The Province of Northern Ireland

Northern Ireland was “formed” as part of the Government of Ireland Act 1920 but it did not officially break from Ireland until after the signing of the Anglo-Irish Treaty in December 1921. Within the terms of the Treaty, Northern Ireland had one month after it was signed to opt-out of the Irish Free State and remain a part of Britain. The Anglo-Irish Treaty was implemented on 6th December 1922 with the signing of the Constitution of the Irish Free State Act. The following day, the House of Commons of Northern Ireland opted out of the newly constituted Irish Free State.

Resources with links to Statutory Requirements

Intentions

Intentions

  • Review the resources and links to understand how Northern Ireland came into existence.
  • Using the information from the links as an example, prepare and complete a creative response to demonstrate knowledge and understanding of the topic.

Partition of Ireland

Partition of Ireland

New World Encyclopedia

Tags: Info, Images

Environment and Society: History

(Objective 1) Developing pupils as Individuals

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

(Personal Understanding)

(Objective 2) Developing pupils as Contributors to Society

Investigate the long and short-term causes and consequences of the partition of Ireland and how it has influenced Northern Ireland today including key events and turning points.

(Citizenship)

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.

A Short History

The Partition Of Ireland: A Short History

The Culture Trip

Tags: Info, Images

Environment and Society: History

(Objective 1) Developing pupils as Individuals

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

(Personal Understanding)

(Objective 2) Developing pupils as Contributors to Society

Investigate the long and short-term causes and consequences of the partition of Ireland and how it has influenced Northern Ireland today including key events and turning points.

(Citizenship)

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

(Media 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)

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

(Spiritual 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)

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)

Learning For Life and Work: Local and Global Citizenship

Diversity and Inclusion

Investigate factors that influence individual and group identity.

‘Two Irelands’

The emergence of the ‘Two Irelands’, 1912–25

History Ireland

Tags: Article, 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)

(Objective 2) Developing pupils as Contributors to Society

Investigate the long and short-term causes and consequences of the partition of Ireland and how it has influenced Northern Ireland today including key events and turning points.

(Citizenship)

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)

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)

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.

The Irish Borderlands

The Irish Borderlands

Irish Borderlands

Tags: Info, Images, Maps, 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)

(Objective 2) Developing pupils as Contributors to Society

Investigate the long and short-term causes and consequences of the partition of Ireland and how it has influenced Northern Ireland today including key events and turning points.

(Citizenship)

Environment and Society: Geography

(Objective 1) Developing pupils as Individuals

Develop a sense of place and belonging at a local level.

Demonstrate an awareness of their own relationships to other places, peoples and environments, from local to global.

(Personal Understanding)

Investigate the impact of diversity on a local settlement.

Investigate the physical and human factors that result in people having to make life-changing decisions.

(Mutual Understanding)

Language and Literacy: English With Media Education

(Objective 1) Developing pupils as Individuals

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

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

Investigate ways of managing conflict and promoting community relations, reconciliation.

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 resources 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:

  • plan and set goals and break a task into sub-tasks;
  • use their own and others’ ideas to locate sources of information;
  • 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:

  • sequence, order, classify, and make comparisons;
  • make links between cause and effect;
  • justify methods, opinions and conclusions; and
  • use different types of questions.

Being Creative

Pupils have the opportunity to:

  • experiment with ideas and questions;
  • 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;
  • take personal responsibility for work with others and evaluate their own contribution to the group; and
  • suggest ways of improving their approach to working collaboratively.

Self-Management

Pupils have the opportunity to:

  • set personal targets and review them;
  • organise and plan how to go about a task;
  • focus, sustain attention and persist with tasks; and
  • review learning and some aspect that might be improved.

Opportunities to develop

Possible Task

Using image-editing software, edit a map to show the border between Northern Ireland and the Republic of Ireland, with captions explaining how and why partition occurred.

Working in pairs, research and save a suitable image of the island of Ireland and, using image-editing software, add a border to the map and a text box explaining how and why Northern Ireland came into existence.

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

In partnership with The Nerve Centre