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i GOODNESS ME, GOODNESS YOU! Curriculum for Third to Sixth Class September 2016 CONVERSATION VALUES COMMUNITY ETHICS BELIEFS STORIES THINKING TIME
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GOODNESS ME,GOODNESS YOU!Curriculum for Third to Sixth Class September 2016
CONVERSATION
VALUES
COMMUNITY
ETHICS
BELIEFS
STORIES
THINKING TIME
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contentsIntroduction 1
Rationale 3
Belief-nurturing 5
Curriculum vision and aims 7
The structure of the Goodness Me, Goodness You! curriculum 8
Strands 9
Elements 10
Third and fourth class 11
Fifthandsixthclass 15
Planning for Goodness Me, Goodness You! 19
Goodness Me, Goodness You! lesson samples 21
Glossary 25
AppendixA:Conceptmap 27
AppendixB:Long-termplanningtemplate 28
AppendixC:Short-termlessonplanningtemplate 29
Introduction The Community National School (CNS) model was established in 2008 under the patronage of the Minister for Education and Skills and has been evolving ever since. Since September 2016 the patronage of these schools has begun to transfer to the Education and Training Boards of Ireland (ETBIs)1. Community National Schools are primary schools founded in local communities. These schools are child-centred, inclusive, multi-denominational, state-supported schools which strive to provide high-quality primary education for every child, in line with the principles of the Primary School Curriculum (1999). In Ireland, patrons develop programmes to provide for religious and/or ethical education, that underpins the ethos of their schools. GMGY is thepatron’scurriculumforCommunityNationalSchools and caters for children of all beliefs, religious and secular. As such it aims to support, promote and underpin the multi-denominational ethos of these schools.
While GMGY began its development under the authorityofCountyDublinVEC2, since 2012 the curriculumhasbeendevelopedbytheNationalCouncilforCurriculumandAssessment(NCCA)incollaborationwiththenetworkofCommunityNationalSchools.Theseschools,throughtheirethos3andsupportedbytheGMGYcurriculum,aim to prepare children for life in a pluralist society.GMGYiswrittenprimarilyforchildren, as well as for parents, teachers and principals of these schools.
GMGY is a multi-denominational curriculum in beliefs and values education. A multi-denominational curriculum is one which seeks to foster a genuine respect between all belief systemsintheschool.
Thisrespectisnurturedthroughtheexpressionanddiscussionofthesebeliefsystemsduringtheschoolday,enablingchildrentocometoagreatersenseoftheiridentityandbelonging.Curriculumhererefersnotsimplytoadiscreteaspectofstudybut to the total curriculum of a school. Thus, CommunityNationalSchoolsembodythemulti-denominational ethos at a whole-school level, whileGMGYcanbeseenasacurricularexpressionof this overall ethos.
GMGY evolves as the school evolves. To this end, the connection between GMGY and the CommunityNationalSchoolsisanindispensablefeature of the process of curriculum development. The development of the curriculum for senior classes takes place in line with a collaborative modelofdevelopment,whereteacherexperienceand voices, alongside child voices, are central to thedevelopmentofthecurriculum.DevelopmentcontinuestobeinformedbyengagementwiththeGMGYSchoolNetworkGroup,agroupconsisting of a teacher representative from each CNS.TheleadershiproleplayedbytheGMGYSchoolNetworkGroupensuresthecurriculumisdeveloped in line with the evolving needs of the schoolcommunity.Thisconnectionisseenasessential in developing a curriculum that enables schoolstoliveouttheirethosfully.
1Patronage is planned to be transferred to the Education and Training Boards of Ireland in September 2016. At this time boardsofmanagementwillbeestablishedineachCommunityNationalSchool.2UndertheEducationandTrainingBoardsBill(2012),CountyDublinVECwasamalgamatedwithDúnLaoghaireVECtoformtheDublinandDúnLaoghaireEducationandTrainingBoard.3ThefullethosstatementofCommunityNationalSchoolscanbefoundatwww.cns.ie.
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4TheGMGYProjectTeamcomprisesoftwopart-timeProjectOfficers,theDirectorforCurriculumandAssessmentforPrimaryEducation,theDeputy-ChiefExecutiveandtheChiefExecutiveoftheNationalCouncilforCurriculumandAssessment(NCCA).5TheCNSManagementGroupconsistingofprincipalsandschoolmanagersprovidesguidanceandsupportintheprocessofcurriculum implementation at school level.6TheCNSSteeringCommitteeconsistingofschoolmanagersandofficialsfromtheDepartmentofEducationandSkills(DES)providesguidanceintheprocessofcurriculumimplementationacrosstheCommunityNationalSchoolmodel.
Figure 1: An overview of the development infrastructure for the GMGY curriculum for senior classes
In addition to the development process outlined above, the GMGY Project Team4 workscloselywiththeCNSManagementGroup5 andtheCNSSteeringCommittee6 as detailed in Figure 1 below. Engagement with these groups provides anopportunitytoshareinformationfromtheCommunityNationalSchoolsandtodiscussmatters relating to curriculum implementation. TheNationalCouncilforCurriculumandAssessment also seeks opportunities to connectwithinitiativesthatmayfeedinto the development of the GMGY curriculum.
The development infrastructure for the GMGY curriculumensuresextensiveengagementwithstakeholdersinvolvedinCommunityNationalSchools. The GMGY curriculum undergoes a process of regular review in line with the needs oftheCNSmodel.Teachersandschoolshavefrequent opportunities to discuss and share experiencesthathavebeengainedduringthecurriculum’s implementation and to contribute to the curriculum’s continued development. As such thisdocumentshouldnotbereadasthedefinitivecurriculum document for GMGY; instead this document will continue to evolve, as the schools do, to ensure it continues to meet the needs of their communities.
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CNS Steering Committee
CNS Management
Group
GMGY School Network
Group
Child, parent and
teacher voices
Rationale The GMGY curriculum has been developed tosupporttheethosofCommunityNationalSchools.TheethosofCommunityNationalSchools states that the school is at the centre ofthelocalcommunityandsochildrenaresupported in living their lives to the full through their interactions with their home, their communityandtheirschool.
Respectforpluralityofbeliefsisseenasintegraltothedailyroutineoftheschool;everybodyisvaluedandtreatedwithrespectanddiversityisrecognised and celebrated. The GMGY curriculum seekstoengagewiththefamilyandthelocalcommunityandsupportthemintheirrolesaspartners in their child’s education and enable them to become active participants in the life oftheschool.TheCommunityNationalSchoolaimstoreflectandcaterfortheneedsofthecommunityinwhichitislocated.Theschoolworkscloselywithcommunityorganisations andcommunityleaderstoenrichtheeducation of their children.
Intermsofphilosophyandpedagogy,GMGYcanbedescribedasinter-disciplinary.Acrossthecurriculum,apluralistepistemologyandpedagogyisputintoactionwhichseekstodevelopdifferentaspectsofchildren’spotential.This approach fosters a culture that celebrates andrespectsdifference,byaffirmingtherightofall human beings to believe and practise their beliefs,notonlyintheirprivatelivesbutalsoin public life. This approach does not minimise differencesbutinsteadencouragesconversationsand discussions ensuring a greater understanding forthechildoftheirsenseofidentityandbelonginginthisworld.ThisunderlyingphilosophyandpedagogyhasbeendevelopedconsistentlyfromtheprinciplesofthePrimary School Curriculum (DES,1999)andAistear: the Early Childhood Curriculum Framework (NCCA,2009).
Thecurriculumemploysaninter-disciplinaryframework. Working out from an aesthetic approach to education, the pedagogies combine themoredirectivepedagogyofvalueseducationwith the more constructivist approach of philosophywithchildrenandtheexploratoryanddialogicalpedagogyofinter-beliefeducation.Figure 2 outlines some of the pedagogies which are used to teach GMGY.
The curriculum recognises parents’ role as the primaryeducatorsoftheirchild.Itsupportsparents as guardians and educators of their child’s beliefs and traditions through the creation ofarespectfulandinclusivelearningcommunitywhere their child’s beliefs will be valued and celebrated.Thecurriculumsupportsparentsbyproviding interactive lesson materials for the home, access to the GMGY parent page on the website and access to sample lesson plans and lesson overviews. The curriculum encourages schools to create regular opportunities for parents to visit the classroom and participate in GMGY lessons. The GMGY curriculum recognises theresponsibilityoftheparenttotakeanactiverole in the belief of their child and aims to supportthefamilyinthisrole.Italsorecognisestheimportanceofthecommunityinthelifeofthefamilyandendeavourstoenablefamiliestobecomemoreinvolvedintheircommunitythrough involvement in school life.
The curriculum recognises the teacher as a positive role model for the children in their class. Teachers create opportunities across the school dayforengagementbetweenchildrenfromdifferentbeliefbackgrounds.Teachersareflexiblein working within class and school structures to facilitatechildren’slearningwithinGMGY.Theyenable the child to be nurtured in their belief through engagement with the GMGY curriculum andincollaborationwiththechild’sfamily andcommunity.
Through these educational relationships the curriculum enables the holistic development of thechild,supportingthemtogrowandflourish as active participants in their learning and in their communities.
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Figure 2: Examples of pedagogies used to teach the GMGY curriculum
Enquiry-based or problem-posing approaches(John Dewey/Paulo Freire)
Inter-belief dialogue in religious education(Julia Ipgrave)
Interpretive approach to religious education (Robert Jackson)
Belief-nurturing (Goodness Me, Goodness You!)
Character education and autonomy-based models of ethical and virtue education (Alasdair MacIntyre/Carol Gilligan/Nel Noddings)
Philosophy with children/ Philosophy for children (Matthew Lipman)
Constructivist approaches (Lev Vygotsky/Jerome Bruner)
Constructivist Approach to Religious Education (Michael Grimmitt)
Toledo guiding principles on teaching about religions and beliefs in public schools (Office for Democratic Institutions and Human Rights)
Children’s imagination/ Drama and aesthetic (Kieran Egan/Augusto Boal)
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Belief-nurturingAs Community National Schools are multi-denominational, they understand the important role religious and belief identity has in the life of children and the wider school community. Goodness Me, Goodness You! therefore, plays an active role in helping to nurture this aspect of the child’s identity. This is done through the belief-nurturing of each child in the school. The concept of belief-nurturing has originated fromtheexperiencesofteachers,parentsandprincipals in working with the GMGY curriculum. The term is used to describe the process that occurs during a child’s interaction with theteachingandlearningsupportedbythecurriculum. It is through a child’s engagement with this teaching and learning that their sense of belief is nurtured. The process itself is a realisation of the child-centred principles and holisticapproachtoeducationadvocatedbythePrimary School Curriculum (1999) and Aistear: the Early Childhood Curriculum Framework(2009).
While skills and dispositions that support the process of belief-nurturing are developed across the GMGY curriculum such as respectful listening,empathyandpersonalexpression;thestrand Beliefs and religions provides particular opportunities for this process to be supported. Inthisstrand,childrenhavetheopportunitytolearn about practices and customs of their own and others’ beliefs and religions. One aspect of this learning involves collaboration with the child’sfamilyinwhichchildrenaresupportedinthecompletionofafamilyproject.Childrenexplorethetopicbeingstudiedinclass,forexampleCelebrations,withtheirfamilies.DuringGMGYtheteacherexploresthetopic,firstfroma local perspective and then from a more global perspective.InthecaseofCelebrations,childrenmayexplorethehistoryofcelebrationsinIrelandbeforeexploringcelebrationsfromaroundtheworld.Duringthefamilyproject,parentshaveanopportunitytoexploretheconceptwiththeirchildfromthebeliefperspectiveoftheirfamilyandtheirbeliefcommunity.Thisexperiencecanbereligiousorsecularinnature.Forexample,aMuslimfamilymayexplorethecelebrationofEidorRamadanwhileafamilywithasecularbeliefbackgroundmayexplorethecelebration ofbirthdaysoranniversaries.
Whenthefamilyprojectiscompleted,childrenare asked to present their project to their peers. Childrenhaveanopportunitytolistentoeachother’s projects and to engage in conversation abouttheseexperiences.Throughthissharing,children come to appreciate and value their differentexperiencesandcometoknowsomethingofthesignificantexperiences of their peers.
In the process of belief-nurturing, parents are recognisedastheprimaryeducatorsoftheirchild;however,theteacherplaysanimportantrole in this process. The teacher introduces children to the topic that children will be researchingwiththeirfamilies;exploringtheIrishandglobalcontextwhileprovidingchildrenwiththe appropriate language to engage in dialogue with this topic. A learning environment that promotes respectful engagements and models appropriate dialogue is an important feature for thistypeoflearning.Theteacherfacilitatestheexpressionanddevelopmentofrespectamongchildren,inacommunityofinquiryduringthechildren’spresentationoftheirfamilyproject and the inter-belief dialogue component of the curriculum.
Another important aspect of this approach is theroleofthecommunity,beitareligiousorasecularcommunity.Theschoolrecognisesthecommunityinthedevelopmentofthebeliefofeachchildandactivelyseeksengagementwiththelocalcommunity.Thismaytaketheform of school visits from important people in thecommunitysuchasapriest,imamorothercommunityleader;orfieldtripstoimportantplacesintheschool’slocality,suchasasynagogue,temple,churchorotherappropriatelocal landmarks.
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Insummary,thecurriculumandtheunderlyingteaching pedagogies are directed towards the facilitationandexpressionofchildren’sbeliefsand cultures, in an atmosphere of respect and dialogue.Childrenareenabledtolearnabout,discuss and research their own beliefs, with the helpoftheirfamily.Throughthisprocesstheyare nurtured in their beliefs and learn about the beliefs of others in an atmosphere of respect and inquiry.Throughtheexplorationoftheirsharedunderstandingsandtheirrecognitionofdiversity,children learn to interpret their world as a global communityinwhichdiversityexistsandshouldbe appreciated and celebrated.
FAMILY PROJECT
CONVERSATION FRIENDSHIP
SHARING
EXPLORING
RESPECT
Curriculum vision and aimsCommunityNationalSchoolsseektonurturethedevelopmentofthechild,byvaluingalldimensionsofthechild’sfamilyandcommunitylife including, among others, their beliefs and religions. The GMGY curriculum is a practical expressionofthatsupport.
The curriculum enables the child to live their lifetothefullbyallowingthechildtoexpresstheirwholeselfthroughouttheschoolday.The curriculum enables children to be active citizensintheirlocalandglobalcommunity,tothinkcriticallyabouttheworldaroundthem,
toexperiencetheaestheticsoflifeintheirencounterswiththearts,tosharetheirexperienceofthebeliefthatthey,andtheirfamiliesandcommunities, hold and to encounter the beliefs ofothersinalearningenvironmentofinquiryandrespect.Throughthissharingofexperienceand acknowledgement of commonalities and differences,thechildisenabledtolivetheirlifeinan environment of respect for and appreciation ofdiversity.AsummaryoftheaimsoftheGMGYcurriculum can be seen in Figure 3.
Figure 3: GMGY curriculum aims for each child
Live a full life as a child and to realise his or her potential as a unique individual.
Prepare for further education and lifelong learning.
Be nurtured in their beliefs and values within the educational context of the school, as an intrinsic part of their living to the full, with the help of their family.
Develop as a social being through living and cooperating with others and so contribute to the good of society.
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The structure of the GMGY curriculumThe GMGY curriculum is organised in line with wider developments in curriculum at national level. For instance, GMGY uses strands, elements andlearningoutcomes,inthesamewayasthenew Primary Language Curriculum/Curaclam Teanga na Bunscoile. In GMGY, strands represent the main areas or modes of learning described bythecurriculum,whileelementsdescribetheessentiallearningwithineachstrand.Learningoutcomesdescribetheexpectedlearninganddevelopment for children at the end of a two-yearperiod.
The strands described in the GMGY curriculum arenotdiscreteareasoflearning,astheyoverlapandinteracttoformaholisticlearningexperiencefor the child. There are four strands in the GMGY curriculum for senior classes, outlined in Figure 4 below.
STORy We are a Community National School
Thinking time BELIEFS AND RELIGIONS
Figure 4: Strands in the GMGY curriculum for senior classes
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Strands Strand 1: StoryThestrandStorybuildsonthenarrativeapproachto teaching and learning found in the curriculum inthejuniorclasses.Thisstrandofferschildrenanopportunitytoexploretheartsandindoingso gives children a space to develop their own imaginationandcreativity.Childrenalsoexplorestory,poetryanddrama;theirhistory,authors,composition and meanings in an endeavour to developtheirownskillsasastorytellerandawriter and to develop an appreciation for the aestheticsofthearts.Childrenwillcometoappreciate the written and spoken word as aformofartandexpression.
Strand 2: We are a Community National SchoolThisstranddevelopsorganicallyfromtheguidingprinciplesoftheGMGYcurriculum,CommunityNationalSchoolethosandschoolenvironment.Itisguidedbya‘valueseducation’approachandrefersprimarilytotheprinciplesofchildvoices,parent voices, teacher voices and principal voices (asoutlinedinthemissionstatementoftheCommunityNationalSchools).Itisenvisagedthat at least some of the materials for this strand canbedevelopedfromthecontextofthespecificschools themselves. Thus, the strand will also allowforanindividualschoolidentitytobeincorporatedintoGMGY,suchas‘WeareScoilChoilm’,‘WeareScoilGhráinne’,etc.
This strand also allows children to engage with the common values that the schools promote. Thechildrenwillhaveanopportunitytoexploretheconceptsofequality,self-identity,citizenship(bothlocalandglobal)andhumanrightswhilealso being provided with opportunities for creativityandinnovation.
Strand 3: Thinking timeThisstrandisgroundedinthephilosophyforchildren(alsoknownas‘Thinkingtime’)approach. It seeks to develop children’s thinking and debating skills and to facilitate their understanding of both their own ideas and those of others. In this strand, there will be an emphasis on critical thinking, as well as on wellbeing, developingsimultaneouslythecognitiveandaffectivedimensionsofchildren’slearning.Thereisaverylargenetworkinternationallyofphilosophyforchildren,whichcanserveasafoundation for the practice of Thinking time in CommunityNationalSchools.Thenurturingofchildren’s thinking here can also serve as a solid foundation for the fourth strand.
Strand 4: Beliefs and religionsThis strand seeks to develop children’s understanding of religion and belief, for self and other, through a comparative curriculum of belief and religions. The strand encourages inter-belief dialogue and the sharing of personal beliefexperience(religiousandsecular)inordertoenablechildrentolearn‘about’and‘from’religion.Thefamilyplaysanimportantroleinthisstrandbyinformingthechildaboutthebeliefsand traditions of the home; the child then shares this perspective with their peers and listens to the perspectives of others. In this strand, parents are enabled to nurture the belief of their child and the school supports them in this process of belief-nurturing.
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Figure 5: The inter-relation of the four strands of Goodness Me, Goodness You!
StoryWe have different talents but if we use them together we can create wonderful things.
We are a Community National SchoolWe have different values but our respect for each other and for our school informs our interactions.
Beliefs and ReligionsWe have different beliefs but I can understand and respect your beliefs and you can understand and respect my beliefs so that we can work together.
Thinking TimeWe have different opinions but we can debate our opinions respectfully and we can solve our problems together.
Elements Thecurriculumisorganisedacrosstwostages:thirdandfourthclass,andfifthandsixthclass.Each strand has four elements which outline thekeylearning,overeachstage,inordertoachieve the aims of the curriculum. Over the course of each stage the child will encounter four elements from each strand. As the child develops the elements also progress in line with their conceptual development and thinking; and so a newsetofelementsareintroducedinfifthand
sixthclass.Thestrandsshouldberegardedashighlyinter-related,inthatunderstandingandappreciationofdiversityinoneissupportiveofunderstandingandappreciationofdiversityinanother, as demonstrated in Figure 5 below. The elements and their learning outcomes described below are intended to support children intheirlearningfromthirdtosixthclass.
Understanding and appreciation of
diversity across the strands and elements
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Third and fourth class
Overview Inthirdandfourthclass,childrenwillbeencouragedtoexploretheirownidentityandtheirplacewithintheirhome,schoolandlocalcommunity.Thelearninglenswillexplorethechild’sunderstandingofself,andselfinrelationtoothers.Theywillexploretheirownculturalheritage,createtheirownstory,expresstheirownidentity,developasphilosophicalthinkersanddevelopthereligiousliteracynecessarytoengageininter-beliefdialogue.
Figure 6: The strands and elements for third and fourth class
We are a Community National School
Thinking Time
Beliefs and Religions
Story Thestoryofme Iamastoryteller Stories from Ireland I am an artist
Friendship Friendship across differentcultures
Developingour own values
Respect for each other
Thinking and asking questions
Understanding the self in discussion
Reflectionandimagination
Questioning ourselves and others
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Introduction to beliefs and religions Rites and ceremonies Specialjourneys Special places
Learning outcomes for third and fourth classStrand: Story
Element Learning outcomes The children will be able to*
ThestoryofmeComposeandpresentapersonalnarrativethatportraystheirself-storyandanappreciationforindividuality.
Iamastoryteller Composeandsharefictionalstoriesthatdemonstrateimagination,creativityandasenseofvalues.
Stories from IrelandIdentifystoriesthattheyhaveencounteredthatoriginateinIreland and demonstrate an appreciation for the cultural value that these stories have.
I am an artistUsethemediumsofpoetry,music,artanddramatoexpress ideas, thoughts and feelings and depict meaning through creative performance.
Element Learning outcomes The children will be able to*
FriendshipRecognise, discuss and value the positive contributions that friendshipandcommunitymakeintheirschoolandthe wider world.
Friendshipacrossdifferentcultures
Recognise,discussandvaluethepositiveeffectthatculturallydiversefriendshipsoffer,intheirownlivesandthelivesofothers.
Developingourownvalues Thinkcriticallyabouttheirownunderstandingofwhatisright,whatiswrongandtheattitudesandactionsthattheytolerate.
Respect for each other Recognise and use respectful language and actions towards themselves and others.
Strand: We are a Community National School
*Whendueaccountistakenofindividualabilitiesandvaryingcircumstances.
*Whendueaccountistakenofindividualabilitiesandvaryingcircumstances.
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*Whendueaccountistakenofindividualabilitiesandvaryingcircumstances.
Strand: Thinking time
Element Learning outcomes The children will be able to*
Thinking and asking questions Demonstrateimaginativethinking,questiontheirownandothers’ideasanddebatetheseideasrespectfully.
Understanding the self in discussion Explainandclarifytheirunderstandingoftheirown self and their thinking during debate and discussion.
Reflectionandimagination Thinkcriticallyandimaginativelywheninteractingwithstories, debates and new ideas.
Questioning ourselves and others Respectfullyquestiontheirownandothers’ideas.
LEARNTHINKING TIME
THINKING TIME
Strand: Beliefs and religions
Element Learning outcomes The children will be able to*
Introduction to beliefs and religions Demonstrateabasicunderstandingofreligionsand beliefs, both religious and secular, and recognise their localnationalandglobalcontexts.
Useappropriatevocabularywhenspeakingaboutbeliefsandreligionsandbegintoexpresstheirownobservationsandexperiencesofthebeliefsandreligionstheyhave encounteredintheirhome,schoolandlocalcommunity.
Articulatetheirbeliefsandvaluesclearlyandrespectfullyinordertoexplainwhytheyareimportantintheirownlives and in the lives of others.
Rites and ceremonies Discuss,presentanddemonstrateunderstandingoftheirown and others’ beliefs about the rites and ceremonies that belong to a range of belief traditions found within theirlocal,nationalandglobalcommunity.
Specialjourneys Discuss,presentanddemonstrateunderstandingoftheirownandothers’beliefsaboutthespecialjourneysthatbelong to a range of belief traditions found within their local,nationalandglobalcommunity.
Special places Discuss,presentanddemonstrateunderstandingoftheirown and others’ beliefs about the special places that are associated with a range of belief traditions found within theirlocal,nationalandglobalcommunity.
INTEGRATION
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*Whendueaccountistakenofindividualabilitiesandvaryingcircumstances.
Fifth and sixth class
Overview Upon completion of third and fourth class, children will have a comprehensive understanding of themselvesinrelationtotheirhome,schoolandcommunity.Infifthandsixthclasschildrenbegin toexplorethemselvesinrelationtotheworld.Theywillexploretheirroleasacitizen,listentostoriesfromaroundtheworld,identifynarrativesthatinspirethemandthinkcriticallyaboutnationalandglobalaffairs.Theywillexplorebeliefsandreligionsthathaveshapedtheworldandinvestigatetheconceptsoflifestyle,codesofconduct,specialpeopleandsymbolism.Havingnurturedthechild’sreligiousliteracyinthirdandfourthclass,childrenwillbeconfidentatexpressingtheirownbeliefswhile also respecting the beliefs of others.
Figure 7: The strands and elements for fifth and sixth class
Story World stories The stories of others Myfavouriteauthor Stories that make me
think, feel and act
We are a Community National SchoolCitizenship Equalityand
participationOur values and critical thinking Exploringhumanrights
Thinking TimeWellbeing and
how to liveOur emotions and feelings
Philosophical fables
Philosophyandthesearch for truth
Beliefs and ReligionsCelebration Religionandlifestyle Codesofconduct Symbolism
SOLVING PROBLEMS
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CHARACTER
IDENTITY
BELONGING
Learning outcomes for fifth and sixth class Strand: Story
Element Learning outcomes The children will be able to*
World storiesIdentifyandrecallstoriesfromaroundtheworld,makingconnections and comparisons between these stories and their own lives,whileshowingrespectforthediversitythattheyencounter.
The stories of othersRecall,analyseandcomparethenarrativestheyhaveencounteredabout people who have inspired them and which aided them in broadening their knowledge of the world.
MyfavouriteauthorIdentifyauthorsthattheyhaveenjoyedreadingandconsiderwhataspectsoftheauthor’sstyleofwritingmaketheirworkenjoyablefor the reader.
Stories that make me think, feel and act
Identifyandrecallstoriesthatevokecriticalthought,emotionandinspirepositiveactionandexpressthereasonswhythisstorymadean impression on their life.
Element Learning outcomes The children will be able to*
CitizenshipDiscuss,justifyandvaluetheconceptsofhumanrightsand equalityintheworld.
Equalityandparticipation Recognise, discuss and value the connection between citizenship andequalityandtheirownlives,bothinsideandoutsideschool.
Our values and critical thinking
Discusstheconceptofvalues,identifytheirownvaluesandthinkcriticallyabouttheeffectthattheirvaluescanhaveonothers.
Exploringhumanrights Justify,valueandpromotetheconceptofhumanrightsandequalityintheworld.
Strand: We are a Community National School
*Whendueaccountistakenofindividualabilitiesandvaryingcircumstances.
*Whendueaccountistakenofindividualabilitiesandvaryingcircumstances.
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Strand: Beliefs and religions
Element Learning outcomes The children will be able to*
Celebration Discuss,presentanddemonstrateunderstandingoftheirown and others’ beliefs about celebrations that belong to a range of belief traditions found within their local, nationalandglobalcommunity.
Religionandlifestyle Discuss,presentanddemonstrateunderstandingoftheconnectionbetweenbeliefsandlifestylechoices.
Codesofconduct Discuss,presentanddemonstrateunderstandingofthe codes of conducts, both religious and secular, that influencethewaywelive.
Symbolism Discuss,present,identifyanddemonstrateunderstandingofthesymbols,bothreligiousandsecular,thattheyencounterlocally,nationallyandglobally.
*Whendueaccountistakenofindividualabilitiesandvaryingcircumstances.
*Whendueaccountistakenofindividualabilitiesandvaryingcircumstances.
Strand: Thinking time
Element Learning outcomes The children will be able to*
Wellbeing and how to live Identify,discussandvaluetheirownwellbeingandrecognisetheirpersonalcharacteristicsthatmayimpingeon their wellbeing.
Our emotions and feelings Appreciatetheimportanceofemotionalexpression.
Philosophical fables Thinkcriticallyandimaginativelyaboutstories,argumentsandideastheyencounterinphilosophicalfables.
Philosophyandthesearchfortruth Recall,valueandapplytheirknowledgeofsomeexamplesfrom the classical philosophical tradition during debate and discussion.
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Planning for GMGYEach school is a unique organisation, with a distinctive character, tradition, culture and values.Itisinfluencedbyitssizeandlocation,andbyparticularinternalandexternalenvironmentalcircumstancesanddynamics.A collaborative approach is advocated in the planning for implementation of GMGY at school level. Schools are encouraged to involve parents andthewiderschoolcommunityintheplanningprocess, where appropriate.
In line with the Primary School Curriculum(1999),classroom planning will have both short-term and long-term dimensions. Planning for a week, aterm,ayearorindeedotherperiodsprovidesthemeansbywhichtheteachercanensurethatall the principal elements of the curriculum are coveredadequatelyinawaythatisrelevanttotheneedsofthedifferentindividualsintheclass.
A broad and balanced approach to planningAn important part of the planning in GMGY is toprovideawidevarietyofexperiences. Efficientplanningwillensurethatunduerepetitionandsignificantgapsinthecurriculumare avoided. The four strands should be a feature ofschoolplanningeachyearwherepossible. It is recommended that each element should be coveredtoensurevariety,balanceandcontinuity.However,takingeachschool’scontextintoconsideration, the depth of treatment of eachstrandmaybeadjustedtosuiteachparticular school.
Time allocation Goodness Me, Goodness You! is the patron’s programme. In accordance with the guidelines of the Primary School Curriculum(1999)2hoursand 30 minutes are provided for the teaching of GMGY each week. The GMGY curriculum provides schoolswiththeautonomyandflexibilitytonegotiate the curriculum in line with the needs oftheschoolcommunity.Tothisend,schoolsmayspendmoreorlesstimeteachingparticularaspects of the curriculum. Furthermore, schools maywishtousesomeofthistimetoeducatechildrentowardsritesofpassage(e.g.firstholycommunion,confirmation,barandbatmitzvah,etc.)forthosewhowishtoparttake.Whilethe curriculum itself does not aim to provide guidance in this regard, through the belief nurturingapproach,parentsmaywishtoconnectthe teaching and learning in GMGY to educating their children towards these rites of passage. The provision of time for this teaching is a matter for the individual school and decisions around its provision should be cognisant of the wishes of parents, the wishes of the belief communities represented in the school and those of the wider schoolcommunity.
IntegrationOpportunitiesforintegration(i.e.cross-curricularconnections)existthroughoutallelementsofthecurriculum.Teacherscanidentifytheseopportunities when planning. Within the lesson samples there are suggestions of some of the instances where linkage and integration might be established.Figure8highlightssomesuggestedintegration.ThereisastronglinktoliteracyinthestrandsStoryandBeliefsandreligions.WhilequestionsofvaluesandethicsintheWeareaCNSstrandwilllinkwithSocial,PersonalandHealthEducation(SPHE).GMGYalsohaslinkswithhistory,geography,music,visualartsanddrama.Where possible, the GMGY curriculum should be used to enhance the ethos of the school; this means that integration with other curricular areas shouldbeexploredfrequently.
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Figure 8: Integrating GMGY
Story Language Drama Visualart Music
Social, Environmental and ScientificEducation
We are a Community National SchoolLanguage Social, Personal and
HealthEducationSocial Environmental and
ScientificEducation Music
Thinking TimeLanguage(orallanguage) Social,PersonalandHealthEducation
Beliefs and ReligionsEducation about
Religions and Beliefs and Ethics
LanguageSocial,
Environmental and ScientificEducation
Music Social, Personal and HealthEducation
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21
GMGY lesson samples In GMGY, each lesson can be developed over the course of a week, or longer. A lesson sample is an example of a plan of work a teacher could develop within an element in order to achieve the learning outcomes of the element.Lessonsamplesdetailthestrand,element,learningoutcomes,learningexperiences,methodologies, resources, and linkage and integrationthatteachersmayusewhenteachingGMGY.LessonsamplesareavailableforeachelementontheGMGYwebsite(www.gmgy.ie). Anexampleofalessonsamplecanbeseen in Figure 9.
EachGMGYlessonsampleusesavarietyofteaching methodologies in order to cater for a widevarietyoflearningstylesandtoensurethatlearning is active and meaningful. An outline of the methodologies from the GMGY lesson samplescanbeseeninFigure10.Lessonsamplescan be used as an initial guide for teachers and schoolswhenplanningforGMGY.Conceptmaps(AppendixA)maybeusedbytheteachertoextendthelearningofthelessonsamplesandto initiate the planning process. Schools and teachers should begin to develop their own GMGY lessons in order to achieve the learning outcomes ofeachstrand.AppendixBandCshowthelong-term and short-term planning template for GMGY.
THINKING TIME
LEARN
COLLABORATIONSOLVING PROBLEMS
22
Figu
re 9
: GM
GY le
sson
sam
ple
Wha
t is a
less
on?
In G
MGY
a le
sson
den
otes
abo
dyofw
orkwith
ineac
hel
emen
t. Ea
ch le
sson
can
be
dev
elop
ed o
ver t
he
cour
se o
f a w
eek,
or
long
er.
Stra
nd:
Stor
y
Clas
s lev
el: 3
rd/4
th c
lass
Elem
ent:
Thestoryofm
e
Lear
ning
out
com
e:
The
child
ren
will
be
able
to p
rese
nt th
eir p
erso
nal
narrativethatth
eyhav
eco
mpo
sedwhich
portray
stheirs
elf-s
toryand
dem
onstratesa
nap
prec
iatio
nfor
individu
ality
.
Lear
ning
exp
erie
nces
:
• Ex
plorethege
nreofautob
iograp
hyand
biograp
hy
throug
hthestud
yofbothge
nres
.
• Discus
sthe
reas
onsw
hyautob
iograp
hies
can
be
impo
rtan
t his
toric
al d
ocum
ents
.
• Co
mpo
seanau
tobiog
raph
icalpiece
.
• Sh
are
thei
r aut
obio
grap
hica
l pie
ce w
ith th
eir p
eers
.
Wha
t is a
less
on
sam
ple?
A le
sson
sam
ple
is a
n ex
ampleofale
sson
a
teac
her c
ould
dev
elop
w
ithin
an
elem
ent.
Thes
e ar
e av
aila
ble
on th
e
GMGY
web
site
.
Wha
t is a
n el
emen
t?An
ele
men
t des
crib
es th
e ar
ea o
f le
arni
ng a
nd d
irect
s the
teac
her
whe
n ch
oosi
ng th
e co
nten
t for
ea
ch st
rand
. Eac
h el
emen
t has
le
arni
ng o
utco
mes
.
Wha
t is a
lear
ning
ou
tcom
e?Le
arning
outco
mes
des
cribe
theex
pected
learning
and
de
velo
pmen
t for
chi
ldre
n at
theen
dofatw
o-ye
arcyc
le.
Wha
t are
lear
ning
ex
peri
ence
s?Le
arning
exp
erienc
esareth
een
coun
terscreated
bytheteac
her
to a
llow
the
child
to a
chie
ve th
e learning
outco
me.The
yreferto
anyinteractionorotherexp
erienc
ein
whi
ch le
arni
ng ta
kes p
lace
.
23
Figu
re 9
: GM
GY le
sson
sam
ple
Met
hodo
logi
es re
fers
to
the
gene
ral p
edag
ogie
s an
d ap
proa
ches
to
lear
ning
use
d du
ring
th
e GM
GY le
sson
.
Met
hodo
logi
es:
• Pa
ired
wor
k –
usin
g im
ages
in th
e cl
assr
oom
• Ta
lk, d
iscu
ssio
n an
d de
bate
Reso
urce
s:
• Story:T
he D
iary
of A
nne
Fran
k
• Pi
ctur
es
Link
age
and
inte
grat
ion
• Ge
ograph
y:Tolearnab
outa
ndco
metovalue
thedive
rsity
ofp
eoples
,culturesa
ndso
cieties
in Ir
elan
d an
d th
roug
hout
the
wor
ld, a
cqui
re
an a
war
enes
s of h
uman
inte
rdep
ende
nce
and
deve
lopem
pathywith
others.
Reso
urce
s are
the
materialsuse
dby
the
teac
her d
urin
g th
e le
sson
to e
nhan
ce th
e learning
exp
erienc
e.
Link
age
refe
rs to
th
e lin
ks th
at a
re
mad
e w
ithin
the
GMGY
cur
ricul
um a
nd
inte
grat
ion
refe
rs to
the
conn
ectio
ns th
e GM
GY
less
on m
akes
to o
ther
cu
rric
ular
are
as.
Lesson
samples
fore
ach
elem
ent o
f Goo
dnes
s Me,
Go
odne
ss Y
ou!
are
avai
labl
e atw
ww.gmgy
.ie.
24
Fam
ily p
roje
ct:
Thefamily
projectisaparto
fstran
dfourand
enc
ourage
sthe
family
to
nurt
ure
the
belie
f of t
he c
hild
thou
gh
guid
ed d
iscu
ssio
n in
the
hom
e.
Figu
re 1
0: G
MGY
met
hodo
logi
es
Wat
ch th
is:
GMGY
lesson
smay
includ
emultim
edia
clip
s in
orde
r to
enha
nce
the
less
on.
Thes
eclipsa
reta
kenfro
mavariety
of so
urce
s.
Conv
ersa
tion:
Ta
lk a
nd d
iscu
ssio
n is
enc
oura
ged
in
everyGM
GYle
sson
soth
atchildren
may
bec
omeco
nfide
ntin
exp
ressing
theirtho
ughts,exp
erienc
es
and
opin
ions
.
Activ
ity:
GMGY
less
ons i
ncor
pora
te a
rang
e of
te
ache
r-des
igne
d ta
sks a
nd a
ctiv
ities
inorderto
caterfo
ralllearning
styles
an
d pr
ovid
e st
imul
i for
cla
ssro
om
conv
ersa
tion.
Teac
hing
tim
e:
New
voc
abularywillbeex
plaine
d
durin
gteac
hing
timeby
theteac
her. Ta
king
stoc
k:
Child
renareen
courag
edto
refle
ct
on n
ew le
arni
ng in
this
par
t of t
he
GMGY
less
on.
Qui
et ti
me:
Th
ism
aybeus
edin
aGMGY
lesson
inorder
toquietlyre
flectonthech
ild’sthou
ghts
abou
t the
new
lear
ning
.
Song
: Man
yGM
GYle
sson
sinc
orpo
rateso
ngs
whi
ch a
re co
nnec
ted
to th
e co
nten
t the
ch
ildre
n ar
e le
arni
ng a
bout
.
Poet
ry:
Poetrym
aybeus
edin
GMGY
lesson
s,
particularlyin
thestrand
ofS
tory,
toenc
ourage
refle
ctionan
d
criti
cal t
houg
ht.
Stor
y:
Man
yGM
GYle
sson
suse
storyin
orde
rtoex
ploreaco
ncep
ttha
tis
bein
g st
udie
d.
GlossaryAesthetic approach Aesthetic education is an approach to teaching and learning that
engages students in learning about works of art and literature throughhands-oninquiry,questioning,writing,andartmaking.The approach incorporates the arts across the curriculum in a waythatfostersaheightenedawarenessofandappreciation for all that touches our lives.
Charactereducation Charactereducationisaconceptthatencapsulatesanappreciationthatpeople’srightsalsoimplyresponsibilities, the development of a sense of conscience, the recognition of the importanceofpersonalintegrityandthepromotionofanactivetolerance and respect across religious/cultural divides.
Constructivistapproach A constructivist approach to education is based on the belief thatlearningoccursaschildrenareactivelyinvolvedinaprocess of meaning and knowledge construction as opposed topassivelyreceivinginformation.
Dialogicalpedagogy Adialogicalpedagogyisusedtodescribelearningprocessesinwhichteacherandchildrencriticallyinterrogatethetopicofstudy,expressandlistentomultiplevoicesandpointsofview,and create respectful and equitable classroom relations.
Ethos Ethosmaybeconsideredasanexpressionoftheaims,objectives, goals, values and beliefs which the school aspires to, endorses and preserves. Ethos also places an emphasis on the exposureandimmersionbyallwithinaschoolcommunitytoaprescribedsetofvaluesandbeliefs.Inthiscontext,schoolethoshas been understood as the atmosphere that emerges from the interaction of a number of aspects of school life, including teaching and learning, management and leadership, the use of imagesandsymbols,ritualsandpractices,aswellasgoals andexpectations.
Inquiry-based Theinquiry-basedapproachtoteachingandlearningputschildren’s questions at the centre of the curriculum, and places value on the skills of research as well as on the knowledge and understandinggainedthroughinquiry.
Inter-belief dialogue Inter-belief dialogue refers to cooperative, constructive andpositiveinteractionsbetweenchildrenofdifferent belief backgrounds.
25
Interpretive approach to religious education
The interpretive approach aims to provide methods for developingunderstandingofdifferentbelieftraditionsthat canbeusedbyallchildren.Itenableschildrentolearnabout religionsandbeliefsystemswhilenotpromotingnorundermining those beliefs. The interpretive approach takes accountofthediversitythatexistswithinreligionsandbeliefsystems,aswellasbetweenthem,andallowsfortheinteractionof religion, belief and culture within the classroom.
Lesson The GMGY curriculum understands a lesson as a sustained period of teaching and learning. The curriculum has presented eachlessonasapproximatelyoneweek’steachingandlearningtime,howeveritisunderstoodthatthistimemaybereducedorextendeddependingonthelearningneedsofthechild.
Methodology Methodologycomprisestheprinciplesandmethodsusedbyteachers to enable children to achieve the desired learning. Thesemethodsaredeterminedbytheneedsofthechildin order to support their learning.
Multi-denominational schools Multi-denominational schools uphold, respect and accept equalityofbeliefsandcelebratediverselifestylesheldby children,parents,staffandmembersofthewidercommunity.
Patron’s programme/curriculum The patron’s programme/curriculum refers to the programme or curriculumdevelopedbyapatrontounderpinandpromotetheethosoftheirschools.TheEducationAct(1998)recognisesthelegal right for patrons to design, supervise, implement and teach theirprogrammes/curriculumduringtheschoolday.
Pedagogy Pedagogycanbeunderstoodasoccupyingthemiddlegroundbetween the child and the curriculum. It refers to all of the teacher’s actions or work in supporting children’s learning and development.
Philosophical perspective Philosophicalperspectivesareworldviewsthatdefinethenature of the world, the individual’s place in it, and the possible relationships to that world and its parts.
Philosophyforchildren Philosophyforchildrenisanapproachthataimstoteach reasoning and argumentative skills to children. The approach advocatesthatteachingchildrenreasoningskillsearlyinlifegreatlyimprovesothercognitiveandacademicskillsandgreatlyassists learning in general.
Pluralistepistemology Apluralistepistemologyreferstodifferentwaysofknowinganddifferentmethodologiesforattainingabroadunderstandingofa given topic.
Glossary
26
GMGY
Concep
t ma
pStr
and:
Element
:
Append
ix A: Pl
annin
g tool
Append
ix B: Lo
ng-te
rm pla
nning
templa
teGo
odne
ss M
e, G
oodn
ess Y
ou! Y
earl
y pl
an o
f wor
k
Teac
her:
Clas
s:
Year:
Mon
th:
Strand
:Elem
ent:
Learning
outco
me:
Achiev
ed(Y/N
)
Oct
ober
Nov
embe
r
Dece
mbe
r
Janu
ary
Februa
ry
Mar
ch
April
May
June
Reso
urce
s:
Metho
dologies
:
Link
agean
dintegration:
Asse
ssmen
t:
Appendix C: Short-term lesson planning template
Strand: Class level:
Element:
Learning outcome:
Learning experiences:
Methodologies:
Resources:
Linkage and integration:
29
30
Notes
31
Notes
33
NationalCouncilforCurriculumandAssessment,35FitzwilliamSquare,Dublin2,D02KH36Telephone:+35316617177Fax:+35316617180Email:[email protected]
