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Team Planet: Curriculum Links
Switch Theme
Theme 1 (Naíonáin Shóisearcha) - Things I need, Things which need me
| Subject | Strand | Strand Unit | Activity No. |
| Drama | Drama to explore feelings, knowledge and ideas, leading to understanding | Exploring and making drama | 1, 2, 3, 4, 5, 8, 10, 11, 12, 23, 24 |
| Reflecting on drama | 10, 25 | ||
| Co-operating and communicating in making drama | 4, 8, 25 | ||
| English | Receptiveness to language | Oral language: developing receptiveness to oral language | 1, 3, 4, 5, 6, 7, 8, 9, 10, 13, 15, 22, 24 |
| Reading: developing strategies | 19, 22 | ||
| Writing: creating and fostering the impulse to write | 20 | ||
| Competence and confidence in using language | Oral language: developing competence and confidence in using oral language | 3, 6, 8, 10, 12, 15, 19, 21, 24, 25 | |
| Reading: reading for pleasure and information | |||
| Writing: developing competence, confidence and the ability to write independently | 17, 22 | ||
| Developing cognitive abilities through language | Oral language: developing cognitive abilities through oral language | 1, 3, 7, 8, 15, 19, 21, 25 | |
| Reading: developing interests, attitudes, information retrieval skills and the ability to think | |||
| Writing: clarifying thought through writing | 17 | ||
| Emotional and imaginative development through language | Oral language: developing emotional and imaginative life through oral language | 1, 3, 6, 7, 8, 10, 12, 13, 15, 20, 25 | |
| Reading: responding to text | 23 | ||
| Writing: developing emotional and imaginative life through writing | |||
| Gaeilge | Ēisteacht | Ag cóthú spéise | 2, 9 |
| Ag tuiscint teanga | 2, 9 | ||
| Labhairt | Ag cóthú spéise | 2, 9 | |
| Ag tuiscint teanga | |||
| Léitheoireacht | Ag cóthú fonn léitheoireachta | ||
| Ag tuiscint teanga | |||
| Ag úsáid teanga | |||
| Scríbhneoireacht | Ag cóthú fonn scríbhneoireachta | ||
| Ag cóthú spéise | |||
| Ag úsáid teanga | |||
| Geography | Human environments | People living and working in the local area and people living in a contrasting part of Ireland | |
| People and other lands | 3 | ||
| Trade and development issues | |||
| Weather, climate and atmosphere | |||
| Environmental awareness and care | Environmental awareness | 1, 8, 9, 13, 25 | |
| Caring for the environment | 25 | ||
| History | Local Studies | Homes | 7, 8 |
| Story | Stories from the lives of people in the past | ||
| Life, society, work and culture in the past | Life in the 19th century | ||
| Eras of change and conflict | The Great famine | ||
| 1916 and the foundation of the State | |||
| Continuity and change over time | Homes, housing and urban developments | ||
| Maths | Number | Decimals and percentage | |
| Number | Counting and numeration | 5, 11, 14, 17, 21, 22 | |
| Data | Representing and interpreting data | 9, 14 | |
| Music | Listening and responding | 2, 5 | |
| Performing | |||
| Composing | |||
| Physical Education | Athletics | ||
| Dance | |||
| Gymnastics | 1, 2, 12 | ||
| Games | 16, 21 | ||
| Outdoor and Adventure activities | |||
| Science | Living things | Myself | 1 |
| Plants and animals | 1, 4, 5, 6, 8, 9, 10, 12, 13, 24, 25 | ||
| Human life | 13 | ||
| Energy and forces | Light | ||
| Sound | |||
| Heat | |||
| Magnetism and electricity | |||
| Forces | |||
| Materials | Properties and characteristics of materials | ||
| Materials and change | |||
| Environmental awareness and care | Environmental awareness | 4, 5, 6, 13, 14, 25 | |
| Science and the environment | |||
| Caring for the environment | 1, 13, 25 | ||
| Caring for my locality | 13, 25 | ||
| Living Things | Human Life | ||
| Plants and animals | 1, 4, 5, 6, 8, 9, 12, 13, 14, 17, 24, 25 | ||
| SPHE | Myself | Self-identity | 3 |
| Safety and protection | |||
| Taking care of my body | |||
| Growing and changing | |||
| Making decisions | |||
| Myself and others | Myself and my family | 17 | |
| Relating to others | 3, 10, 17, 22 | ||
| Myself and the wider world | Developing citizenship | 10, 13, 25 | |
| Media education | |||
| Visual Arts | Drawing | Looking and responding | 1, 6, 10, 17, 18 |
| Paint and colour/print | Looking and responding | 3, 13, 14 | |
| Construction/Fabric and fibre | 12, 18, 23 |
Level 1: Theme 2 (Naíonáin Shinsearcha) - Caring for the Earth in Other Lands
| Subject | Strand | Strand Unit | Activity No. |
| Drama | Drama to explore feelings, knowledge and ideas, leading to understanding | Exploring and making drama | 7, 15, 21, 26 |
| Reflecting on drama | 21 | ||
| Co-operating and communicating in making drama | 7, 15, 21 | ||
| English | Receptiveness to language | Oral language: developing receptiveness to oral language | 1, 2, 4, 5, 6, 7, 8, 11, 12, 13, 14, 15, 18, 19, 21, 25 |
| Reading: developing strategies | 9 | ||
| Writing: creating and fostering the impulse to write | 9, 18, 19 | ||
| Competence and confidence in using language | Oral language: developing competence and confidence in using oral language | 1, 2, 4, 5, 6, 7, 8, 10, 12, 13, 14, 15, 17, 18, 19, 22, 23, 24 | |
| Reading: reading for pleasure and information | |||
| Writing: developing competence, confidence and the ability to write independently | 9, 18, 19, 25 | ||
| Developing cognitive abilities through language | Oral language: developing cognitive abilities through oral language | 2, 3, 4, 5, 6, 7, 8, 10, 13, 14, 17 | |
| Reading: developing interests, attitudes, information retrieval skills and the ability to think | |||
| Writing: clarifying thought through writing | 9, 18, 19, 25 | ||
| Emotional and imaginative development through language | Oral language: developing emotional and imaginative life through oral language | 1, 2, 4, 5, 6, 7, 8, 10, 11, 12, 14, 15, 16, 17, 21, 24 | |
| Reading: responding to text | |||
| Writing: developing emotional and imaginative life through writing | 18, 19, 25 | ||
| Gaeilge | Ēisteacht | Ag cóthú spéise | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 |
| Ag tuiscint teanga | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 | ||
| Labhairt | Ag cóthú spéise | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 | |
| Ag tuiscint teanga | |||
| Léitheoireacht | Ag cóthú fonn léitheoireachta | ||
| Ag tuiscint teanga | |||
| Ag úsáid teanga | |||
| Scríbhneoireacht | Ag cóthú fonn scríbhneoireachta | ||
| Ag cóthú spéise | |||
| Ag úsáid teanga | |||
| Geography | Human environments | People living and working in the local area and people living in a contrasting part of Ireland | |
| People and other lands | 1, 2, 13, 14, 15, 16, 17, 19, 20, 21 | ||
| Trade and development issues | |||
| Weather, climate and atmosphere | |||
| Environmental awareness and care | Environmental awareness | ||
| Caring for the environment | |||
| History | Local Studies | Homes | |
| Story | Stories from the lives of people in the past | ||
| Life, society, work and culture in the past | Life in the 19th century | ||
| Eras of change and conflict | The Great famine | ||
| 1916 and the foundation of the State | |||
| Continuity and change over time | Homes, housing and urban developments | ||
| Maths | Number | Decimals and percentage | |
| Number | Counting and numeration | 1, 2, 3, 9, 10, 12, 15 | |
| Data | Representing and interpreting data | 1, 2, 8, 10, 11, 12, 13, 20 | |
| Music | Listening and responding | ||
| Performing | |||
| Composing | |||
| Physical Education | Athletics | ||
| Dance | |||
| Gymnastics | 25, 26 | ||
| Games | |||
| Outdoor and Adventure activities | |||
| Science | Living things | Myself | |
| Plants and animals | |||
| Human life | |||
| Energy and forces | Light | ||
| Sound | |||
| Heat | |||
| Magnetism and electricity | |||
| Forces | |||
| Materials | Properties and characteristics of materials | 22 | |
| Materials and change | |||
| Environmental awareness and care | Environmental awareness | 6, 18 | |
| Science and the environment | |||
| Caring for the environment | 18, 24 | ||
| Caring for my locality | 18, 24 | ||
| Living Things | Human Life | 2, 23 | |
| Plants and animals | |||
| SPHE | Myself | Self-identity | 23 |
| Safety and protection | |||
| Taking care of my body | |||
| Growing and changing | |||
| Making decisions | |||
| Myself and others | Myself and my family | 11, 14, 15 | |
| Relating to others | 2, 14, 15, 20, 21, 25 | ||
| Myself and the wider world | Developing citizenship | 18, 23, 24 | |
| Media education | 1, 2, 6, 7, 8, 14 | ||
| Visual Arts | Drawing | Looking and responding | 13, 19, 21, 25 |
| Paint and colour/print | Looking and responding | 18 | |
| Construction/Fabric and fibre | 8, 11, 12, 14, 16, 20, 22, 24, 26 |
Switch Theme
Level 2: Theme 1 (1st Class) - Habitats
| Subject | Strand | Strand Unit | Activity No. |
| Drama | Drama to explore feelings, knowledge and ideas, leading to understanding | Exploring and making drama | 8, 9 |
| Reflecting on drama | 9 | ||
| Co-operating and communicating in making drama | 3, 5, 6, 8, 9 | ||
| English | Receptiveness to language | Oral language: developing receptiveness to oral language | 1, 2, 3, 4, 5, 6, 7, 8, 10 |
| Reading: developing strategies | 7 | ||
| Writing: creating and fostering the impulse to write | 5 | ||
| Competence and confidence in using language | Oral language: developing competence and confidence in using oral language | 1, 2, 3, 4, 5 ,7, 8, 10 | |
| Reading: reading for pleasure and information | |||
| Writing: developing competence, confidence and the ability to write independently | 1, 2, 5, 9 | ||
| Developing cognitive abilities through language | Oral language: developing cognitive abilities through oral language | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | |
| Reading: developing interests, attitudes, information retrieval skills and the ability to think | 7, 9 | ||
| Writing: clarifying thought through writing | 1, 2, 5 | ||
| Emotional and imaginative development through language | Oral language: developing emotional and imaginative life through oral language | 1, 2, 5, 6, 7, 8, 9, 10 | |
| Reading: responding to text | 7 | ||
| Writing: developing emotional and imaginative life through writing | 1, 2, 5, 9 | ||
| Gaeilge | Ēisteacht | Ag cóthú spéise | 1, 2, 3, 8, 9 |
| Ag tuiscint teanga | 1, 2, 3, 8, 9 | ||
| Labhairt | Ag cóthú spéise | 1, 2, 3, 8, 9 | |
| Ag tuiscint teanga | 1, 2, 3, 8, 9 | ||
| Léitheoireacht | Ag cóthú fonn léitheoireachta | ||
| Ag tuiscint teanga | |||
| Ag úsáid teanga | |||
| Scríbhneoireacht | Ag cóthú fonn scríbhneoireachta | ||
| Ag cóthú spéise | |||
| Ag úsáid teanga | |||
| Geography | Human environments | People living and working in the local area and people living in a contrasting part of Ireland | |
| People and other lands | 6 | ||
| Trade and development issues | |||
| Weather, climate and atmosphere | 6 | ||
| Environmental awareness and care | Environmental awareness | 1, 4, 5, 6, 7, 8, 9 | |
| Caring for the environment | 1, 4, 5, 7, 8, 9 | ||
| History | Local Studies | Homes | 2, 8 |
| Story | Stories from the lives of people in the past | ||
| Life, society, work and culture in the past | Life in the 19th century | ||
| Eras of change and conflict | The Great famine | ||
| 1916 and the foundation of the State | |||
| Continuity and change over time | Homes, housing and urban developments | ||
| Maths | Number | Decimals and percentage | |
| Number | Counting and numeration | 6 | |
| Data | Representing and interpreting data | 2, 4 | |
| Music | Listening and responding | ||
| Performing | |||
| Composing | |||
| Physical Education | Athletics | ||
| Dance | |||
| Gymnastics | |||
| Games | |||
| Outdoor and Adventure activities | |||
| Science | Living things | Myself | |
| Plants and animals | 1, 2, 4, 5, 6, 7 | ||
| Human life | |||
| Energy and forces | Light | ||
| Sound | |||
| Heat | |||
| Magnetism and electricity | |||
| Forces | |||
| Materials | Properties and characteristics of materials | ||
| Materials and change | |||
| Environmental awareness and care | Environmental awareness | 1, 3, 4, 5, 6, 7, 8, 10 | |
| Science and the environment | |||
| Caring for the environment | 3, 4, 5, 6, 7, 10 | ||
| Caring for my locality | 3, 4, 5, 6, 7, 10 | ||
| Living Things | Human Life | ||
| Plants and animals | 1, 2, 3, 4, 5, 6, 7, 10 | ||
| SPHE | Myself | Self-identity | |
| Safety and protection | |||
| Taking care of my body | |||
| Growing and changing | |||
| Making decisions | |||
| Myself and others | Myself and my family | ||
| Relating to others | |||
| Myself and the wider world | Developing citizenship | 1, 3, 4, 5, 10 | |
| Media education | 8 | ||
| Visual Arts | Drawing | Looking and responding | 4 |
| Paint and colour/print | Looking and responding | 1, 8 | |
| Construction/Fabric and fibre |
Level 2: Theme 2 (2nd Class) - Food
| Subject | Strand | Strand Unit | Activity No. |
| Drama | Drama to explore feelings, knowledge and ideas, leading to understanding | Exploring and making drama | 8, 10, 11, 13 |
| Reflecting on drama | |||
| Co-operating and communicating in making drama | 8, 10, 11, 13 | ||
| English | Receptiveness to language | Oral language: developing receptiveness to oral language | 3, 4 |
| Reading: developing strategies | 8 | ||
| Writing: creating and fostering the impulse to write | |||
| Competence and confidence in using language | Oral language: developing competence and confidence in using oral language | 2, 3, 4, 5, 7, 10, 11, 12 | |
| Reading: reading for pleasure and information | 6, 8, 12, 14 | ||
| Writing: developing competence, confidence and the ability to write independently | 4 | ||
| Developing cognitive abilities through language | Oral language: developing cognitive abilities through oral language | 3, 7, 10 | |
| Reading: developing interests, attitudes, information retrieval skills and the ability to think | 3, 6, 8, 9, 10, 13, 14 | ||
| Writing: clarifying thought through writing | 4 | ||
| Emotional and imaginative development through language | Oral language: developing emotional and imaginative life through oral language | 7, 13 | |
| Reading: responding to text | 8, 10, 13, 14 | ||
| Writing: developing emotional and imaginative life through writing | 4 | ||
| Gaeilge | Ēisteacht | Ag cóthú spéise | 1, 3, 4, 6, 10 |
| Ag tuiscint teanga | 1, 3, 4, 6, 10 | ||
| Labhairt | Ag cóthú spéise | 3, 6, 10 | |
| Ag tuiscint teanga | 1, 3, 4, 6, 10 | ||
| Léitheoireacht | Ag cóthú fonn léitheoireachta | ||
| Ag tuiscint teanga | |||
| Ag úsáid teanga | 3, 4 | ||
| Scríbhneoireacht | Ag cóthú fonn scríbhneoireachta | 4 | |
| Ag cóthú spéise | |||
| Ag úsáid teanga | |||
| Geography | Human environments | People living and working in the local area and people living in a contrasting part of Ireland | 10, 11 |
| People and other lands | 3, 4, 5, 6, 9, 10, 11, 12, 14 | ||
| Trade and development issues | 8, 14 | ||
| Weather, climate and atmosphere | |||
| Environmental awareness and care | Environmental awareness | 13 | |
| Caring for the environment | 9, 13 | ||
| History | Local Studies | Homes | |
| Story | Stories from the lives of people in the past | ||
| Life, society, work and culture in the past | Life in the 19th century | ||
| Eras of change and conflict | The Great famine | ||
| 1916 and the foundation of the State | |||
| Continuity and change over time | Homes, housing and urban developments | ||
| Maths | Number | Decimals and percentage | |
| Number | Counting and numeration | 2, 16 | |
| Data | Representing and interpreting data | 2, 4, 5, 10, 11, 16, 17 | |
| Music | Listening and responding | ||
| Performing | |||
| Composing | |||
| Physical Education | Athletics | ||
| Dance | |||
| Gymnastics | |||
| Games | |||
| Outdoor and Adventure activities | |||
| Science | Living things | Myself | |
| Plants and animals | 1, 2, 4, 5, 6, 7, 8 | ||
| Human life | 1 | ||
| Energy and forces | Light | ||
| Sound | |||
| Heat | |||
| Magnetism and electricity | |||
| Forces | |||
| Materials | Properties and characteristics of materials | ||
| Materials and change | |||
| Environmental awareness and care | Environmental awareness | ||
| Science and the environment | |||
| Caring for the environment | 13 | ||
| Caring for my locality | |||
| Living Things | Human Life | 1, 9 | |
| Plants and animals | 8, 11 | ||
| SPHE | Myself | Self-identity | 1, 2, 13 |
| Safety and protection | |||
| Taking care of my body | 1 | ||
| Growing and changing | |||
| Making decisions | |||
| Myself and others | Myself and my family | ||
| Relating to others | 3, 6, 7, 13, 17 | ||
| Myself and the wider world | Developing citizenship | 13 | |
| Media education | 17 | ||
| Visual Arts | Drawing | Looking and responding | 2, 11, 12, 13 |
| Paint and colour/print | Looking and responding | 8, 9, 11, 13, 15, 17 | |
| Construction/Fabric and fibre | 17 |
Switch Theme
Level 3: Theme 1 (3rd Class) - Nature: The Great Recycler
| Subject | Strand | Strand Unit | Activity No. |
| Drama | Drama to explore feelings, knowledge and ideas, leading to understanding | Exploring and making drama | 1, 8, 9, 11 |
| Reflecting on drama | 1, 9 | ||
| Co-operating and communicating in making drama | 1, 8, 11 | ||
| English | Receptiveness to language | Oral language: developing receptiveness to oral language | 1, 2, 3, 4, 5, 8, 9, 12 |
| Reading: developing strategies | 2, 3, 4, 5, 6, 7, 8, 9 | ||
| Writing: creating and fostering the impulse to write | 2, 3, 4 | ||
| Competence and confidence in using language | Oral language: developing competence and confidence in using oral language | 1, 2, 3, 9, 12 | |
| Reading: reading for pleasure and information | 6, 8, 10 | ||
| Writing: developing competence, confidence and the ability to write independently | 3, 6, 11 | ||
| Developing cognitive abilities through language | Oral language: developing cognitive abilities through oral language | 2, 5, 8 | |
| Reading: developing interests, attitudes, information retrieval skills and the ability to think | 1, 3, 9, 12 | ||
| Writing: clarifying thought through writing | 11 | ||
| Emotional and imaginative development through language | Oral language: developing emotional and imaginative life through oral language | 2, 9, 10, 11 | |
| Reading: responding to text | 9, 10, 11 | ||
| Writing: developing emotional and imaginative life through writing | 2, 9, 10, 11 | ||
| Gaeilge | Ēisteacht | Ag cóthú spéise | 2, 5, 6, 7 |
| Ag tuiscint teanga | 2, 5, 6, 7 | ||
| Labhairt | Ag cóthú spéise | 2, 5, 6, 7 | |
| Ag tuiscint teanga | 1, 2, 9 | ||
| Léitheoireacht | Ag cóthú fonn léitheoireachta | ||
| Ag tuiscint teanga | 5, 6 | ||
| Ag úsáid teanga | 5, 6 | ||
| Scríbhneoireacht | Ag cóthú fonn scríbhneoireachta | 2, 4, 5, 6, 7 | |
| Ag cóthú spéise | 2, 4, 5, 6, 7 | ||
| Ag úsáid teanga | 2, 4, 5, 6, 7 | ||
| Geography | Human environments | People living and working in the local area and people living in a contrasting part of Ireland | |
| People and other lands | 11 | ||
| Trade and development issues | |||
| Weather, climate and atmosphere | 10, 11 | ||
| Environmental awareness and care | Environmental awareness | 1, 2, 3, 9, 11 | |
| Caring for the environment | 5, 9, 12 | ||
| History | Local Studies | Homes | |
| Story | Stories from the lives of people in the past | ||
| Life, society, work and culture in the past | Life in the 19th century | ||
| Eras of change and conflict | The Great famine | ||
| 1916 and the foundation of the State | |||
| Continuity and change over time | Homes, housing and urban developments | ||
| Maths | Number | Decimals and percentage | 3, 5, 6 |
| Number | Counting and numeration | 5, 6, 7 | |
| Data | Representing and interpreting data | 1, 3, 5, 7, 12 | |
| Music | Listening and responding | ||
| Performing | |||
| Composing | |||
| Physical Education | Athletics | ||
| Dance | |||
| Gymnastics | |||
| Games | |||
| Outdoor and Adventure activities | |||
| Science | Living things | Myself | 1, 3, 5, 6, 7, 8 |
| Plants and animals | 7, 8, 9, 10, 11, 12 | ||
| Human life | 1, 3, 6, 9 | ||
| Energy and forces | Light | ||
| Sound | |||
| Heat | |||
| Magnetism and electricity | |||
| Forces | |||
| Materials | Properties and characteristics of materials | 3, 4, 5, 6, 10, 11 | |
| Materials and change | |||
| Environmental awareness and care | Environmental awareness | 1, 2, 3, 9, 11, 12 | |
| Science and the environment | |||
| Caring for the environment | 9, 10, 12 | ||
| Caring for my locality | 9, 10, 11 | ||
| Living Things | Human Life | ||
| Plants and animals | 2, 3, 6, 7, 9, 11, 12 | ||
| SPHE | Myself | Self-identity | |
| Safety and protection | |||
| Taking care of my body | |||
| Growing and changing | |||
| Making decisions | 1 | ||
| Myself and others | Myself and my family | ||
| Relating to others | |||
| Myself and the wider world | Developing citizenship | 9, 13 | |
| Media education | 11 | ||
| Visual Arts | Drawing | Looking and responding | 7, 9 |
| Paint and colour/print | Looking and responding | 12, 13 | |
| Construction/Fabric and fibre | 13 |
Level 3: Theme 2 (4th Class) - Wasting Away
| Subject | Strand | Strand Unit | Activity No. |
| Drama | Drama to explore feelings, knowledge and ideas, leading to understanding | Exploring and making drama | 5, 8, 13, 14, 16, 17 |
| Reflecting on drama | 5, 8, 13, 14, 16, 17 | ||
| Co-operating and communicating in making drama | 5, 8, 13, 14, 16, 17 | ||
| English | Receptiveness to language | Oral language: developing receptiveness to oral language | 1, 6, 10, 11, 13 |
| Reading: developing strategies | 7, 8, 11 | ||
| Writing: creating and fostering the impulse to write | 11, 16 | ||
| Competence and confidence in using language | Oral language: developing competence and confidence in using oral language | 1, 4, 10, 13, 15 | |
| Reading: reading for pleasure and information | 7, 10, 14, 15 | ||
| Writing: developing competence, confidence and the ability to write independently | 7, 10, 15, 16 | ||
| Developing cognitive abilities through language | Oral language: developing cognitive abilities through oral language | 7, 10, 15, 16 | |
| Reading: developing interests, attitudes, information retrieval skills and the ability to think | 3, 5, 7, 10, 11, 13, 14, 15, 17 | ||
| Writing: clarifying thought through writing | 1, 7, 10, 11, 16 | ||
| Emotional and imaginative development through language | Oral language: developing emotional and imaginative life through oral language | 17 | |
| Reading: responding to text | 8, 10, 14 | ||
| Writing: developing emotional and imaginative life through writing | 6, 8, 9, 10, 15, 17 | ||
| Gaeilge | Ēisteacht | Ag cóthú spéise | 5, 6, 10 |
| Ag tuiscint teanga | 5, 6, 10 | ||
| Labhairt | Ag cóthú spéise | 5, 6, 10 | |
| Ag tuiscint teanga | 5, 6, 10 | ||
| Léitheoireacht | Ag cóthú fonn léitheoireachta | ||
| Ag tuiscint teanga | |||
| Ag úsáid teanga | |||
| Scríbhneoireacht | Ag cóthú fonn scríbhneoireachta | ||
| Ag cóthú spéise | |||
| Ag úsáid teanga | 5 | ||
| Geography | Human environments | People living and working in the local area and people living in a contrasting part of Ireland | 4, 5 |
| People and other lands | 11, 12, 13, 14, 15 | ||
| Trade and development issues | 14 | ||
| Weather, climate and atmosphere | |||
| Environmental awareness and care | Environmental awareness | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 17 | |
| Caring for the environment | 1, 2, 3, 4, 5, 6, 7, 8, 11, 12, 17 | ||
| History | Local Studies | Homes | |
| Story | Stories from the lives of people in the past | 15, 16 | |
| Life, society, work and culture in the past | Life in the 19th century | ||
| Eras of change and conflict | The Great famine | ||
| 1916 and the foundation of the State | |||
| Continuity and change over time | Homes, housing and urban developments | ||
| Maths | Number | Decimals and percentage | 5, 13, 14 |
| Number | Counting and numeration | 5, 13, 14 | |
| Data | Representing and interpreting data | 2, 3, 5, 6, 9, 12, 13, 14 | |
| Music | Listening and responding | ||
| Performing | |||
| Composing | |||
| Physical Education | Athletics | ||
| Dance | |||
| Gymnastics | |||
| Games | |||
| Outdoor and Adventure activities | |||
| Science | Living things | Myself | |
| Plants and animals | 9, 14 | ||
| Human life | 15 | ||
| Energy and forces | Light | ||
| Sound | |||
| Heat | |||
| Magnetism and electricity | |||
| Forces | |||
| Materials | Properties and characteristics of materials | 2, 5, 6, 7, 9, 10 | |
| Materials and change | 9 | ||
| Environmental awareness and care | Environmental awareness | 1, 2, 3, 4, 6, 7, 8, 13, 14 | |
| Science and the environment | 5, 6, 7 | ||
| Caring for the environment | 4, 5, 6, 8, 11, 13 | ||
| Caring for my locality | 4, 5, 6, 8, 11, 13 | ||
| Living Things | Human Life | ||
| Plants and animals | 9 | ||
| SPHE | Myself | Self-identity | |
| Safety and protection | |||
| Taking care of my body | |||
| Growing and changing | |||
| Making decisions | 8, 14 | ||
| Myself and others | Myself and my family | ||
| Relating to others | 8, 14 | ||
| Myself and the wider world | Developing citizenship | 2, 3, 4, 8, 11, 12, 14 | |
| Media education | |||
| Visual Arts | Drawing | Looking and responding | 1, 3, 8, 12, 13 |
| Paint and colour/print | Looking and responding | 4, 5, 8, 9, 10, 14 | |
| Construction/Fabric and fibre |
Switch Theme
Level 4: Theme 1 (5th Class) - Trees
| Subject | Strand | Strand Unit | Activity No. |
| Drama | Drama to explore feelings, knowledge and ideas, leading to understanding | Exploring and making drama | 5, 18 |
| Reflecting on drama | 18 | ||
| Co-operating and communicating in making drama | 5, 18 | ||
| English | Receptiveness to language | Oral language: developing receptiveness to oral language | 2, 6, 7, 10, 12, 13, 18, 19 |
| Reading: developing strategies | 5, 7, 10, 16, 17 | ||
| Writing: creating and fostering the impulse to write | 2, 5, 7, 14, 20 | ||
| Competence and confidence in using language | Oral language: developing competence and confidence in using oral language | 2, 4, 5, 10, 13, 18, 19 | |
| Reading: reading for pleasure and information | 7, 16, 17 | ||
| Writing: developing competence, confidence and the ability to write independently | 2, 5, 14, 20 | ||
| Developing cognitive abilities through language | Oral language: developing cognitive abilities through oral language | 1, 4, 6, 7, 10, 12, 13, 18, 19 | |
| Reading: developing interests, attitudes, information retrieval skills and the ability to think | 16, 17 | ||
| Writing: clarifying thought through writing | 1, 2, 3, 5, 14, 20 | ||
| Emotional and imaginative development through language | Oral language: developing emotional and imaginative life through oral language | 6, 7, 18, 19 | |
| Reading: responding to text | 4, 7, 16, 17, 18 | ||
| Writing: developing emotional and imaginative life through writing | 6, 14, 20 | ||
| Gaeilge | Ēisteacht | Ag cóthú spéise | |
| Ag tuiscint teanga | |||
| Labhairt | Ag cóthú spéise | ||
| Ag tuiscint teanga | |||
| Léitheoireacht | Ag cóthú fonn léitheoireachta | ||
| Ag tuiscint teanga | |||
| Ag úsáid teanga | |||
| Scríbhneoireacht | Ag cóthú fonn scríbhneoireachta | ||
| Ag cóthú spéise | |||
| Ag úsáid teanga | |||
| Geography | Human environments | People living and working in the local area and people living in a contrasting part of Ireland | 5, 19 |
| People and other lands | 4, 12, 16 | ||
| Trade and development issues | 13 | ||
| Weather, climate and atmosphere | |||
| Environmental awareness and care | Environmental awareness | 1, 2, 3, 4, 5, 7, 8, 12, 13, 14, 16 | |
| Caring for the environment | 1, 2, 3, 4, 5, 6, 7, 8, 11, 12, 17 | ||
| History | Local Studies | Homes | 1, 2, 3, 5 |
| Story | Stories from the lives of people in the past | ||
| Life, society, work and culture in the past | Life in the 19th century | ||
| Eras of change and conflict | The Great famine | ||
| 1916 and the foundation of the State | |||
| Continuity and change over time | Homes, housing and urban developments | 19 | |
| Maths | Number | Decimals and percentage | 9, 12, 15 |
| Number | Counting and numeration | 1, 3, 9, 12, 15 | |
| Data | Representing and interpreting data | 1, 9, 12, 15 | |
| Music | Listening and responding | ||
| Performing | 5 | ||
| Composing | |||
| Physical Education | Athletics | ||
| Dance | |||
| Gymnastics | |||
| Games | |||
| Outdoor and Adventure activities | 1, 3 | ||
| Science | Living things | Myself | 1 |
| Plants and animals | 1, 3, 11 | ||
| Human life | |||
| Energy and forces | Light | ||
| Sound | |||
| Heat | 11 | ||
| Magnetism and electricity | |||
| Forces | |||
| Materials | Properties and characteristics of materials | ||
| Materials and change | |||
| Environmental awareness and care | Environmental awareness | 1, 4, 5, 7, 11, 13, 14, 16 | |
| Science and the environment | 1, 3, 11 | ||
| Caring for the environment | |||
| Caring for my locality | |||
| Living Things | Human Life | ||
| Plants and animals | 1, 3, 7, 11, 13, 14 | ||
| SPHE | Myself | Self-identity | |
| Safety and protection | |||
| Taking care of my body | |||
| Growing and changing | |||
| Making decisions | 8, 14 | ||
| Myself and others | Myself and my family | ||
| Relating to others | 4, 5, 16, 18 | ||
| Myself and the wider world | Developing citizenship | 9, 12, 16, 17 | |
| Media education | |||
| Visual Arts | Drawing | Looking and responding | 1, 5, 8, 10, 13 |
| Paint and colour/print | Looking and responding | 5, 10 | |
| Construction/Fabric and fibre | 5, 20 |
Level 4: Theme 2 (6th Class) - Earthlinks
| Subject | Strand | Strand Unit | Activity No. |
| Drama | Drama to explore feelings, knowledge and ideas, leading to understanding | Exploring and making drama | 7, 12 |
| Reflecting on drama | 12 | ||
| Co-operating and communicating in making drama | 12 | ||
| English | Receptiveness to language | Oral language: developing receptiveness to oral language | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 15 |
| Reading: developing strategies | 2, 7 | ||
| Writing: creating and fostering the impulse to write | 1, 2, 3, 4, 6, 7, 17 | ||
| Competence and confidence in using language | Oral language: developing competence and confidence in using oral language | 1, 2, 4, 5, 6, 7, 8, 9, 11, 13, 14, 15 | |
| Reading: reading for pleasure and information | 1, 2, 3, 7 | ||
| Writing: developing competence, confidence and the ability to write independently | 2, 4, 6, 7, 17 | ||
| Developing cognitive abilities through language | Oral language: developing cognitive abilities through oral language | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 17 | |
| Reading: developing interests, attitudes, information retrieval skills and the ability to think | 3 | ||
| Writing: clarifying thought through writing | 2, 3, 4, 5, 7, 9, 17 | ||
| Emotional and imaginative development through language | Oral language: developing emotional and imaginative life through oral language | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 17 | |
| Reading: responding to text | 2 | ||
| Writing: developing emotional and imaginative life through writing | 2, 4, 6, 10 | ||
| Gaeilge | Ēisteacht | Ag cóthú spéise | |
| Ag tuiscint teanga | |||
| Labhairt | Ag cóthú spéise | ||
| Ag tuiscint teanga | |||
| Léitheoireacht | Ag cóthú fonn léitheoireachta | ||
| Ag tuiscint teanga | |||
| Ag úsáid teanga | |||
| Scríbhneoireacht | Ag cóthú fonn scríbhneoireachta | ||
| Ag cóthú spéise | |||
| Ag úsáid teanga | |||
| Geography | Human environments | People living and working in the local area and people living in a contrasting part of Ireland | 9 |
| People and other lands | 2, 4, 5, 6, 7, 8, 11, 13, 14, 15 | ||
| Trade and development issues | 14 | ||
| Weather, climate and atmosphere | 5, 7 | ||
| Environmental awareness and care | Environmental awareness | 1, 2, 3, 4, 5, 6, 7, 8, 14, 17 | |
| Caring for the environment | 2, 3, 4, 5, 6, 7, 8, 14, 17 | ||
| History | Local Studies | Homes | |
| Story | Stories from the lives of people in the past | ||
| Life, society, work and culture in the past | Life in the 19th century | ||
| Eras of change and conflict | The Great famine | ||
| 1916 and the foundation of the State | |||
| Continuity and change over time | Homes, housing and urban developments | ||
| Maths | Number | Decimals and percentage | |
| Number | Counting and numeration | ||
| Data | Representing and interpreting data | ||
| Music | Listening and responding | ||
| Performing | |||
| Composing | |||
| Physical Education | Athletics | ||
| Dance | |||
| Gymnastics | |||
| Games | |||
| Outdoor and Adventure activities | |||
| Science | Living things | Myself | |
| Plants and animals | |||
| Human life | |||
| Energy and forces | Light | ||
| Sound | |||
| Heat | |||
| Magnetism and electricity | |||
| Forces | |||
| Materials | Properties and characteristics of materials | ||
| Materials and change | |||
| Environmental awareness and care | Environmental awareness | 1, 2, 3, 4, 5, 6, 7, 8, 17 | |
| Science and the environment | |||
| Caring for the environment | 2, 3, 4, 5, 6, 7, 8, 17 | ||
| Caring for my locality | 4 | ||
| Living Things | Human Life | ||
| Plants and animals | |||
| SPHE | Myself | Self-identity | 6, 9, 10, 11, 13, 15 |
| Safety and protection | |||
| Taking care of my body | |||
| Growing and changing | 10, 13 | ||
| Making decisions | 1, 3, 5, 6, 7, 10, 11, 13 | ||
| Myself and others | Myself and my family | 4, 6, 10 | |
| Relating to others | 1, 3, 4, 5, 6, 7, 8, 9, 11, 13, 14, 15, 17 | ||
| Myself and the wider world | Developing citizenship | 1, 2, 4, 5, 6, 7, 8, 11, 13, 14, 15, 17 | |
| Media education | 11, 16, 18 | ||
| Visual Arts | Drawing | Looking and responding | 9, 10 |
| Paint and colour/print | Looking and responding | 4, 9, 10, 11 | |
| Construction/Fabric and fibre |