Geography

Subject Plan

2015-2016

Index

Mission Statement

Programmes and Levels

Subject Aims

Subject Objectives

Subject Co-ordinator – Subject Teachers

Time Allocation, Options Structure and Timetabling

Grouping of Students (Mixed ability, Streaming)

Students Access to Subject/Level

Class Organisation

Textbooks and Course Materials

Planning for Students with Special Needs

Cross-Curricular Planning

Subject Planning for a Culturally Diverse Society

Literacy & Numeracy

Effective Teaching Methodologies

Range and Variety of Resources

Provision for Health and Safety Requirements

Curriculum Content

Year 1

Year 2

Year 3

Year 4

Year 5

Learning Outcomes

Homework Procedures

Assessment Procedures

Record-keeping procedures

Reporting Procedures

Teacher In-career Development

St Nathy’s College Mission Statement St Nathy’s College was established as a centre of learning. We strive to achieve this within a

fostered Christian environment which equally provides for the faith and personal

development of each student.

All of our school endeavours and activities are directed towards these objectives

~ Mission Statement As teachers of Geography, we aim to develop in students:

An appreciation and concern for the diversity of the natural environment, and an

understanding of human and physical processes.

A respect for different cultures through an understanding of their development and

their inter-relationships.

A strong interest in their own surroundings and in the world as the home of mankind;

An understand of some of the relationships between people, environments and

sustainable development;

A range of skills and competencies necessary to carry out geographical enquiry and to

interpret geographical information.

~

Programme and Levels The following Geography programmes are available:

Junior Cert to all levels

Leaving Cert to all levels

Transition Year Programme

~

Subject Aims To acquire an awareness and understanding of the processes involved in the physical,

social and economic environment.

To develop a range of practical, social, evaluation and communication skills which

are of geographical and general significance.

To encourage in students a sensitive awareness of peoples, places and landscapes,

both in Ireland and elsewhere.

To provide opportunities to foster and build upon students’ natural curiosity about

their own and other people’s social and physical environments.

To promote a sensitive awareness of the environment.

~

Subject Objectives Students of Geography should be able to:

Acquire knowledge, an understanding of concepts and develop skills and attitudes

through the geography topics dealt with in class.

Acquire information and develop an understanding of:

examples of physical environmental phenomena and processes relating to

Ireland and elsewhere.

examples of social, cultural and economic phenomena and processes relating

to Ireland and elsewhere.

the nature and diversity of physical and cultural landscapes in Ireland and

elsewhere.

Gain an understanding of the key concepts, e.g. location, spatial distribution, area

association, density, pattern, region and change over time.

Acquire, develop and practise skills in the following:

Map interpretation

Figure interpretation

Photograph analysis

Numerical skills and calculation

Picture interpretation

Figure drawing

Map drawing

Fieldwork

Sampling

Geographical Information systems

Develop positive attitudes towards themselves, others and their environment. Such

attitudes include:

Willingness to perceive and evaluate natural and cultural phenomena from the

point of view of others.

Appreciation of social, cultural and environmental diversity.

A responsible attitude towards the exploitation and conservation of resources.

~ Subject Co-ordinator

Anne O’ Brien

Subject Teachers

Ronan Brett

Ronan Curran

Séamus Curley

Niamh Fallon

Anne O’Brien

Teresa Owens

~

Time allocation

1st Year 2 classes per week @35/40 minutes each

2nd

Year 3 classes per week @35/40 minutes each

3rd

Year 4 classes per week @35/40 minutes each

4th

Year 5/6 classes per week @35/40/45 minutes each

5th

Year 5/6 classes per week @35/40/45 minutes each

Transition Year 2 classes per week @35/40 minutes each

~

Options Structure

Options Structure:

Classes are generally of mixed ability - Higher Level course is pursued until the Mock

examinations in Third Year - at that stage students wishing to follow Ordinary Level

course can do so using past examination papers.

Geography is compulsory for all students in Junior Cycle.

Students are placed in mixed ability classes in First Year.

All First Years follow an agreed Geography programme. A variety of teaching

methods are used to cater for their needs.

At the end of first year all students take a common exam in Geography. Based on the

results of this exam, and exams in the other compulsory subjects, classes are formed

for second year.

All students in second year have the opportunity to study Geography at Higher level

and are

encouraged to do so. The Higher Level course is pursued until the Mock examinations

in Third Year - at this stage, students wishing to follow Ordinary Level course can do

so using past examination papers.

Geography is one of the choice subjects at Senior Level. All Leaving Certificate

students, who wish, may take Higher Level Geography.

In practice a student’s decision is influenced by the advice of the teacher they had in

third year, by Junior Certificate results and by the level of Geography studied for

Junior Certificate.

~

Timetabling

1st Year 2 single class periods per week

2nd

Year 3 single class periods per week

3rd

Year 4 single class periods per week

4th

Year 3/4 single classes & 1 double class per week

5th

Year 3/4 single classes & 1 double class per week

~

Grouping of Students

Students are allocated to option subjects according to their preference.

There is no streaming in place for Geography classes, pupils are grouped on a mixed ability

basis and the subject is open to boys and girls.

In practice, any student at either junior or senior level can take a higher level paper at the

state examinations.

At exam level both higher and ordinary levels are catered for in the one class.

~

Student Access to Subject Level

All students have access to all levels in Geography. There is no restriction on access to the

subject. Students are encouraged to take Geography at the highest level according to their

ability. After Junior Cert, students have the option to continue studying the subject in Senior

Level.Generally, all students who choose the subject are accommodated.

~ Class Organisation

Geography is taught in general classrooms, usually one seat behind each desk with desks in

pairs, or two seats behind one table. This arrangement encourages paired work if required,

and allows for group work, as tables and desks are not in a fixed position. Depending on the

methodologies used, students usually sit at desks and work individually.

~ Textbooks and Course Materials

Junior Certificate: Geography in Action by Jason O’Brien & Norma Lenihan (educate.ie).

Junior Certificate examination papers in Third Year

Junior Certificate syllabus

Marking schemes

Teacher’s notes

PowerPoint presentations

Homework/notes copy

Leaving Certificate: Horizons, 1 – 1st Edition by Edwina Hynes & Tara Fitzmaurice

(Folens)

Horizons 2 (Elective 5, Options 7 & 8)

Leaving Certificate examination papers in Year 5

Leaving Certificate syllabus

Marking schemes

Teacher’s notes

PowerPoint presentations

Homework/notes copy

~

Literacy & Numeracy

Skills of reading, writing, speaking, listening and viewing are encouraged.

Shared reading is strongly encouraged whereby each student participates by reading part of a

passage. There is no emphasis on volume reading – students read what they can. Advance

notice is given to students to prepare a piece to read.

Strong emphasis on key sections of chapters, e.g. definitions.

Students use IT to google definitions to compliment what they have in their textbooks.

The use of the dictionary is encouraged as a home learning tool to improve on spelling of key

geographical terms.

Using maps to measure distances

Devising suitable scales

Examining tables of figures/trend graphs/population pyramids/climate statistics

~

Planning for Students with Special Needs

The Geography department tries to meet the needs of all students and is particularly sensitive

to the Special Educational Needs of students.

This is achieved by:

Consulting regularly with Resource and Learning Support teachers regarding the

needs of individual students.

Referring continually to Individual Education Plans of students and work with them.

Modifying teaching methods, content, questions, homework and examinations.

Attempting to deliver content in a manner that is easily understood.

Ensuring that all classes are inclusive and that affirmation of students takes place.

Exposing all students to all aspects of the course.

~ Cross-curricular Planning The Geography faculty has close links with several faculties in the school. These include:

History, CSPE, Business Studies, Religion, Science, Computers, Mathematics and

Agricultural Science.

Planning between the Geography department and other subject departments is mainly

informal.

~

Subject Planning for a Culturally Diverse Society

Geography is a subject that examines culturally diverse societies and encourages respect and

tolerance.

Students from different cultural backgrounds are encouraged to relate their own experience

through the Geography of their own country, which can be achieved through project work.

Particular care is taken when teaching Irish Geography.

Language skills can be developed through classroom discussion and homework.

~

Effective Teaching Methodologies

Individual class teachers tailor teaching methods to suit the needs of their students, while

following a general departmental programme and methodology.

Teachers teach through:

Choosing material appropriate to students’ ability

Instruction

Brainstorming

Puzzles

Questions and Answers

Discussion

Group Work

Themed Teaching

Fieldwork Investigation

ICT

Project Work

Role-play

Workbook

Diagrams and Sketch Maps

Paired Work

Regular Tests

Student Class Presentations

Range and Variety of Resources Textbooks

Photocopied Material

Atlases

Maps

Digital Projector

Laptop

~

Provision for Health and Safety Requirements

A copy of the school’s Health and Safety Statement is kept in the staffroom, which

includes a section on Field Trips. Geography teachers are advised to make themselves

familiar with this document.

Fire exit doors clearly marked and fire drills carried out yearly.

Accident report sheets kept in Office and filled in and filed in the event of an

accident.

The school arranges for a Health and Safety Consultant to visit the school and talk to

the staff on issues of concern.

Subject Department Teachers are then taken on a tour of their classrooms and

potential hazards are highlighted and discussed.

The Principal is informed immediately on the results of such inspections and remedial

action is taken as soon as possible.

All students participating in fieldwork studies must pay the annual school insurance

fee.

~

Curriculum Content Year 1 Introduction to Ordnance Survey Maps → Scale – Area – Distance – Location

Direction

Introduction to Aerial Photographs

Physical Geography – Plate Tectonics – Volcanoes – Earthquakes – Rocks

Mass Movement –Mechanical Weathering – Chemical Weathering

Population & Human Migration

Year 2 Physical Geography → Rivers – Glaciation or Coastal Studies – Soils

Ordnance Survey Maps – Aerial Photographs

Social Geography → Settlement – Urbanisation – Ordnance Survey Maps

Inequality

Year 3 Physical Geography → Weather – Climate

Economic Geography → Primary, Secondary & Tertiary Economic Activities

Ordnance Survey Maps – Aerial Photographs

Examination Papers

Year 4 Core Unit 1 – Ordnance Survey Maps – Aerial Photographs

Core Unit 2

Introduction to the Geographical Investigation

Year 5 Elective Unit – Ordnance Survey Maps – Aerial Photographs – Geographical

Investigation

Optional Unit – Examination Papers

~ Learning Outcomes:

On completion of each of the five years of the Geography programme, the student should be

able to achieve the following objectives as set out in the school’s Geography Plan.

First Year:

Ordnance Survey Maps

Students will understand and be able to:

differentiate between the scales used on O.S maps, street maps, world maps and

national driving maps and be able to draw current O.S maps to half size.

measure total map areas, areas of specific coordinates, sea, lake areas etc.

understand the concept of distance at ground level – apply it to greater areas. estimate

and measure straight line distances as well as curved distances between locations.

understand O.S map co-ordinates and obtain 4 and 6 figure grid references.

understand the symbols on O.S maps.

understand and give correct direction / land use/ and settlement patterns on o.s. maps.

Aerial Photographs.

differentiate between vertical and oblique aerial photos.

learn how to use correct notation for both types of photos.

draw sketches and include key features

understand different land uses and recognise physical features

Physical Geography

understand the concept of plate tectonics and the relationship between plate

movements and volcanic structures, earthquakes and rocks.

Mechanical and Chemical weathering

understand the causes and results of mechanical and chemical weathering and

relate these weathering conditions to their everyday environment.

develop a good understanding of the erosion of limestone through chemical

weathering and the impact of same on the Burren landscape.

Human Migration

understand the term migration and push and pull factors of migration.

students will study case studies of migration both past and present and understand

the impact migration has on donor and receiver regions.

Second Year:

Rivers

learn about the three stages of river development.

understand the processes (erosion and transportation and deposition)

recognise and sketch features formed by erosion and deposition

understand how human activity affects the river channel

The Sea

understand how waves erode, transport and deposit material

understand, recognise and sketch the features formed by erosion and deposition

understand how human activity affects the coastline

Glaciation

understand the cause of the ice-age and recognise the features of glacial erosion and

deposition on the Irish landscape.

apply their learning of above to aerial photos and O.S maps

understand the positiveand negative effects of glaciation.

Ordnance Survey

recognise the different drainage features and pattern on O.S maps

understand the patterns of historical settlement on O.S maps

understand the distribution of settlements and the reasons for the emergent patterns.

Urbanisation

understand the functions of urban areas and apply it to the city of Dublin

understand the various ways land is used and why land values increase/decrease

analyse different types of urban settlement

understand the causes and consequences of urban problems

Aerial Photography

Building upon skills acquired in first year.

Third Year:

Weather and Climate

differentiate between the terms weather and climate

understand the importance of weather to various people/ organisations.

study the characteristics of different climates/ boreal/ tundra/ mediterranean etc.

understand meteorology terms and study meteireann maps and satellite images.

have an in depth understanding of precipitation types, atmospheric pressure, cloud

types, winds, and fronts and associated weather conditions.

have a detailed knowledge of the factors responsible for and associated with Irish

weather conditions.

understand the use and working of all-weather instruments as well as associated lines

drawn on weather charts.

Economc Activities

differentiate between primary, secondary and tertiary activities.

understand and appreciate the importance of peat, water and oil as natural resources.

carry out a detailed study of a heavy, light and footloose industry.

visit a local secondary manufacturing activity in our area.

understand the importance of tourism as an important tertiary activity.

Examination Preparation and Revision

students will learn the correct approaches to answering examination questions from exam

papers.

understand key terms like list, name, explain and describe, evaluate.

they will be informed and well-practised on time management skills for answering questions.

revision of course content from years 1-3 will be enhanced through answering relevant

questions on chosen sections.

Transition Year:

interpret maps at various scales, draw maps to half scale and devise own street plan

scales.

improve and develop existing sketching and mapping skills.

develop IT skills by giving PowerPoint presentations.

work through the distinct stages of researching, planning and completing written

projects.

improve on communication skills as they report on and demonstrate their findings in

front of their peers.

understand and evaluate of the role that the EU plays in our lives.

assess the impact of natural disasters that occur.

Senior Cycle:

Core Unit 1: Patterns and Processes in the Physical Environment.

show a detailed understanding of the theory of plate tectonics and illustrate how

crustal structures are created, modified and destroyed by the tectonic cycle.

explain and illustrate the continual process of rock formation, change and destruction.

explain and illustrate how landforms develop from the interaction of the tectonic

cycle, rock cycle, surface forces and physical forces.

assess, at different scales, the impact of human activity on the physical processes at

work on the landscape.

Core Unit 2: Regional Geography.

explain and illustrate, at different scales, the concept of a region as identified by

selected criteria.

show a detailed understanding of how physical, economic, and human processes

interact in Irish and European regions and in one continental / sub continental region.

Core Unit 3: The Geographical Investigation and Skills Unit.

understand, use and apply a wide range of geographical skills to complete a

geographical investigation.

work through the distinct stages of a geographical investigation.

use statistical analysis and information technology in the interpretation and analysis

of results and conclusions.

analyse and evaluate their work, and make comparisons with other studies.

Elective Unit 4: Patterns and Processes in Economic Activities.

explain and illustrate the uneven patterns in the distribution of economic activities and

levels of economic development on a national and global basis.

show a detailed understanding of the complexity of the process of change in levels of

economic development.

analyse the issues arising from and impact of the development of a single

interdependent global economy.

assess Ireland's role as a member of the EU within the global economy.

assess the environmental impact of economic activities at different scales.

Elective Unit 5: Patterns and Processes in the Human Environment.

show a detailed understanding and be able to illustrate how population characteristics

change over time and space and impact on human development and migration

patterns.

examine in detail, patterns of rural and urban settlement and identify and analyse the

differing scale of problems associated with the growth of urban centres.

Optional Unit 6 :( Higher Level Only)

Global Interdependence

evaluate the differing views of development and underdevelopment.

show a detailed understanding of the interdependent nature of the global economy.

assess the impact of current economic patterns on developing economies or regions.

discuss human development as a focus for change

examine the idea of sustainable development as a model for the future.

Optional Unit 7:( Higher Level Only)

Geoecology

explain and illustrate the development of soils and describe the combination of

processes affecting soil characteristics

assess the inter-relationship between soils and climates resulting in biomes or global

regions where plants and animals have adapted to soils and climates in different

biomes.

examine and evaluate the impact of human activities on such biomes.

Optional Unit 8 :( Higher Level Only)

Culture and Identity

examine language and religion as cultural indicators.

discuss nation states as political entities on the physical and cultural landscape.

Assess the complexity of relationships between political structures and cultural groups

and recognise ethnic groupings as a classification of population.

~

Homework Procedures

Written homework given each night along with work to revise/learn.

Homework is written into students’ homework journals.

Homework is monitored and feedback given to parents via journal e.g. comments

written by teacher into journal if homework is not done – to be signed by parents.

Students are advised on good study/homework practice by teachers.

~ Assessment Procedures

Written homework is given in almost every class. This is often given so as to

consolidate what the student has learned in class and thereafter enhance academic

achievement.

Liaison with Learning Support Teachers takes place to devise suitable homework

tasks for students with special needs.

Students are advised to revise course content regularly.

Year 1 Examinations at November, Christmas and Easter.

Common examination at the end of Year 1.

Other examinations at the discretion of teachers.

Year 2 Examinations at November, Christmas, Easter and Summer.

Other examinations at the discretion of teachers.

Year 3 Examinations at November and Christmas.

Mock/Pre-Junior Certificate examination.

Other examinations at the discretion of teachers.

Junior Certificate.

Year 4 Examinations at November, Christmas, Easter and Summer.

Other examinations at the discretion of teachers.

Year 5 Examinations at November and Christmas.

Mock examination/Pre-Leaving Certificate Examination

Other exams at the discretion of teachers.

Leaving Certificate.

Record-keeping procedures

Class teachers keep their own records of examination results, assessments, attendance,

homework etc.

Student assessment reports are passed on to the next Geography teacher if there is a

change in personnel.

Students enter their test results on the trend graph in their diaries so they can self-

assess their progress over time.

Examination results are officially recorded in school report books. These are retained

by the school.

Grades are kept on file in the school and sent to the student’s home twice a year.

A record of in-service courses attended by teachers is kept in the school office

~ Teacher In-Career Development

Some teachers of Geographyhave attended in-service in the revised Leaving Cert

Geography course

In-service on stress and classroom management.

In-service on First Aid

Completion of technology courses

First-aid training

Attendance at examiner’s marking conferences

Plan updated 21st October 2015