Exploring Tramore's Past

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ST Name: Kym Fox

ST Number: 40036679

Class Level: 2nd & 3rd Class

Date: 20/05/25

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Subject: History

Time: 13:20

Duration: 40 minutes

No of Pupils: 27 pupils

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Strand(s)

• Local studies

Strand Unit(s) / Element(s)

• My locality through the ages
• Games and pastimes in the past

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Learning Outcomes / Content Objectives

From Primary Curriculum for History (Myself and Others Strand):

• Study a period or periods in the history of the local village, town, city, area, townland, parish, or county.
• Become familiar with some games and pastimes enjoyed in the locality.

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Learning Objectives

1. The child should be enabled to complete their work as ‘Historians’ with their Tramore evidence packs from yesterday, sharing and discussing their findings.
2. The child should be enabled to observe and compare historical pictures of Tramore’s past games and amusements with those of present-day Tramore, noting similarities and differences.
3. The child should be enabled to express their understanding creatively and academically by completing a “Past, Present, Future” template with drawings and short sentences about a chosen aspect of Tramore’s past or present.

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Assessment

• Method: Teacher observation during discussion and sharing; review of “Past, Present, Future” templates for understanding and engagement; questioning.
• Assessment of: Pupil’s ability to share research findings; their understanding of historical change in local games and amusements; creativity and accuracy in presentations.
• To be recorded: Notes on individual participation and understanding; samples of completed templates for portfolio.

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Teacher Questioning

Lower order questions (Closed):

1. What game did children play in Tramore many years ago? (I)
2. Can you name one amusement that we still have today in Tramore? (I)
3. Which of these pictures shows the past? (D)

Higher order questions (Open):

1. Why do you think some games in Tramore have changed over time? (C)
2. How do you think these changes in games and amusements affect how people enjoy Tramore today? (C)
3. Imagine a new game that could be played both in the past and the future – what would it be like? (C)

(I = Introduction, D = Development, C = Conclusion)

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Language Development Opportunities

• Use of key historical vocabulary: historian, past, present, future, evidence, locality, pastime, compare, timeline.
• Discussions enable oral language practice, building confidence in asking and answering questions.
• Use of descriptive language in writing and drawing to deepen understanding.

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Literacy Development Opportunities

• Reading evidence packs and pictures to extract relevant information.
• Writing short sentences on templates to explain their ideas clearly.
• Sharing findings orally builds listening and speaking skills.
• Encouragement to use capital letters, full stops and finger spacing in their writing.

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Teaching Methodologies

Primary methodologies to be used:

• Talk and Discussion
• Collaborative/Co-operative Learning
• Active Learning
• Skills Through Content
• Using Local Environment

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Introduction (8 minutes)

Stimulus:

Display enlarged historical and modern photographs of Tramore’s games and amusements on the board or projector. Include familiar landmarks for connection.

Elicit Prior Knowledge:

Ask:

• What do you remember about Tramore from your research yesterday?
• Can anyone share one interesting thing they discovered?

Share Learning Intention:

• Today we will finish our work as historians. We will share what we found in our Tramore evidence packs.
• We will look closely at how games and amusements in Tramore have changed from the past to today.
• Finally, you will create your own “Past, Present, Future” drawing and writing about something you researched.

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Development (25 minutes)

1. Sharing Findings (10 mins):

   • In pairs or small groups, pupils take turns sharing one fact or part of their evidence pack with peers.
   • Teacher circulates, asking prompting questions and noting engagement.
   • Selected pupils share interesting findings with the whole class.

2. Comparing Images and Discussing Changes (10 mins):

   • Together as a class, view pictures of Tramore’s games/amusements from the past and compare with current pictures.
   • Facilitate a discussion on similarities and differences, guided by questions from the Teacher Questioning section.
   • Record key points on a flipchart or whiteboard (e.g., “Past games – skipping, hoop rolling; Present games – arcade machines, beach volleyball”)

3. Past, Present, Future Template Activity (5 mins introduction + follow-up after class if needed):

   • Distribute a template divided into three columns labelled Past, Present, Future.
   • Explain pupils will choose one area from their research (e.g., a particular game or pastime) and draw a simple picture for each column.
   • Under each picture, write a short sentence describing it (e.g., “In the past, children played marbles.” “Today, children play football.” “In the future, children might play new electronic games.”)
   • This task combines creativity with historical understanding.
   • If needed, pupils can complete writing portion at home.

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Conclusion (7 minutes)

• Invite some pupils to share their completed templates or drawings.
• Recap learning intentions by asking:
  • What did you enjoy learning about Tramore’s past today?
  • How did the games from the past differ from today?
  • What excites you about the future of games in Tramore?
• Congratulate pupils on their work as historians.
• Explain that being able to discover and share about their locality helps them understand how places change over time.

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Cognitive, Social & Transition

• Cognitive: Developing historical enquiry skills, recognising change and continuity, comparing and contrasting, expressing ideas through drawings and writing.
• Social: Working collaboratively in pairs/groups sharing discoveries, class discussions to build respect for different viewpoints.
• Transition: Smooth transition from sharing findings to class discussion then to individual creative activity minimises downtime and maintains engagement.

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Universal Design for Learning (UDL)

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Pupils with literacy challenges	Support needed to write simple sentences	Provide sentence starters; allow oral recording if suitable	Use visuals, peer support
Visual learners	Learns better with pictures	Use large images, diagrams, and templates	Posters with timelines
EAL (English as Additional Language) pupils	Support with new vocabulary	Pre-teach key terms; paired discussions	Use glossaries, visual cues

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The Learning Environment

• Seating arranged to facilitate pair and group work.
• Clear display area for images and templates.
• Quiet areas for writing.

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Resources

• Tramore evidence packs from previous lesson (books, photocopies, images).
• Enlarged historical and contemporary photos of Tramore games and amusements.
• Past, Present, Future writing/drawing templates.
• Whiteboard/flipchart and markers.
• Drawing materials (coloured pencils/crayons).

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This lesson plan aligns fully with the Irish Primary Curriculum's History strand: “Local Studies,” supporting children’s investigation and understanding of how aspects of their locality have changed over time, while fostering literacy, communication, and critical thinking skills appropriate for 2nd and 3rd Class learners.