In Geography, oral evidence can be used in conjunction with maps and documents to support the study of settlements, the local area and the impact of changes in the environment and work practices on ‘ordinary’ people. Indeed, the first line of the curriculum at Junior Cycle states:
"Geography is the study of people and their relationship with their environment.
. . . The syllabus is based on a belief that an adequate understanding of many of the issues
with which geographers are concerned can be reached only with an appreciation of the human attitudes
and values concerned."
In the study of Religious Education projects or oral interviews with people from the different faith communities
provides many opportunities for students to develop an understanding of the customs,
practices and stories associated with them. Pulling directly from the aims of RE in the syllabus:
"To identify how understandings of God, religious traditions, and in particular the Christian tradition, have contributed to the culture in which we live, and continue to have an impact on personal life-style, inter-personal relationships and relationships between individuals and their communities and contexts."
The above are just selected examples of how Threads could be used within the specifics of certain subjects within the curriculum. Usage of Threads would engage directly in fostering all the eight key skills of the Junior Cycle that have become so important:
- Managing Myself: Developing strategies to make considered decisions, to take action and to reflect on their progress.
- Staying Well: Supporting them in the safe and ethical use of digital technology.
- Communicating: Developing learners’ confidence in communicating, expressing opinions, writing, making oral presentations and performing.
- Being Creative: Developing imagination and creativity as they explore different ways of doing things and thinking.
- Working with Others: Appreciating the value of cooperating to reach both collective and personal goals.
- Managing Information & Thinking: Improving capacity to search for information from different sources. Developing skills of judgment and discriminating between information types and sources.
- Being Literate: Expressing ideas clearly and accurately. Developing an understanding and enjoyment of words and language.
- Being Numerate: Seeing patterns, trends and relationships. Gathering, interpreting and representing data.
In addition, Threads directly supports a number of the Statements of Learning:
 Creates, appreciates and critically interprets a wide range of texts
 Appreciates and respects how diverse values, beliefs and traditions have contributed to the communities and culture in which she/he lives
 Values what it means to be an active citizen with rights and responsibilities in local and wider contexts
 Values local, national and international heritage, understands the importance of the relationship between past and current events and the forces that drive change
 Describes, illustrates and interprets, predicts and explains patterns and relationships
 Observes and evaluates empirical events and processes and draws valid deductions and conclusions
 Uses appropriate technologies in meeting a design challenge
 Applies practical skills as she/he develop models and products using a variety of materials and technologies
 Takes initiative, is innovative and develops entrepreneurial skills
 Brings an idea from conception to reality
 Uses technology and digital media tools to learn, communicate, work and think collaboratively and creatively in a responsible and ethical manner.
Thus we can see that, even as Junior Cycle specifications in History and Geography are not yet finalised, there is huge scope for Threads to support student engagement and learning in these and other subjects.