Geography

Junior Certificate:

The specification stresses that the learning outcomes are for three years and therefore the learning outcomes focused on at a point in time will not have been ‘completed’, but will continue to support students’ learning of geography up to the end of junior cycle. Junior Cycle Geography is offered at a common level. The examples of student work linked to learning outcomes will offer commentary and insights that support different standards of student work.

Strand one: Exploring the physical world This strand focuses on facilitating students’ exploration of how the physical world is formed and changed. Students develop knowledge and skills to understand and explain the physical world. Students engage and interact with topics related to physical geography and explore their interrelationships and any implications those topics might have on students’ lives. They apply their knowledge and skills to explain spatial characteristics and the formation of phenomena in the physical world.

Strand two: Exploring how we interact with the physical world This strand focuses on facilitating students’ understanding of how people interact with the physical world and the implications this might have for their lives. Students explore how we depend on, adapt, and change the physical world. Students apply their knowledge and skills to explain how we interact with our physical world for economic purposes, as well as how we adapt to physical phenomena.

Strand three: Exploring people, place and change This strand focuses on students exploring people, place and change. Students engage with topics related to globalisation, development, population and interdependence. Students interact with topics while exploring interrelationships and the implications those topics might have for their lives. They apply their knowledge and skills to explain settlement patterns, urbanisation, demographics, and human development.

• These elements inform how students will experience the learning outcomes within the strands. Students will approach the learning outcomes through the lens of the elements:
• 1. Processes, patterns, systems and scale
• 2. Geographical skills
• 3. Sustainability.
• Students learn about how geographical processes form and shape our physical, environmental, and social world.
• Students identify patterns and distribution of geographical phenomena and draw conclusions based on their findings. This includes recognising, analysing and explaining similarities or differences in phenomena.
• Students adopt a systems-thinking approach to understand complex components. • Students study topics at a variety of scales and levels including Ireland, Europe (EU) and global level.
• Geographical skills Field investigations are encouraged where appropriate. Reading and interpretation skills: Students will develop their graphicacy through:
• Mapping: Cartographic skills relating to a variety of scales.
• Visuals: Reading and interpreting a variety of relevant visual stimuli.
• Data analysis: Reading and interpreting a variety of data sets. Applied skills:
• Asking geographical questions: Engaging with the key geographical questions of who, what, where, when, how and why.
• Investigating geographical data: Gathering data from diverse sources in various ways to develop information that will inform responses.
• Organising and interpreting geographical data: Different types of data may be separated and classified in visual, graphic forms: paper and computer-generated maps, or various geospatial images.
• Analysing geographical information: Geographic information involves seeking patterns, relationships, and connections.
• Presenting geographical information: Managing and assembling data so that it is clear and concise.

Classroom-Based Assessment 1:

• Geography in the news CBA Geography in the news

Format Student preparation Completion of assessment SLAR meeting Second term of second year

• Structured inquiry through a response to a recent geographical event(s) Reports which may be presented in a wide range of formats
• At the end of a three-week period students will report on their inquiry, based on a recent media source, relating to a geographical event One review meeting Classroom-Based
• Assessment 2: My geography CBA
• My geography Format Student preparation Completion of assessment SLAR meeting Structured inquiry into a geographical aspect(s) in a local area Reports which may be presented in a wide range of formats S
• tudents will, over a three-week period, investigate geographical aspects in a local area First term of third year One review meeting

Final examination There will be one examination paper at a common level, set and marked by the State Examinations Commission (SEC). The examination will be no longer than two hours in duration and will take place in June of third year. In any year, the learning outcomes to be assessed will constitute a sample of the relevant outcomes from the tables of learning outcomes.

Teachers of Junior Cycle Geography

Ms Cotter, Ms Edwards, Ms McFadden, Ms Walker, Ms Patton, Ms McBride, Mr MacBride, Ms Sweeeney, Mr O’Tuathaill, Ms Gordon

Sample CBA Project:

CBA Work

Leaving Cert Geography :

LC Geography Overview

Teachers of Senior Cycle Geography

Ms Cotter

Ms Edwards

Mr O’Tuathaill

Rationale:Geography is concerned with the study of people and their environment. A study of geography will help students develop an understanding of their physical and human surroundings. It examines the changing interrelationships between the physical and human worlds. Through their study of geography, students will develop geographical skills that will help them make informed judgements about issues at local, national, and international levels.

Aims

1. To develop a knowledge and understanding of a selection of contrasting physical and human (social, economic, and cultural) environments and of the relationships that exist between them.

2. To promote an awareness of the spatial, structural, and temporal patterns of environmental phenomena, both physical and human, at a variety of scales, and to realise that these patterns can change with time.

3. To understand the opportunities for, and challenges of, global interdependence.

4. To promote the conservation and sustained management of the earth’s resources for the welfare and happiness of its inhabitants and for future generations.

5. To recognise, and be sensitive to other people and their culture, here in Ireland and elsewhere.

6. To develop a variety of geographical skills which can be applied to the world of work and to many other aspects of life.

7. To develop and promote active citizenship and to encourage informed participation, through lifelong learning, in society at local, national, European and global level. 8. To encourage the use of information and communication technologies in the teaching and learning of geography. 9. To assist students to become well-informed and responsible citizens and to enable them to progress to further studies or to enter the world of work. 10.To provide students, through their study of geography, with an interesting and enjoyable experience and imbue in them a lifelong love of their natural and cultural environment.

Skills: Students should have the opportunity to develop the following skills, where appropriate, as they study all aspects of the syllabus:

• information gathering skillsmaps of various scales including Ordnance Survey maps and synoptic weather maps- figures (line graphs, bar graphs, pie charts, diagrams and pictorial models)- statistics - - - photographs, including aerial and satellite photographs pictures, including cartoons textual sources with geographical terminology

information and communication technology sources (e.g. computerised data and packages, TV and radio programmes, internet, audio and digital sources) GIS and satellite imagery.

• presentation and communication skills- present and communicate information and ideas in a variety of ways (including maps, figures, statistics, written, and oral) •
• investigative skillsselect and use a variety of modes of investigationcarry out a geographical investigation using both primary and secondary sources of information
• social skills- develop social skills (e.g. working effectively alone or in groups, following instructions, teamwork and co-operation, use of verbal communication to find out, debate and pass on information)
• evaluation skills- synthesise, analyse, interpret and evaluate information (e.g. distinguish fact from opinion, draw conclusions, prove simple hypotheses, make informed judgements, suggest sensible solutions to problems and, where appropriate, suggest realistic plans for action).