Modeligo National School SESE Policy
Social, Environmental and Scientific Education (SESE) General Plan
In our school, SESE provides opportunities for the child to explore, investigate and develop an understanding of the natural, human, scientific, historical, social and cultural environment in which they live. This plan forms the basis of individual teacher's long and short term planning.
Vision
SESE fosters children's respect for the past, responsibility for our living world, and inspires them for the scientific future.
Aims
To endorse the aims of the SESE curriculum.
Curriculum Planning
Strands and Strand Units
Outlined below are the strands in the SESE Curriculum and the skills that we hope to develop. Each strand is subdivided into Strand Units which focus on particular concepts.
Approaches and Methodologies
Teachers can choose from the following:
- Whole class work
- Small group work
- Individual work on chosen topics or projects
- Investigative approach
- Closed activities
- Open investigations
- Teacher-directed approach
- Exemplars
Linkage and Integration
We will explore possibilities to integrate the SESE subjects at all levels. Teachers create their own integrated topics by referring to the Curriculum Teacher Guidelines in Geography, History and Science.
Multi-Grade Teaching
Our school has multi-grade classes. We follow a four-year cycle so that all curriculum areas are covered within the four years according to the plan of the relevant teachers.
Assessment and Record Keeping
The following may be used:
- Teacher observation
- Teacher-designed tasks and tests
- Concept-mapping
- Work samples, portfolios and projects
- Curriculum profiles
Differentiation
Teachers will differentiate within their class for all children to ensure that objectives are attainable for every child. We believe in equality of participation and access.
Organisational Planning
Timetable
Our teachers work in keeping with the recommendations in the Primary School Curriculum (page 70) for SESE, i.e. a minimum of two and a quarter hours in Infant years, with three hours for classes 1st–6th per week. On occasion, time will be blocked as appropriate.
Resources
Teachers have access to a wide variety of published textbooks and online resources when planning and executing lessons / units of work.
ICT Resources
- www.cjfallons.ie
- www.scoilnet.ie
- www.google.ie (also Google Images)
- www.prometheanplanet.com
- britannica.com
- National Geographic Magazines and other publications as necessary
Individual Teachers' Planning and Reporting
Teachers follow the long term four-year cycle plans for SESE. History, Geography and Science are specifically planned for in each teacher's Scéim Coicise and reviewed in their Cuntais Míosúla.
Community Links
As required — e.g. interviewing grandparents for local history.
Local Places of SESE Interest
- Woods
- GAA Pitch & Rosary Walk
- Church and graveyard
Roles and Responsibilities
Each teacher has responsibility for implementing this school plan within their classroom. The principal is responsible for ensuring all teachers are aware of the plan and use it within their classrooms.
This policy was ratified by the Board of Management on 20 April 2023. It will be reviewed in 2025–26.
Chairperson, BoM: Sr. V. Casey
SESE Strand Units
| Geography | History | Science |
|---|---|---|
| Human Environments | Myself and my Family | Living things |
| Natural Environments | Story | Energy and Forces |
| Environmental Awareness and Care | Early People and Ancient Societies | Materials |
| Life, society, work and culture in the past | Environmental awareness and care | |
| Eras of change and conflict | ||
| Politics, conflict and society | ||
| Continuity and change over time |
Skills Development
| Geography | History | Science |
|---|---|---|
| A sense of place and space | Time and Chronology | Working Scientifically |
| Maps, globes and graphical skills | Change and Continuity | Designing and Making |
| Geographical Investigation Skills | Cause and Effect | |
| Using Evidence | ||
| Synthesis and communication | ||
| Empathy |