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a spreagadh le ceisteanna a chur a bheidh ag éirí níos grinne de réir a chéile, faoi fhoinsí, faoin mbunús atá leo, faoina n-insíonn siad dúinn faoin am atá thart, faoin gcaoi a bhféadfaidís léargas claonta ar an am atá thart a thabhairt dúinn agus faoin mbaint a bheadh acu le píosaí eile fianaise faoin tréimshe a bhíonn i gceist.
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This chronological awareness and differentiation of the past can be refined further in fifth and sixth classes. It may also be complemented by children’s growing mathematical ability, so that pupils should be enabled to place people, objects and events in a broad historical sequence. Gradually, children will begin to recognise some key attributes of life at particular periods and will begin to use phrases such as ‘Stone Age’, ‘Iron Age’, ‘the Norman period’. Some key dates will occur naturally in the context of studies – 1169, 1690, 1916, dates of personal, family and local significance, for example – and these should be recorded. However, chronological awareness is not fostered by rote memorisation of dates.
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