Some of the best sessions of the project were full of questions and excitement. In the context of this work it was important to let children ask questions and set their own tasks for further research wherever possible.
Case Study: Inchicore NS -Questionnaire
Inchicore NS used a questionnaire to get them started on their research process.
“We tried to keep it local at the start so what we decided to do was: the children came up with a kind of questionnaire that [they] could send around to past pupils of the school or local people who had attended the school or lived in the local area even like grannies and granddads from the children in the class. So they kind of came up with the questions like what they wanted to find out like the clothing, the pastimes –I suppose things that they were interested in that they could make a connection with themselves. And because the new school building was opening up there had been a few people in the school that we thought might be particularly interesting –or even past pupils like the poet Thomas Kinsella and people like that. And we actually got a lot of responses and they gave us a lot of good information. The children looked at their questionnaires that they sent back and they got into groups and decided what information was interesting and things that they didn’t know before and we compared how life has changed since then. They took a lot from it.”
-Gemma Kenny, Teacher, Inchicore NS
Case Study: St Brigids NS -Metres of questions
In a very short period of time I saw the girls from St Brigids in Haddington Road filling several metres of wax paper with their questions that they wanted to find the answers for about the 1913 Lockout. Their questions were wide-ranging and often very insightful and the whole class was hungry for the answers.
– Ann Donnelly, Artist