Discuss with class how bread is universal and how it unites people: see link 4 below and the following notes:

        • There are thousands of types of bread, all different according to the ingredients used, ways of cooking and shapes.
        • There are two main types of bread: leavened and unleavened. Unleavened bread has no yeast and is shapeless or the bread is made with products that have no gluten, such as corn.
        • There are many different shapes of bread.
        • Many pans and tools used for baking, decorating bread and many types of ovens: the horizontal ovens used in the West; the deep, vertical ovens as used for the famous Indian tandoori; the typically oriental ovens where food cooks in contact with fire or embers; and ovens where fuel is removed and foods cook with the retained heat of the furnace.
        • Bread is a symbol of cultural sharing and community spirit.
        How would you feel if you had to move tomorrow to a country where you didn’t know the language, had no friends or relatives, never heard the music or tasted the bread of this strange new country before?

        Why do some people move to live in different countries?

        Do they always have a choice? How would you feel if you had to move tomorrow to a country where you didn’t know the language, had no friends or relatives, never heard the music or tasted the food of this strange new country before?

        Who are refugees?  

        Refugees are one group of people who have to move home. They are ordinary people who have fled from their own countries because of war or because their religion or political beliefs or way of life puts them in danger of arrest, torture or death. (NOTE: As teachers we need to  take care to adapt wording to the backgrounds and needs of our classes)

        See video clips in links 5 and 6 below with stories of children refugees.

        Ask children to share their thoughts on the video clips and to ask questions.

        Note the hopes the children in the videos have.

        Plenary

        Discuss the overall similarities and differences of Greetings, Music and Bread in different cultures. 

        Talk about the similarities and differences of the children in the video clips of links 5 and 6;

        Refugees hope to live without the problems they have; they wish to go to school….. they have HOPE.

        Finish up watching video clips (links 7 and 8 below) of children around the world singing  ‘What a Wonderful World” and or ” Don’t Worry Be Happy”.

         

         

        Other Resources for teaching this topic

         

        1. Greetings from around the world notes for teachers:  https://www.afar.com/magazine/beyond-the-handshake-how-people-greet-each-other-around-the-world
        2. Songs for teaching about diversity: www.songsforteaching.com/diversitymulticulturalism.htm
        3. Breads around the world video for children: Youtube: https://youtu.be/BGzbxGGTw3U
        4. Slides on breads around the world: http://www.expo2015.org/magazine/en/culture/bread–the-food-that-unites-the-majority-of-the-world-s-civilizations.html
        5. Shaima’s Story: https://youtu.be/3LB8S8eZVBk
        6. Real Stories of Child Refugees (Save the Children): https://youtu.be/REJp4FMlE6s
        7. Song: What a wonderful world: https://youtu.be/ddLd0QRf7Vg
        8. Song: Don’t worry be happy: https://youtu.be/uWXUWepSak4

        Before undertaking any activities on the topic of refugees and migrants please think about the students in your class. Are some of them refugees, in the process of seeking asylum, or are they stateless? If so, talk to them and their parents about the topics in advance.

        Try to include ideas and feedback from parents and pupils in lessons and ask them to answer questions if they have expressly said they are interested in answering questions or speaking about these issues.

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        What is a Conscience?

        Topic: What is a Conscience?

        Learning Outcomes

        Understand what a conscience is and how we use it to make decisions

         

        Introduction

        Introduce or revise the story of Hansel and Gretel with the children. “How does the story of Hansel and Gretel end?” “That’s right, their father comes to rescue them” “Why do you think he came to find them when earlier he led them into the forest?”

        Development

        If the class haven’t already suggested a conscience, the teacher introduces now. Get the class to offer up their understanding of what the word means by creating a mind map on the board.

        Play the YouTube video of Give A Little Whistle from Pinocchio. Ask the children who the character Jiminy Cricket was? Go through with the class how Jiminy Cricket was Pinocchio’s conscience. Get the children to list the times that Jiminy says that Pinocchio should whistle for him to come.

        Go through with the class how Jiminy tells Pinocchio to call for him when he has to make a decision because it is our conscience that helps us to make them. Go back to the story of Hansel and Gretel, what things might the father’s conscience say to him e.g. they’re only children, the woods is dangerous, we have no money and no food.

        Divide the class in two and get the class to take part in a Conscience Alley activity for the father. Get one child to walk down while each side takes a side of the argument who whisper to the person walking the alley what decision to make. Get feedback from the person who walks the alley about what it felt like and what decision they would make.

        Divide the class into groups of 4/5 and get them to devise a scenario where they might have to talk to their conscience. What might their conscience tell them to do? For example, what would they say if someone took the book you wanted in the library? Someone ran into you while on yard at break time.

        Get the groups to use the Puppet Pals app for iPads to go through the conversation that might take place in someones head with their conscience. One puppet could be the main character with another puppet popping in to take the role of the conscience.

        When completed, the groups can present their work to the class and other classes.

        Plenary

        In table groups of groups of 4/5, the children work to come up with a scenario where we might talk to our conscience

         

        Other Resources for teaching this topic

        YouTube video: https://www.youtube.com/watch?v=IcQEN_efcYU

        Puppet Pals: use puppet pals to create the conversation you might have with your conscience.

         

        The lesson can be incorporated into a Drama lesson and completed over a number of days.

        The free version of Puppet Pals only has a limited number of character and backgrounds that can be used.

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        Naming ceremonies

        Topic: Naming ceremonies

        Learning Outcomes

        Exploring the rites and ceremonies associated with a variety of belief systems

         

        Introduction

        To introduce the lesson, I will ask a few of the children their names, I will then ask them where they got their names from and if  they celebrated it (to elicit baptism etc.) I will then begin to discuss how special and important our names are to us. I will share with  the children that I am named after my Aunt. The children will share any stories they have about where their name comes from and if they have any nicknames with a partner and then report back to the class.

        Development

        I will then explain that different religions have different celebrations  when they are naming a baby. We will go through a PowerPoint all about Christianity and baptism. I will place emphasis on key things involved e.g. holy water, candle,  gown etc. I will show them my candle from my baptism. I will ask the class if they have ever attended a baptism and to share their experiences (a few have recently been to baby  sibling’s baptisms). After this we will discuss baptism and look at a word mat with all key words and images on it.

        Plenary

        The children will  then design their own name leaves to be later displayed. They will draw things that they like on their name leaves to show their uniqueness.

         

        Other Resources for teaching this topic

        The next two lessons would focus on the naming ceremonies in Buddhism and hinduism and comparing all  three for similarities and differences.

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        An introduction to Fairtrade

        Topic: An introduction to Fairtrade

        Learning Outcomes

        • understand the basis of what fair trade means and the importance of being fair
        • realise how the cost of what you buy needs to be split between many people.

         

        Introduction

        Teacher brings in one banana (normal) one banana with the fair trade sticker on. If real Banana not available, teacher to draw 2 pictures of bananas on board ( 1 with Fairtrade sticker). Teacher asks pairs to discuss what the difference is.Explore core Fairtrade logo showing examples of same in everyday lives i.e. coffee jars etc

        Development

        Pair Work 10 mins

         

        In pairs, students watch the banana tipping video. https://www.youtube.com/watch?v=B45_I1TUlSs

        Children to read through questions/T or F and write/tick the correct answers as they watch ( questions appendix)

        Once watched, the teacher asks a pair to play the role of the teacher. This pair comes up to the front, read out the question and ask their fellow classmates what they think the answer is. Once all the questions have been read out, teacher clarifies any doubts or wrong answers.

         

        Small Groups 15 mins

        Teacher acts out being an unfair boss role-play with the children to illustrate the concept of Fair trade. Tell children to pretend to be the workers, working hard growing/ picking bananas. Children stand up and act this out. The teacher after sometime gets children to give her all the bananas. Then the teacher tells her workers that she is going to pay them €1 for the whole day of working. Children feel how unfair the teacher is being and are encouraged to discuss what would be fairer. This should spark a debate. Is this enough for you to get lunch and dinner? Am I being a fair boss? Explain that Fair trade was set up to make sure the workers, like they were, have enough money for themselves and their children to survive. Do the Children think this is important? Why? Children also are told/shown what Fairtrade products there are and how to spot them. Role-play could also consist of students being assigned roles according to banana split sheet (banana worker/ plantation owner etc) (appendix).

        Plenary

        Spark a debate: Children engage in debating exercise – this can be done in small groups or more formally organised.

        Debating Suggestions:

        1. The money you spend on buying bananas helps a rich boss become even richer. Meanwhile the workers become poorer and poorer.
        2. Workers are paid very little for the hours they work.
        3. The boss of the company pays the workers very little so that he/she can make more money.

         

        Other Resources for teaching this topic

        Using ipads Look at the Fairtrade website with the class (www.fairtrade.org.uk). Find out more about a variety of products and investigate which retailers stock Fairtrade items. Ask the children to work out who stocks the most Fairtrade fruit.

        Metimeter on ipads to elicit their understanding of Fairtrade (before and after)

        Further Fairtrade info on products, supply chain etc can be explored at

        https://schools.fairtrade.org.uk/resources/type/activities-and-games/#page-1

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        Promoting equality in the classroom

        Topic: Promoting equality in the classroom

        Learning Outcomes

        The children will be enabled to:

        • Share in their own words the meaning of the term ‘equality’
        • Make connections between the story ‘We are all different’ and their own classroom dynamic
        • Express what makes them different to others in the class i.e. home country, language, family unit, etc.

         

        Introduction

        • Elicit prior knowledge from the children of the word ‘equality’
        • Think-pair-share- children talk to their partner about what they think equality means
        • Show the children the cover of the book ‘We are all different’ and ask them to make predictions on the story and discuss similarities and differences between the people on the cover

        Development

        • Read through the story with the children displayed on the interactive whiteboard, pausing at different intervals and allowing them to tell the class how certain pictures relate to their own lives/the lives of people they know
        • Ask the children what they liked most about the story
        • Invite the children to design their own cover for the book-what other differences could they include?

        Plenary

        • The children will be given the opportunity to present their covers to the class and explain them
        • Ask each child in the class to name one thing that makes them different to their class members

         

        Other Resources for teaching this topic

        E-Book- ‘We are all different’ on the interactive whiteboard

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        Chanukah

        Topic: Chanukah

        Learning Outcomes

        • To retell the story of Chanukah
        • To become familiar with the symbolism of the Menorah

         

        Introduction

        Think, pair share: What is chanukah? Does anyone chanukah?

        Show a menorah – what is this? Does anyone recognise this? What do you think it is used for?

        Development

        • Read the story of Chanukah pausing for questions and prediction throughout.
          • Why do you think the Jews would not leave Yahweh?
          • Who won the battle?
          • Why is the menorah special to Jewish people?
          • Who were the Maccabees?
          • What do people do today to celebrate Hanukkah?
          • What is your favourite part of the story? Why?
        • In groups, children sequence and retell the story using pictures.
        • Play song – https://www.youtube.com/watch?v=2KKNnECMKbg
        • Hanukkah Oh Hanukkah

        Plenary

        Children will make Chanukah art. They will use their handprints to make a menorah. Each hand will be painted blue and each fingertip painted yellow to represent the flame. The children’s thumbs will overlap to create the eight candles and the Shamash.

         

        Other Resources for teaching this topic

        Resources – wifi, laptop, projector, menorah, art materials, Hanukkah story, Hanukkah pictures

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        Tree Week

        Topic: Tree Week

        Learning Outcomes

        • Explore how we can enhance our environment by planting trees
        • Examine the importance of preserving habitats

         

        Introduction

        Development

        • Using leaf snap app on the ipads, identify how many native trees are on the school grounds and the surrounding area.
        • Children come back and draw a tree trail/ map of native trees in the school grounds.
        • Children bring younger class on the trail that they have created.

        Plenary

        Children will bring another group from the class on their tree trail to assess suitability of trail for their target group

         

        Other Resources for teaching this topic

        Children identify what native trees aren’t present in the school grounds and they can plant some native trees.