JUNIOR CYCLE HISTORY
  • HOME
  • ABOUT
  • CHRONICLES TEXTBOOK
  • A POSSIBLE APPROACH
  • STRAND ONE
    • THINK LIKE A HISTORIAN
  • STRAND TWO
    • EARLY CHRISTIAN IRELAND
    • THE ENGLISH PATTERN OF SETTLEMENT IN IRELAND
    • 1798 IRISH REBELLION
    • THE GREAT FAMINE AND THE IRISH DIASPORA
    • THE PARLIAMENTARY TRADITION IN IRISH POLITICS
    • THE GAA
    • THE RISE OF NATIONALISM AND UNIONISM, 1911-23 >
      • HOME RULE CRISIS, 1912-14
      • 1916 RISING
      • RISE OF SINN FÉIN
      • IRISH WAR OF INDEPENDENCE, 1919-21
      • ANGLO-IRISH TREATY, 1921
      • IRISH CIVIL WAR, 1922-23
    • IRELAND AND THE WORLD AT WAR >
      • IRELAND DURING WORLD WAR I
      • IRELAND DURING WORLD WAR II
    • THE EUROPEAN UNION
    • IRELAND IN THE 1960s
    • THE TROUBLES IN NORTHERN IRELAND
    • WOMEN IN TWENTIETH CENTURY IRELAND
  • STRAND THREE
    • ANCIENT ROME
    • MEDIEVAL TIMES
    • THE RENAISSANCE
    • THE AGE OF EXPLORATION
    • THE REFORMATION
    • PRE TWENTIETH CENTURY REVOLUTION >
      • THE AMERICAN REVOLUTION
      • THE FRENCH REVOLUTION
    • COMMUNISM AND FASCISM >
      • COMMUNISM IN RUSSIA
      • FASCISM IN ITALY
      • FASCISM IN GERMANY
    • WORLD WAR II
    • THE HOLOCAUST
    • THE COLD WAR
    • THE EUROPEAN UNION
    • EUROPE AND THE WIDER WORLD IN THE 1960s
    • TECHNOLOGY AND INNOVATION
    • PATTERNS OF CHANGE >
      • HEALTH AND MEDICINE [OPTION ONE]
  • ASSESSMENT
    • CBA 1: THE PAST IN MY PLACE
    • CBA 2: A LIFE IN TIME
    • ASSESSMENT TASK
    • STATE EXAM
  • ACTION VERBS FOR LEARNING OUTCOMES
  • HISTORY MATTERS 365 BLOG
  • TEACHING STRATEGIES
  • WEBLINKS
  • TEACHER MAILING LIST
  • MY CLASSROOM
  • CONTACT

ACTION VERBS FOR LEARNING OUTCOMES

Analyse - Study or examine something in detail, break down in order to bring out the essential elements or structure; identify parts and relationships, and to interpret information to reach conclusions 2.13 
Appreciate - Acknowledge and reflect upon the value or merit of something 1.3, 3.7 
Consider - Reflect upon the significance of something 1.2, 2.6, 3.8 
Debate - Argue viewpoint or opinion, supporting stance with evidence 1.6, 2.12, 3.13 
Describe - Tell or depict in written or spoken words; to represent or delineate by a picture or other figure  2.8
Develop - Bring to a later or more advanced stage; to elaborate or work out in detail 1.1, 1.7
Demonstrate - Prove or make clear by reasoning or evidence, illustrating with examples or practical application 1.4, 1.9, 1.10  
Discuss - Offer a considered, balanced review that includes a range of arguments, factors or hypotheses; opinions or conclusions should be presented clearly and supported by appropriate evidence 3.4
Evaluate - Collect and examine evidence to make judgments and appraisals; describe how evidence supports or does not support a judgement; identify the limitations of evidence in conclusions; make judgments about ideas, solutions or methods 3.2, 3.12 
Examine - Consider an argument, concept or object in a way that uncovers its assumptions, interrelationships or construction 2.4, 2.10, 3.3, 3.9, 3.11  
Explain - Give a detailed account including reasons or causes 2.9
Explore - Systematically look into something closely; to scrutinise or probe 2.3, 3.6, 3.10
Identify - Recognise patterns, facts, or details; provide an answer from a number of possibilities; recognise and state briefly a distinguishing fact or feature 2.5 
Illustrate - Use drawings or examples to describe something 3.14
Investigate - Analyse, observe, study, or make a detailed and systematic examination, in order to establish facts or information and reach new conclusions 1.5,1.8, 2.2, 2.7, 3.1
Make connections - Identify links or points of similarity between people, issues, themes or events 1.11, 2.11 
Recognise - Identify facts, characteristics or concepts that are critical (relevant/appropriate) to the understanding of a situation, event, process or phenomenon 2.1, 3.5 
  © 2023 Junior Cycle History
​All rights reserved.
​
Site administered by Christian O'Connor, History teacher, St. Mary's Secondary School, Mallow, Co. Cork.



HOME
ABOUT
A POSSIBLE APPROACH
STRAND ONE
STRAND TWO
STRAND THREE
​ASSESSMENT
ACTION VERBS
​HISTORY MATTERS 365 BLOG
​TEACHING STRATEGIES
WEBLINKS
TEACHER MAILING LIST
​FOLLOW ON TWITTER
#HISTEDCHATIE
​
CONTACT
  • HOME
  • ABOUT
  • CHRONICLES TEXTBOOK
  • A POSSIBLE APPROACH
  • STRAND ONE
    • THINK LIKE A HISTORIAN
  • STRAND TWO
    • EARLY CHRISTIAN IRELAND
    • THE ENGLISH PATTERN OF SETTLEMENT IN IRELAND
    • 1798 IRISH REBELLION
    • THE GREAT FAMINE AND THE IRISH DIASPORA
    • THE PARLIAMENTARY TRADITION IN IRISH POLITICS
    • THE GAA
    • THE RISE OF NATIONALISM AND UNIONISM, 1911-23 >
      • HOME RULE CRISIS, 1912-14
      • 1916 RISING
      • RISE OF SINN FÉIN
      • IRISH WAR OF INDEPENDENCE, 1919-21
      • ANGLO-IRISH TREATY, 1921
      • IRISH CIVIL WAR, 1922-23
    • IRELAND AND THE WORLD AT WAR >
      • IRELAND DURING WORLD WAR I
      • IRELAND DURING WORLD WAR II
    • THE EUROPEAN UNION
    • IRELAND IN THE 1960s
    • THE TROUBLES IN NORTHERN IRELAND
    • WOMEN IN TWENTIETH CENTURY IRELAND
  • STRAND THREE
    • ANCIENT ROME
    • MEDIEVAL TIMES
    • THE RENAISSANCE
    • THE AGE OF EXPLORATION
    • THE REFORMATION
    • PRE TWENTIETH CENTURY REVOLUTION >
      • THE AMERICAN REVOLUTION
      • THE FRENCH REVOLUTION
    • COMMUNISM AND FASCISM >
      • COMMUNISM IN RUSSIA
      • FASCISM IN ITALY
      • FASCISM IN GERMANY
    • WORLD WAR II
    • THE HOLOCAUST
    • THE COLD WAR
    • THE EUROPEAN UNION
    • EUROPE AND THE WIDER WORLD IN THE 1960s
    • TECHNOLOGY AND INNOVATION
    • PATTERNS OF CHANGE >
      • HEALTH AND MEDICINE [OPTION ONE]
  • ASSESSMENT
    • CBA 1: THE PAST IN MY PLACE
    • CBA 2: A LIFE IN TIME
    • ASSESSMENT TASK
    • STATE EXAM
  • ACTION VERBS FOR LEARNING OUTCOMES
  • HISTORY MATTERS 365 BLOG
  • TEACHING STRATEGIES
  • WEBLINKS
  • TEACHER MAILING LIST
  • MY CLASSROOM
  • CONTACT