The Suffrage Movement

The women’s suffrage movement began in the 19th century and significantly grew in stature and prominence towards the turn of the century, with the movement also taking on a more militant form in some instances.

Resources with links to Statutory Requirements

Intentions

Intentions

  • Review the resources and links to understand and recognise the impact of the suffragette movement in the early 20th century and assess what impact the movement has had on today’s society.
  • Using the information from the links as an example, prepare and complete a creative response to demonstrate knowledge and understanding of the topic.

Suffrage

General History of Women’s Suffrage in Britain

The Independent

Tag: Info

Environment and Society: History

(Objective 1) Developing pupils as Individuals

Explore how history has affected their personal identity, culture and lifestyle.

(Personal Understanding)

Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.

(Moral Character)

(Objective 2) Developing pupils as Contributors to Society

Investigate the impact of significant events/ideas of the 20th century on the world.

(Cultural Understanding)

Critically investigate and evaluate the power of the media in their representation of a significant historical event or individual.

(Media Awareness)

Investigate critical issues in history or historical figures who have behaved ethically or unethically.

(Ethical Awareness)

Language and Literacy: English With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop the ability to use language (including body language) effectively in communicating with and relating to others.

(Mutual Understanding)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Language and Literacy: Irish (in Irish Medium Schools) With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.

(Mutual Understanding)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Learning For Life and Work: Local and Global Citizenship

Diversity and Inclusion

Investigate factors that influence individual and group identity.

Investigate ways in which individuals and groups express their identity.

Investigate how and why conflict, including prejudice, stereotyping, sectarianism and racism may arise in the community.

Human Rights and Social Responsibility

Investigate why it is important to uphold human rights standards in modern democratic societies, including meeting basic needs, protecting individuals and groups of people.

Investigate local and global scenarios where human rights have been seriously infringed.

Investigate the principles of social responsibility and the role of individuals, society and government in promoting these.

Equality and Social Justice

Explore how inequalities can arise in society including how and why some people may experience inequality or discrimination on the basis of their group identity.

Democracy and Active Participation

Investigate the basic characteristics of democracy.

Campaign I

The campaign for women's suffrage

British Library - History

Tags: Info, Images, Timeline, Source Material

Environment and Society: History

(Objective 1) Developing pupils as Individuals

Explore how history has affected their personal identity, culture and lifestyle.

(Personal Understanding)

Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.

(Moral Character)

(Objective 2) Developing pupils as Contributors to Society

Investigate the impact of significant events/ideas of the 20th century on the world.

(Cultural Understanding)

Critically investigate and evaluate the power of the media in their representation of a significant historical event or individual.

(Media Awareness)

Investigate critical issues in history or historical figures who have behaved ethically or unethically.

(Ethical Awareness)

(Objective 3) Developing pupils as Contributors to the Economy and the Environment

Investigate the need to preserve history in the local and global environment.

(Education for Sustainable Development)

Language and Literacy: English With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop the ability to use language (including body language) effectively in communicating with and relating to others.

(Mutual Understanding)

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

(Spiritual Awareness)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Explore the power of a range of communication techniques to inform, entertain, influence and persuade.

(Media Awareness)

Language and Literacy: Irish (in Irish Medium Schools) With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.

(Mutual Understanding)

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

(Spiritual Awareness)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Explore the power of a range of communication techniques to inform, entertain, influence and persuade.

(Media Awareness)

Learning For Life and Work: Local and Global Citizenship

Diversity and Inclusion

Investigate factors that influence individual and group identity.

Investigate ways in which individuals and groups express their identity.

Investigate how and why conflict, including prejudice, stereotyping, sectarianism and racism may arise in the community.

Human Rights and Social Responsibility

Investigate why it is important to uphold human rights standards in modern democratic societies, including meeting basic needs, protecting individuals and groups of people.

Investigate local and global scenarios where human rights have been seriously infringed.

Investigate the principles of social responsibility and the role of individuals, society and government in promoting these.

Equality and Social Justice

Explore how inequalities can arise in society including how and why some people may experience inequality or discrimination on the basis of their group identity.

Democracy and Active Participation

Investigate the basic characteristics of democracy.

Emily Davison

Suffragette Emily Davison knocked down by King's horse at Epsom

The Guardian - Video

Tag: Video

Environment and Society: History

(Objective 1) Developing pupils as Individuals

Explore how history has affected their personal identity, culture and lifestyle.

(Personal Understanding)

Investigate how history has been selectively interpreted to create stereotypical perceptions and to justify views and actions.

(Mutual Understanding)

Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.

(Moral Character)

(Objective 2) Developing pupils as Contributors to Society

Investigate the impact of significant events/ideas of the 20th century on the world.

(Cultural Understanding)

Critically investigate and evaluate the power of the media in their representation of a significant historical event or individual.

(Media Awareness)

Investigate critical issues in history or historical figures who have behaved ethically or unethically.

(Ethical Awareness)

Language and Literacy: English With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop the ability to use language (including body language) effectively in communicating with and relating to others.

(Mutual Understanding)

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

(Spiritual Awareness)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Explore the power of a range of communication techniques to inform, entertain, influence and persuade.

(Media Awareness)

Language and Literacy: Irish (in Irish Medium Schools) With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.

(Mutual Understanding)

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

(Spiritual Awareness)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Explore the power of a range of communication techniques to inform, entertain, influence and persuade.

(Media Awareness)

The Arts: Art and Design

(Objective 2) Developing pupils as Contributors to Society

Make an informed and critical response to a social/environmental issue.

(Citizenship)

Explore some social and moral issues relevant to Art and Design.

(Ethical Awareness)

The Arts: Drama

(Objective 1) Developing pupils as Individuals

Express themselves emotionally and imaginatively through drama and improvisation.

(Personal Understanding)

Explore and respond to the views and feelings of others.

(Mutual Understanding)

(Objective 2) Developing pupils as Contributors to Society

Explore how drama is used to educate about and resolve issues of social concern.

(Citizenship)

Explore the effects of media and ICT.

(Media Awareness)

Learning For Life and Work: Local and Global Citizenship

Diversity and Inclusion

Investigate factors that influence individual and group identity.

Investigate ways in which individuals and groups express their identity.

Investigate how and why conflict, including prejudice, stereotyping, sectarianism and racism may arise in the community.

Human Rights and Social Responsibility

Investigate why it is important to uphold human rights standards in modern democratic societies, including meeting basic needs, protecting individuals and groups of people.

Investigate local and global scenarios where human rights have been seriously infringed.

Investigate the principles of social responsibility and the role of individuals, society and government in promoting these.

Equality and Social Justice

Explore how inequalities can arise in society including how and why some people may experience inequality or discrimination on the basis of their group identity.

Democracy and Active Participation

Investigate the basic characteristics of democracy.

Campaign II

Campaign for Women's Suffrage

BBC Bitesize

Tags: Info, Timeline, Images

Environment and Society: History

(Objective 1) Developing pupils as Individuals

Explore how history has affected their personal identity, culture and lifestyle.

(Personal Understanding)

Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.

(Moral Character)

Explore issues related to Personal Health.

(Objective 2) Developing pupils as Contributors to Society

Investigate the impact of significant events/ideas of the 20th century on the world.

(Cultural Understanding)

Investigate critical issues in history or historical figures who have behaved ethically or unethically.

(Ethical Awareness)

Language and Literacy: English With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Develop the ability to use language (including body language) effectively in communicating with and relating to others.

(Mutual Understanding)

Language and Literacy: Irish (in Irish Medium Schools) With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.

(Mutual Understanding)

Learning For Life and Work: Local and Global Citizenship

Diversity and Inclusion

Investigate factors that influence individual and group identity.

Investigate ways in which individuals and groups express their identity.

Investigate how and why conflict, including prejudice, stereotyping, sectarianism and racism may arise in the community.

Human Rights and Social Responsibility

Investigate why it is important to uphold human rights standards in modern democratic societies, including meeting basic needs, protecting individuals and groups of people.

Equality and Social Justice

Explore how inequalities can arise in society including how and why some people may experience inequality or discrimination on the basis of their group identity.

Democracy and Active Participation

Investigate the basic characteristics of democracy.

Voting I

Women and the vote

Parliament UK - Living Heritage

Tags: Info, Source Material, Podcasts, Images, Timeline, Further Research, Case Study

Environment and Society: History

(Objective 1) Developing pupils as Individuals

Explore how history has affected their personal identity, culture and lifestyle.

(Personal Understanding)

Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.

(Moral Character)

(Objective 2) Developing pupils as Contributors to Society

Investigate the impact of significant events/ideas of the 20th century on the world.

(Cultural Understanding)

Investigate critical issues in history or historical figures who have behaved ethically or unethically.

(Ethical Awareness)

Language and Literacy: English With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop the ability to use language (including body language) effectively in communicating with and relating to others.

(Mutual Understanding)

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

(Spiritual Awareness)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Language and Literacy: Irish (in Irish Medium Schools) With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.

(Mutual Understanding)

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

(Spiritual Awareness)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Learning For Life and Work: Local and Global Citizenship

Diversity and Inclusion

Investigate factors that influence individual and group identity.

Investigate ways in which individuals and groups express their identity.

Investigate how and why conflict, including prejudice, stereotyping, sectarianism and racism may arise in the community.

Human Rights and Social Responsibility

Investigate why it is important to uphold human rights standards in modern democratic societies, including meeting basic needs, protecting individuals and groups of people.

Equality and Social Justice

Explore how inequalities can arise in society including how and why some people may experience inequality or discrimination on the basis of their group identity.

Democracy and Active Participation

Investigate the basic characteristics of democracy.

Voting II

Women and the vote 1900

Parliament UK - Houses of History

Tags: Info, Images, Timeline, Articles, Source Material, Classroom Resource, Task

Environment and Society: History

(Objective 1) Developing pupils as Individuals

Explore how history has affected their personal identity, culture and lifestyle.

(Personal Understanding)

Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.

(Moral Character)

(Objective 2) Developing pupils as Contributors to Society

Investigate the impact of significant events/ideas of the 20th century on the world.

(Cultural Understanding)

Critically investigate and evaluate the power of the media in their representation of a significant historical event or individual.

(Media Awareness)

Investigate critical issues in history or historical figures who have behaved ethically or unethically.

(Ethical Awareness)

Language and Literacy: English With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop the ability to use language (including body language) effectively in communicating with and relating to others.

(Mutual Understanding)

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

(Spiritual Awareness)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Explore the power of a range of communication techniques to inform, entertain, influence and persuade.

(Media Awareness)

Language and Literacy: Irish (in Irish Medium Schools) With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.

(Mutual Understanding)

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

(Spiritual Awareness)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Explore the power of a range of communication techniques to inform, entertain, influence and persuade.

(Media Awareness)

Learning For Life and Work: Local and Global Citizenship

Diversity and Inclusion

Investigate factors that influence individual and group identity.

Investigate ways in which individuals and groups express their identity.

Investigate how and why conflict, including prejudice, stereotyping, sectarianism and racism may arise in the community.

Human Rights and Social Responsibility

Investigate why it is important to uphold human rights standards in modern democratic societies, including meeting basic needs, protecting individuals and groups of people.

Investigate local and global scenarios where human rights have been seriously infringed.

Investigate the principles of social responsibility and the role of individuals, society and government in promoting these.

Equality and Social Justice

Explore how inequalities can arise in society including how and why some people may experience inequality or discrimination on the basis of their group identity.

Democracy and Active Participation

Investigate the basic characteristics of democracy.

Investigate an issue from a range of viewpoints and suggest action that might be taken to improve or resolve the situation.

Changing roles

The changing role of women in the twentieth century

BBC Bitesize - Class Clips

Tags: Info, Videos, Classroom Ideas, Personal Account, Drama, Classroom Resource, Timeline

Environment and Society: History

(Objective 1) Developing pupils as Individuals

Explore how history has affected their personal identity, culture and lifestyle.

(Personal Understanding)

Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.

(Moral Character)

(Objective 2) Developing pupils as Contributors to Society

Investigate the impact of significant events/ideas of the 20th century on the world.

(Cultural Understanding)

Critically investigate and evaluate the power of the media in their representation of a significant historical event or individual.

(Media Awareness)

Investigate critical issues in history or historical figures who have behaved ethically or unethically.

(Ethical Awareness)

Language and Literacy: English With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop the ability to use language (including body language) effectively in communicating with and relating to others.

(Mutual Understanding)

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

(Spiritual Awareness)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Explore the power of a range of communication techniques to inform, entertain, influence and persuade.

Consider how meanings are changed when texts are adapted to different media.

(Media Awareness)

Language and Literacy: Irish (in Irish Medium Schools) With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.

(Mutual Understanding)

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

(Spiritual Awareness)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Explore the power of a range of communication techniques to inform, entertain, influence and persuade.

(Media Awareness)

The Arts: Drama

(Objective 1) Developing pupils as Individuals

(Express themselves emotionally and imaginatively through drama and improvisation.

(Personal Understanding)

(Explore and respond to the views and feelings of others.

(Mutual Understanding)

(Objective 2) Developing pupils as Contributors to Society

(Explore how drama is used to educate about and resolve issues of social concern.

(Citizenship)

(Explore how drama reflects and gives insight into a range of cultures.

(Cultural Understanding)

(Explore the effects of media and ICT.

(Media Awareness)

Learning For Life and Work: Local and Global Citizenship

Diversity and Inclusion

Investigate factors that influence individual and group identity.

Investigate ways in which individuals and groups express their identity.

Investigate how and why conflict, including prejudice, stereotyping, sectarianism and racism may arise in the community.

Human Rights and Social Responsibility

Investigate why it is important to uphold human rights standards in modern democratic societies, including meeting basic needs, protecting individuals and groups of people.

Investigate local and global scenarios where human rights have been seriously infringed.

Investigate the principles of social responsibility and the role of individuals, society and government in promoting these.

Equality and Social Justice

Explore how inequalities can arise in society including how and why some people may experience inequality or discrimination on the basis of their group identity.

Democracy and Active Participation

Investigate the basic characteristics of democracy.

Achievements

Achieving the Vote

History Association - The Suffragette Movement

Tags: Personal Account, Podcasts

Environment and Society: History

(Objective 1) Developing pupils as Individuals

Explore how history has affected their personal identity, culture and lifestyle.

(Personal Understanding)

Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.

(Moral Character)

(Objective 2) Developing pupils as Contributors to Society

Investigate the impact of significant events/ideas of the 20th century on the world.

(Cultural Understanding)

Investigate critical issues in history or historical figures who have behaved ethically or unethically.

(Ethical Awareness)

Language and Literacy: English With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop the ability to use language (including body language) effectively in communicating with and relating to others.

(Mutual Understanding)

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

(Spiritual Awareness)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Explore how different cultures and beliefs are reflected in a range of communication methods.

(Cultural Understanding)

Explore the power of a range of communication techniques to inform, entertain, influence and persuade.

(Media Awareness)

Explore issues related to Ethical Awareness.

Investigate and evaluate communication techniques used to explore a relevant ethical issue.

(Ethical Awareness)

Language and Literacy: Irish (in Irish Medium Schools) With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.

(Mutual Understanding)

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

(Spiritual Awareness)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Explore how different cultures and beliefs are reflected in a range of communication methods.

(Cultural Understanding)

Explore the power of a range of communication techniques to inform, entertain, influence and persuade.

(Media Awareness)

Investigate and evaluate communication techniques used to explore a relevant ethical issue.

(Ethical Awareness)

Learning For Life and Work: Local and Global Citizenship

Diversity and Inclusion

Investigate factors that influence individual and group identity.

Investigate ways in which individuals and groups express their identity.

Human Rights and Social Responsibility

Investigate why it is important to uphold human rights standards in modern democratic societies, including meeting basic needs, protecting individuals and groups of people.

Investigate local and global scenarios where human rights have been seriously infringed.

Investigate the principles of social responsibility and the role of individuals, society and government in promoting these.

Equality and Social Justice

Explore how inequalities can arise in society including how and why some people may experience inequality or discrimination on the basis of their group identity.

Opportunities for Cross Curricular learning

Using ICT

The resources examine the topic utilizing a number of different media, which serve to engage pupils with the material, challenging them to think more creatively and encourage discussion.

The project could inspire tasks that would support presenting, researching, desktop publishing, working with moving images, working with images and working with sound.

 

 

Communication

The resources provide pupils with the opportunity to develop their talking and listening, reading and writing skills through independent learning and shared experience.

Opportunities for Thinking Skills and Personal Capabilities

Using the content, pupils have the opportunity to investigate meaning, explore ideas and analyse the information they are provided with. Within their individual learning, through group work and by questioning ideas, there is ample scope within the materials to include a focus on TS & PC. For this section, the following strands from the TS & PC framework are the most obvious to consider:

Managing Information

Pupils have the opportunity to:

  • ask focused questions;
  • plan and set goals and break a task into sub-tasks;
  • select, classify, compare and evaluate information; and
  • communicate with a sense of audience and purpose.

Thinking, Problem-Solving and Decision-Making

Pupils have the opportunity to:

  • use different types of questions; and
  • make connections between learning in different contexts.

Being Creative

Pupils have the opportunity to:

  • experiment with ideas and questions;
  • make new connections between ideas/information;
  • learn from and value other people’s ideas;
  • challenge the routine method; and
  • take risks for learning.

Working with Others

Pupils have the opportunity to:

  • listen actively and share opinions; develop routines of turn-taking, sharing and cooperating;
  • give and respond to feedback;
  • take personal responsibility for work with others and evaluate their own contribution to the group; and
  • respect the views and opinions of others and reach agreements using negotiation and compromise.

Self-Management

Pupils have the opportunity to:

  • be aware of their personal strengths, limitations and interests;
  • organise and plan how to go about a task; and
  • compare their own approach with others’ and in different contexts.

Opportunities to develop

Possible Task

Using presentation software, create a timeline documenting what you believe are the most important milestones in the women’s suffrage movement up until the Representation of the People Act in 1918.

Working in pairs, research the topic and construct your timeline with the events that you believe are the most important – be prepared to justify your thinking! Where possible, use images, video and sound (if you find it difficult to include video/sound, provide links) to compliment your research.

Areas of Learning: Language and Literacy (English/Irish with Media Education), Environment and Society (History)

In partnership with The Nerve Centre