Geography Whole School Plan Canal Way ETNS. Introductory Statement and Rationale

Transcription

1 Gegraphy Whle Schl Plan Canal Way ETNS Intrductry Statement and Ratinale (a) Intrductry Statement Gegraphy is abut peple and places. As a new schl cmmunity in a new area we have chsen t develp ur whle schl apprach t Gegraphy. The prcess has invlved cnsultatin with the schl cmmunity and Dr. Susan Pike Gegraphy lecturer St. Patricks Cllege f Educatin. (b) Ratinale It was decided t fcus n this area fr develpment.t benefit teaching and learning.t cnfrm t principles utlined in the primary curriculum.t facilitate the lng and shrt term planning f individual teachers. T scaffld links within the new schl cmmunity and surrunding areas. Visin and Aims (a) Visin This plan supprts the eths f ur schl in actively prmting daily envirnmental awareness and care. Teachers will use this plan t prmte hands n learning experiences that are learner centred. Classes will be facilitated t engage in utdr learning as much as pssible and will als explit the immediate schl envirns as an extensin f Gegraphical learning within the classrm. (b) Aims We endrse the aims f the Primary Schl Curriculum fr gegraphy p T develp knwledge and understanding f lcal, reginal and wider envirnments and their interrelatinships T encurage an understanding and appreciatin f the variety f natural and human cnditins n the Earth T develp empathy with peple frm diverse envirnments and an understanding f human interdependence T develp the ability t use a range f cmmunicative methds, especially thse cncerned with the develpment f graphicacy T encurage the develpment f a sense f place and spatial awareness T encurage the develpment f caring attitudes and respnsible behaviur twards the envirnment, and invlvement in the identificatin, discussin, reslutin and avidance f envirnmental prblems T develp an understanding f apprpriate gegraphical cncepts Curriculum Planning 1. Strands and Strand Units Infant Classes pp First and secnd classes pp Third and Furth classes pp Fifth and Sixth classes pp Teachers will familiarise themselves with the strands and strand units relevant t the class they are teaching. Schemes will be rganised in such a way as t ensure the balance between each f the

2 strands, human envirnment, natural envirnment and envirnmental awareness and care. The skills and cncepts utlined in the Gegraphy curriculum will be reflected in the schemes, as will the teaching methdlgies. 2. Skills Develpment Each f the tpics chsen within the strands will incrprate at least ne f the fllwing skills and cncepts: A sense f place and space A sense f place A sense f space Maps, glbes and graphical skills Using pictures, maps and mdels Maps and glbes Gegraphical investigatin skills Questining skills Observing Predicting Investigating and experimenting Estimating and measuring Analysing Recrding and cmmunicating Evaluating 3. Children s ideas We use the children s ideas f place and space as a starting pint fr all gegraphy activities. Hw d we find ut what children knw already? Sme f the strategies we use t find ut these ideas are talk and discussin; questining; listening; prblem-slving tasks; drawings; teacher designed tasks and tests; pht displays and assessment 4. Appraches and Methdlgies Key methdlgies f the Primary Curriculum are used t plan each gegraphy lessn Active learning Prblem slving Develping skills thrugh cntent Talk and discussin C-perative learning Use f the envirnment. Teachers are fllwing the recmmended sequence fr gegraphy lcal, reginal, natinal, Eurpean and glbal and then reflecting it back t their wn lcatin 2

3 We will use phtgraphs, internet, ggle earth and websites when learning abut space We will use fieldwrk, explratry trails, phtgraphs when learning abut the envirnment (See pp Teacher Guidelines) Fieldwrk is incrprated int the gegraphy prgramme (See pp Teacher Guidelines) Fieldwrk, surveys, phtgraphs, artefacts, interviews, envirnmental audit are used as methdlgies t investigate human envirnments. (See pp Teacher Guidelines) Fieldwrk, trails, phtgraphs (See pp Teacher Guidelines)are used t investigate natural envirnments. Appraches and methdlgies used in learning abut ther places are; artefacts, atlases, glbes, interviews, phtgraphs, schl twinning (See pp Teacher Guidelines) Mapping skills and mapping cncepts are develped as part f the gegraphy prgramme e.g. lcal maps, plans, phtgraphs, internet, mdels (See pp Teacher Guidelines) There are certain methdlgies that the teachers will priritise year n year The list includes; fieldwrk surveys, phtgraphs, artefacts, interviews, envirnmental audit, artefacts, atlases, glbes, phtgraphs based n assessment, teachers will annually chse a new fcus in staff meeting- see individual teachers plans fr this. 5. Linkage and Integratin Linkage: (Refer t pp Teacher Guidelines) There are pprtunities t link ne strand with anther strand in the gegraphy prgramme. Strands are linked using a thematic apprach Integratin: (Opprtunities fr integratin are referred t in the Curriculum at the end f each strand unit) Gegraphy may well be integrated with the ther SESE subjects histry and science Experimentatin- fr example the water cycle, reprt writing, fieldwrk, etc link gegraphy with science while things like wrking as an archaelgist, sil stratificatin, vlcanes, etc link gegraphy and histry. Gegraphy and Maths are linked thrugh c-rdinates, measures, area, etc. English thrugh stry, reprt writing and cmprehensin, Art thrugh, mapping. This integratin is planned and rganised by individual teachers. Theme based activities are used t supprt integratin. There are whle schl decisins made that verlap with aspects f the gegraphy prgramme e.g. use f envirnmental trails. An integrated apprach can be facilitated thrugh schl planning 3

4 The belw listed themes as linked with bth the Up and Away Prgram and the Aistear themes. 1. Myself 2. Our schl 3. Fd and clthes 4. Clurs, shapes and ppsites 5. Peple wh help us 6. Weather 7. Transprt and travel 8. Seasns, hlidays and festivals 9. The lcal and wider cmmunity 10. Time 11. Peple and places in ther areas 12. Animals and plants 13. Caring fr my lcality 6. Multi-Grade Teaching We use a thematic apprach t multi grade teaching f Gegraphy, we als integrate with ther curricular areas especially with in SESE. We als include integratin with the Arts subjects and PE (rienteering). 7. Assessment and Recrd Keeping Assessment tls will be used t gather infrmatin abut a child s prgress: Teacher bservatin Teacher questining see belw Teacher-designed tasks and tests Wrk samples, prtflis and prjects. Thinking Key terms Examples f questins Evaluatin Synthesis Analysis Applicatin Cmprehensin Knwledge Assess, judge, evaluate, cmpare and cntrast Reflect, predict, speculate, design, create, cmbine, hypthesize Explain, infer, draw cnclusins, priritize Use, interpret, use in a new cntext, relate Explain, summarize, describe, cmpare Define, recall, describe What is the best way t care fr Phenix Park? Hw shuld space be managed in ur schl yard? What are the best ways t manage the Burren? What can yu say abut the Grand canal frm what yu have learnt? Why did the Oxfam make the decisins they did? What is the purpse f Ballymun Regeneratin Limited? Why des it rain s much in the rainfrest? Hw is the pattern f land uses arund Dublin like ur twn? Hw d rivers shape the land? Why d peple live n flat land? What is the capital f France? What is the name f a bend in a river? 4

5 Parents/Guardians will be infrmed f their child s achievement in Gegraphy at P/T meetings, thrugh displays f wrk in the child s cpy, wall displays, prjects pupil led cnferencing and end f year reprts. 8. Children with Different Needs Children with physical disabilities will be catered fr with the help f Special Needs Assistants. Children f different abilities are prvided fr by adpting a number f the fllwing strategies: Fllwing a whle grup lessn, children may be set tasks f varying cmplexity. Teachers Questins in ral discussin can use a range f skills frm simple recall t mre cmplex cmparative and analytical skills based questins (Blms taxnmy f questining as a guideline). Opprtunities will be prvided fr children t recrd and tell abut their gegraphical findings in ral presentatins, drawing and written accunts. Children will be prvided with pprtunities t wrk in small grups and prduce wrk as a grup. Children with physical needs will be facilitated t access field wrk thrugh supprt by SNA and use f easy access facilities fr example raised beds fr planting. Rutes will be checked in advance fr accessibility. Schl garden will be develped with accessibility in mind. Differentiatin by Examples Types f tasks set Outcme f activities Supprt f ther children and adults Scafflding and sequencing f learning Recrding Children are given different amunts f written wrk t d Children are expected t d different amunts f diagrams Children are gruped and given different tasks t d Children are given different activities within grups The teacher / supprt staff target particular children at the first stages f a task A supprt teacher wrks with a child Certain children are given a writing frame t carry ut a task Children are prvided with an dd ne ut activity Children are helped and / r challenged by anther adult Children use a writing frame t shape their ideas Children draw (and label) instead f writing their answers Children d nt recrd their ideas at all they simple talk at their wn level 9. Equality f Participatin and Access Bys and girls will be given equal pprtunity t participate in all class activities. The gegraphy class will be used as an pprtunity t integrate the culture f all pupils e.g. Internatinal Pupils, pupils with internatinal heritage, members f the traveling cmmunity. Gegraphy lessns will endeavur t celebrate difference and prmte cultural awareness in line with ur schl eths. Where pssible the backgrund f class pupils will be taken int accunt when deciding n a particular cuntry/tpic. Organisatinal Planning 10. Timetable Gegraphy will be timetabled within the allcated time fr S.E.S.E (2 and a half hurs fr Infant 5

6 classes, 3 hurs fr all ther classes). The way in which this is dne and the extent t which discretinary time is used fr this subject will be left t the discretin f individual teachers. Teachers are encuraged t integrate curricular areas as much as pssible t maximise expsure t gegraphy. Teachers are als encuraged t particularly integrate Gegraphy with Ethic and the Envirnment strand frm the Learn Tgether Curriculum. 11. Resurces and ICT As much equipment as pssible, such as maps, glbes and atlases will be based in classrms. Other equipment will be stred centrally. The class library will as far as pssible include bks which will facilitate prject wrk. Internet access is available in all classrms. Teachers will familiarise themselves with material n websites and C.D.s prir t use by the children. Teachers will use the Gegraphical Assciatin website t access current resurces nline. The Primary Gegraphy handbk, and the Early Years Handbk are available as reference fr class teachers. Gegraphical Assciatin will be used fr purchasing mre resurces as the schl grws. Teachers t use wrkbks/gegraphy bks as reference but there is n particular scheme f texts that are binding. Children t recrd Gegraphy wrk as prject wrk r in an SESE cpy. 12. Health and Safety See schl plicy n health and safety. 13. Individual Teachers Planning and Reprting Each class teacher will have lng and shrt term planning which will be in line with the schl plan and DES regulatins. Each class teacher will cver the set cuntry that is relevant t their class year grup using Appendix A. Curriculum at a glance sheets are available t use t recrd tpics/skills cvered. Highlights fr items cvered and items tuched n/glanced n will be cded. (See dcuments attached fr each curriculum band) Class teachers will refer t the lcal area study plan Appendix B 14. Staff Develpment Staff will be encuraged t attend relevant CPD in Gegraphy. Teachers have access t reference bks, resurce materials and websites dealing with Gegraphy. A Gegraphy Curricular Team will meet t discuss changes and imprvements that can be implemented with the c-peratin f the staff. 15. Parental Invlvement Parents with particular expertise n certain tpics may be invited t classes t give talks. Parents will be infrmed f field trips utside the lcality and may be asked t partake in same. Parents may be invited in t bserve children s prjects. Parents will link with the schl s teaching and learning in Gegraphy thrugh the mnthly hmewrk menu. 6

7 16. Cmmunity Links Gegraphy will be used as a tl t access the lcal area, including peple, places and lcal knwledge. This will be supprted thrugh the schl garden in frging cmmunity links in the new schl lcatin in Dublin 8. Success Criteria The success f this plan will be judged as fllws:. Thrugh feedback frm teachers, parents and pupils als thrugh the benefits it prvides fr individual teachers planning. Implementatin (a) Rles and Respnsibilities All teachers are respnsible fr implementatin f the plan. It will be mnitred and discussed by the Gegraphy Curricular Team, (Fina Cnnelly and Simn Ruse) and where necessary addressed at staff meetings and planning days. (b) Timeframe This plan will be reviewed in three years n cmpletin f ther whle schl plans and can be reviewed in cnjunctin with the schl s Histry and Science plans. Review (a) Rles and Respnsibilities Gegraphy Curricular Team will be respnsible fr the review f this plan in cnsultatin with the wider schl cmmunity. (b) Timeframe Plan t be reviewed in September 2020 Ratificatin and Cmmunicatin Ratified n T be reviewed Chairpersn Principal 7

8 APPENDIX A List f cuntries particular t each class level Eurpean Nn-Eurpean Links with the learn tgether curriculum (nn-eurpean cuntries) 1 st France China Buddhism/Chinese new year 2 nd Spain Australia Abriginal peples nmadic heritage 3 RD Greece Brazil Easter Christianity 4 th Nrway Iran Ramadan Islam 5 th Switzerland Ethipia Displaced peples 6 th Ukraine India Diwali Hinduism Cuntries list particular t the multi-grade class grup 2016/ / / / nd Australia 3 rd India Brazil 4 th India Brazil Iran 5 th India Brazil Iran Ethipia 6 th India Brazil Iran Ethipia APPENDIX B Lcal Studies Junir Infants Hmes in Dublin 8,Play Senir Infants Peple at wrk, schls 1 st Transprt, jurneys t ur hme, hmelessness 2 nd Signage in the lcal area, peple at play, names f lcal clubs 3 rd Canal Studies, waterways Ireland 4 th St. James hspital 5 th Turism in Dublin 8 Parks and recreatin in Dublin 8 6 th Transprt in Dublin 8 Luas, bikes scheme, cycle lanes, bus, canal 8

9 The Revised Primary Schl Curriculum (1999) Gegraphy - Curriculum Outline: Junir Infants / Senir Infants SCD: Skills & cncepts develpment The gegraphical skills & cncepts belw will be develped as wrk is cmpleted n the strands & strand units f the curriculum. The child shuld be enabled t: SCD 1: A sense f place a. becme aware f, explre & discuss sme f the distinctive human & natural features f the lcality b. develp sme awareness f peple & places in ther areas SCD 2:A sense f space a. use simple lcatinal terms b. discuss & recrd in simple ways jurneys t & frm places in the immediate envirnment c. refer t r use simple directins within hme, classrm & schl settings SCD 3: Maps, glbes & graphical skills / Picturing places a. refer t r use simple drawings f areas b. make mdel buildings with bricks, Leg & ther play materials c. becme aware f glbes as mdels f the Earth. SCD 4:Gegraphical investigatin skills a. Questining: Ask questins abut natural & human features in the immediate envirnment b. Observing: Observe, cmpare & discuss natural & human features in the lcal envirnment c. Predicting: Guess & suggest what will happen next in a situatin d. Investigating & experimenting: Carry ut simple investigatins set by the teacher, make bservatins & cllect data e. Estimating & measuring: Estimate & cmpare distances in an infrmal way f. Analysing: Srt & grup bjects accrding t bservable features g. Recrding & cmmunicating: Describe & discuss his/her bservatins rally using an expanding vcabulary; Represent findings pictrially & in ther media, picture, weather charts, using ICT. The child shuld be enabled t: Strand HE: Human envirnments SU1: Living in the lcal cmmunity Unit: My family & cmmunity a. explre & discuss his/her membership f the family, schl & lcal cmmunity b. identify & discuss the rles f peple wh serve the lcal cmmunity Unit: Hmes c. recgnise that peple live in hmes d. describe areas within the hme e. assciate activities with areas within the hme & utside the hme f. acquire sme awareness f different types f hmes in the lcality g. make simple drawings f hme, immediate surrundings & jurneys t & frm hme h. begin t appreciate the need fr shelter fr a family Unit: Schl i. becme aware f, discuss & appreciate the peple in the schl cmmunity j. describe areas within the schl k. assciate activities with areas within the schl & utside the schl l. make simple drawings f schl, immediate surrundings & jurneys t & frm schl Unit: Peple at wrk m. discuss the wrk f peple in the hme, at schl, in the lcal cmmunity, nearby & in wider envirnments n. becme aware f sme buildings & places where peple wrk, especially thse in the lcality Unit: Peple at play. becme aware f & discuss play spaces p. suggest ways in which these places may be kept clean & safe q. make simple drawings f these places, immediate surrundings & jurneys t & frm these places. Unit: Peple & places in ther areas r. develp sme awareness f peple living in ther areas s. acquire sme awareness f different types f hmes in places utside the lcality t. becme aware f sme links between the schl / lcal cmmunity & peple in ther places 9 Strand NE: Natural envirnments SU1: The lcal natural envirnment a. becme aware f, explre & discuss sme aspects f natural envirnments in the immediate lcality f the schl b. bserve, discuss & investigate water in the lcal envirnment c. bserve, cllect & investigate a variety f natural materials in the lcal envirnment d. recrd & cmmunicate experiences & bservatins using ral language & pictures. SU2: Weather e. bserve & discuss a variety f weather cnditins using simple vcabulary f. recrd weather bservatins using a weather chart r diary g. becme aware f sme f the effects f different weather cnditins n human, animal & plant life in the lcal envirnment h. discuss the suitability f different kinds f clthes fr different weather cnditins i. recgnise that sme weather patterns are assciated with seasnal change & distinguish between summer & winter. SU3: Planet Earth in space j. identify & discuss the sun, the mn & stars k. recgnise the difference between day & night. Strand EAC: Envirnmental awareness & care SU1: Caring fr my lcality a. bserve, discuss & appreciate the attributes f the lcal envirnment b. appreciate that peple share the envirnment with plant & animal life c. develp a sense f respnsibility fr taking care f & enhancing the envirnment d. identify, discuss & implement simple strategies fr imprving & caring fr the envirnment

10 The Revised Primary Schl Curriculum (1999) Gegraphy - Curriculum Outline: 1 st and 2 nd Class SCD: Skills & cncepts develpment The gegraphical skills & cncepts belw will be develped as wrk is cmpleted n the strands & strand units f the curriculum. SCD 1: A sense f place explre and cme t knw sme f the distinctive human and natural features f the lcality develp an awareness f peple and places in ther areas SCD 2: A sense f space discuss and recrd the relative lcatin f familiar human and natural features in the lcality discuss and recrd simply jurneys t and frm places in the immediate envirnment and beynd give and fllw simple directins t places in the immediate envirnment SCD 3: Maps, glbes & graphical skills / Picturing places recrd areas in the immediate envirnment and places in stries using simple picture maps, mdels and ther methds explre the utlines and plans f small everyday items develp sme awareness f maps and if pssible aerial phtgraphs f limited areas in the lcality explre directins in the classrm using simple signpst maps identify land and sea n maps and glbes use maps f Ireland and the glbe t develp an awareness f ther places. SCD 4:Gegraphical investigatin skills Questining: ask questins abut natural and human features in the immediate envirnment Observing: bserve, cmpare and discuss natural and human features in the lcal envirnment Predicting: suggest utcmes f an investigatin, based n bservatins Investigating & experimenting: carry ut simple investigatins and cllect infrmatin frm a variety f surces Estimating & measuring: begin t use simple methds t estimate, measure and cmpare bservatins Analysing: srt and grup peple, features, events and natural phenmena; begin t lk fr and recgnise patterns and relatinships in the envirnment; draw cnclusins frm simple investigatins Recrding & cmmunicating: describe and discuss bservatins rally using an expanding vcabulary; represent findings pictrially r using ther media Strand HE: Human envirnments SU1: Living in the lcal cmmunity My family & cmmunity explre and discuss his/her rle and that f thers in the family, schl and lcal cmmunity becme aware f and learn t value the diversity f peple wh live in the lcal cmmunity and the cntributin they make begin t recgnise the interdependence f individuals and grups in the lcal cmmunity develp sme awareness f peple living in ther areas and f the links between them and the lcal cmmunity Hmes and Shelters recgnise that peple live in a variety f hmes describe his/her hme, its lcatin and surrundings recrd sme f these features using simple drawings, plans, displays, mdels and sketches investigate materials used t cnstruct hmes and identify materials f lcal rigin discuss and recrd simply jurneys t and frm hmes develp an awareness and appreciatin f different types f hmes in the lcality and in ther areas develp an awareness f hmelessness Peple at wrk investigate the wrk f peple in a range f lcatins in the lcality investigate the wrk f peple invlved in transprt and cmmunicatins discuss and recrd simply the buildings and places where peple wrk, especially thse in the lcality discuss and recrd simply jurneys t wrkplaces becme aware f the wrk f peple in ther areas wh supply fd and ther prducts t us Peple at play appreciate the rles f peple wh help at play describe lcatin and features f play spaces discuss, and recrd simply, jurneys t and frm play spaces. SU2: Peple & places in ther areas becme familiar with sme aspects f the lives f peple and especially f children in Ireland, Eurpe and ther areas appreciate ways in which peple in different areas depend n ne anther and n peple living in ther parts f the wrld. Strand NE: Natural envirnments SU1: The lcal natural envirnment identify, explre and discuss aspects f sme majr natural features in the lcal envirnment bserve, discuss and investigate water in the lcality bserve, cllect and investigate a variety f natural materials in the lcal envirnment recrd and cmmunicate experiences and bservatins using simple drawings, plans, displays, mdels and sketches. SU2: Weather bserve and recrd varying weather cnditins using apprpriate vcabulary and simple equipment begin t assciate clud cver and ther cnditins with different types f weather begin t make and test simple weather predictins identify ways in which weather influences the lives f peple bserve and recrd the influences weather and seasnal changes have n peple, animals and plants in the lcality cntrast weather in the lcality with that in ther areas. SU3: Planet Earth in space recgnise the sun as a surce f heat and light identify the sun, the mn, stars, day and night develp familiarity with the spherical nature f the Earth. Strand EAC: Envirnmental awareness & care SU1: Caring fr my lcality identify, discuss and appreciate the natural and human features f the lcal envirnment bserve and develp an awareness f living things in a range f habitats in lcal and wider envirnments bserve similarities and differences amng plants and animals in different lcal habitats develp an awareness that air, water, sil, living and nn-living things are essential t the envirnment begin t realise that peple, animals and plants depend n each ther realise that there is bth an individual and a cmmunity respnsibility fr taking care f the envirnment identify, discuss and implement simple strategies fr imprving and caring fr the envirnment identify and help t implement simple strategies fr prtecting, cnserving and enhancing the envirnment becme aware f ways in which the envirnment can be plluted r harmed 10

11 Revised Primary Schl Curriculum (1999) Gegraphy - Curriculum Outline: 3 rd and 4 th ClassSCD: Skills & cncepts develpment The gegraphical skills & cncepts belw will be develped as wrk is cmpleted n the strands & strand units f the curriculum. SCD 1: A sense f place explre and cme t knw sme f the distinctive human and natural features f the lcality develp an awareness f peple and places in ther areas SCD 2:A sense f space discuss and recrd the relative lcatin f familiar human and natural features in the lcality discuss and recrd simply jurneys t and frm places in the immediate envirnment and beynd give and fllw simple directins t places in the immediate envirnment SCD 3: Pictures, maps, glbes recrd areas in the immediate envirnment and places in stries using simple picture maps, mdels and ther methds explre the utlines and plans f small everyday items develp sme awareness f maps and if pssible aerial phtgraphs flimited areas in the lcality explre directins in the classrm using simple signpst maps identify land and sea n maps and glbes use maps f Ireland and the glbe t develp an awareness f ther places. SCD 4:Gegraphical investigatin skills Questining: ask questins abut natural and human features in the immediate envirnment Observing: bserve, cmpare and discuss natural and human features in the lcal envirnment Predicting: suggest utcmes f an investigatin, based n bservatins Investigating & experimenting: carry ut simple investigatins and cllect infrmatin frm a variety f surces Estimating & measuring: begin t use simple methds t estimate, measure and cmpare bservatins Analysing: srt and grup peple, features, events and natural phenmena; begin t lk fr and recgnise patterns and relatinships in the envirnment; draw cnclusins frm simple investigatins Recrding & cmmunicating: describe and discuss bservatins rally using an expanding vcabulary; represent findings pictrially r using ther media Strand HE: Human envirnments SU1: Peple living and wrking in the lcal area SU2: Peple living and wrking in a cntrasting part f Ireland Peple and cmmunities: learn abut and cme t appreciate and respect the peple and cmmunities wh live and wrk in the lcality and in a cntrasting part f Ireland Natural features and peple: becme aware f the natural features in the lcality and in a cntrasting part f Ireland and their relatinship t the lives f peple living in these places materials used t cnstruct hmes and ther buildings Settlement: hmes and ther buildings: explre, investigate and cme t appreciate the majr features f the built envirnment in the lcality and in a cntrasting part f Ireland Peple at wrk: explre and investigate, especially thrugh practical studies, a small number f the cmmn ecnmic activities f peple in the lcality and in a cntrasting part f Ireland Transprt and cmmunicatins: becme aware f frms f transprt and transprt rutes in the lcality and in a cntrasting part f Ireland; becme familiar with the cmmunicatin methds available; investigate wrk f peple invlved in transprt and cmmunicatins. SU3: Peple and ther lands study sme aspects f the envirnments and lives f peple in ne lcatin in Eurpe and ne lcatin in anther part f the wrld develp an awareness f the interdependence f these peple and peple in Ireland begin t develp a sense f belnging t lcal, cunty, natinal, Eurpean and glbal cmmunities. SU4: Cunty, reginal and natinal centres becme familiar with the lcatin and names f urban areas in the cunty, sme f their imprtant features develp sme knwledge f the relative lcatin f the cunty and neighburing cunties becme familiar with the lcatin and names f a few f the larger twns and cities in the regin and in Ireland. Strand NE: Natural envirnments SU1: The lcal natural envirnment investigate and becme familiar with sme natural features in the lcal envirnment estimate distances and establish cardinal directins during the explratin f these features bserve and explre ways in which these features have affected the lives f plants, animals and humans investigate the ways in which these features have been used by humans and SU2: Land, rivers and seas f my cunty becme familiar with the names and lcatins f sme majr natural features in the cunty develp sme familiarity with the relatinship f these features with each ther and with elements f the built envirnment SU3: Rcks and sil bserve, cllect and examine different sil samples in the immediate and ther envirnments srt and grup cnstituent materials in samples rcks, pebbles, sand, plant material cmpare and cntrast materials, fcusing n certain criteria begin t explre influence f sils and rcks n animal and plant life SU4: Weather, climate and atmsphere Weather bservatins use simple equipment t bserve and recrd weather phenmena recrd and display simple weather bservatins in systematic way using graphs, charts and cmmn symbls use analysis f weather recrdings t begin t assciate simple descriptins f cluds, amunt f clud cver, wind directin and ther cnditins with particular types f weather; make and test weather predictins cmpare temperatures indrs and utdrs Weather and climate study weather variatins during the year and their influence n plants, animals and humans begin t appreciate the imprtance f slar energy fr the Earth develp sme awareness f weather and climate patterns and their relatinship with plant, animal and human life in sme envirnments in ther parts f the wrld cllect and recrd weather lre frm the lcality. SU5: Planet Earth in space bserve, describe and recrd the psitins f the sun when rising and setting and the changing lengths f day and night during the seasns investigate shadws, directins and sunlight understand the imprtance f sunlight fr plants and animals begin t understand the influence f the sun n weather and atmspheric cnditins becme aware f the dangers f sunlight fr skin and eyesight. Strand EAC: Envirnmental awareness & care SU1: Envirnmental Awareness identify, discuss and recrd aspects f lcal natural and human envirnments which are cnsidered attractive r unattractive identify the interrelatinships f living and nn-living elements f lcal and ther envirnments develp sme awareness f the types f envirnment which exist in Ireland and ther parts f the wrld becme aware f the Earth s renewable and nn-renewable resurces recgnise hw the actins f peple may have an impact n envirnments recgnise and investigate human activities which may have psitive r adverse effects n lcal and wider envirnments cme t appreciate the need t cnserve the Earth s resurces. SU2: Caring fr the envirnment examine a number f ways in which lcal and ther envirnments culd be imprved r enhanced identify and discuss a lcal, natinal r glbal envirnmental issue an issue realise that there is a persnal and cmmunity respnsibility fr taking care f and cnserving envirnments. 11

12 SCD: Skills & cncepts develpment The gegraphical skills & cncepts belw will be develped as wrk is cmpleted n the strands & strand units f the curriculum. SCD 1: A sense f place explre and becme familiar with the distinctive natural and human features f the lcality, the cunty and Ireland becme familiar with the distinctive natural and human features f sme places in Eurpe and ther par ts f the wrld SCD 2:A sense f space acquire an understanding f the relative lcatin and size f majr natural and human features begin t develp an understanding f the names and relative lcatin f sme natural and human features f Eurpe and the wrld estimate and measure distances and establish cardinal directins during explratin f the lcality develp sme awareness f directins in wider envirnments use and recrd directins and rutes n maps. Using pictures, maps and mdels develp familiarity with, and engage in practical use f, maps and phtgraphs f a variety f scales and purpses develp an understanding f and use cmmn map features and cnventins use maps t recrd rutes and directins in the lcality and wider envirnments cnstruct sme simple maps and mdels f natural and human features in the lcal envirnment Maps and glbes cmpare maps, glbes, aerial phtgraphs, satellite phtgraphs and ther remtely sensed images recgnise key lines f latitude and lngitude n the glbe develp sme awareness f prblems f map cnstructin Gegraphical Investigatin Questining: ask questins abut natural and human features and prcesses in the envirnment and their interrelatinships Observing: bserve natural and human elements and prcesses in the envirnment and their Predicting: ffer suggestins (hyptheses) based n a number f bservatins as t the likely results f investigatins make inferences based n suggestins and bservatins prpse ideas r simple theries which may be tested by experimentatin Investigating and experimenting carry ut simple investigatins and cllect infrmatin frm a variety f surces Estimating and measuring: use apprpriate simple instruments and techniques t cllect data use apprpriate standard units f measurement Analysing: srt, grup and/r classify data n peple, events and natural phenmena using a range f apprpriate criteria The Revised Primary Schl Curriculum (1999) Gegraphy - Curriculum Outline: 5 th and 6 th Class Strand HE: Human envirnments SU1: Peple living and wrking in the lcal area SU2:Peple living and wrking in a cntrasting part f Ireland Peple and cmmunities: learn abut and cme t appreciate the peples and cmmunities wh live and wrk in the lcality and in a cntrasting part f Ireland Natural envirnmental features and peple: becme aware f the natural features in the lcality and in a cntrasting part f Ireland and their interrelatinship with the lives f peple living in these places Settlement: hmes and ther buildings: explre, investigate and cme t appreciate the majr features f the built envirnment in the lcality and in a cntrasting part f Ireland Peple at wrk: explre and investigate, especially thrugh practical studies, ne r mre f the imprtant ecnmic activities f peple in the lcality and in a cntrasting part f Ireland Transprt and cmmunicatins: learn abut the methds f transprt and transprt rutes in the lcality and in a cntrasting part f Ireland; becme aware f the advantages, disadvantages and rles f these methds ; learn abut the available methds f cmmunicatin; becme familiar with the wrk f peple in these activities. SU3: Peple and ther lands study sme aspects f the envirnments and lives f peple in ne lcatin in Eurpe and ne lcatin in anther part f the wrld develp an increasing awareness f the interdependence f peple in these places and peple in Ireland learn t value and respect the diversity f peples and their lifestyles in these areas and ther parts f the wrld becme aware f varius ethnic, religius and linguistic grups f peples in Ireland, Eurpe and the wider wrld develp a sense f belnging t lcal, cunty, natinal, Eurpean and internatinal cmmunities. SU4: Cunty, reginal and natinal centres becme aware f the lcatin f the cunties f Ireland, sme f their twns and cities; the rigins and gegraphical significance f their placenames identify sme f their imprtant buildings, features, facilities, parks, wrk-places learn f the mvement f peple t and/r frm these centres becme familiar with the names, lcatins and sme well-knwn features f the capital cities f the Eurpean Unin. SU5: Trade and develpment issues Trade: explre, thrugh the study f sme majr wrld cmmdities, trade issues Or Famine: becme aware f the causes and effects f famine; examine the wrk f relief agencies and becme aware f Irish invlvement in them; discuss pssible shrt and lng-term slutins t famine; cmpare the experience f famine in Ireland with that f ther cuntries Or Develpment and aid: cme t appreciate the inequalities between the develped and the develping wrld; explre sme f the issues and prblems assciated with aid; acquire sme knwledge f the rigins, wrk and Irish invlvement in sme majr internatinal rganisatins Strand NE: Natural envirnments SU1: The lcal natural envirnment investigate and learn abut the main natural features in the lcality and cunty bserve and develp simple understanding f the links between these features investigate the influence f these features n plants and n the lives f animals and peple becme aware f the ways in which peple, animals and plants have explited and/r altered these features SU2: Land, rivers and seas f Ireland becme familiar with the names and lcatins f sme majr natural features in Ireland becme familiar with the relatinship f these features with each ther, with elements f the built envirnment and with significant natural features f Ireland understand sme f the interrelatinships between these natural features and the lives f plants, animals and humans. SU3: Physical features f Eurpe and the wrld learn abut a small number f the majr natural features f Eurpe becme familiar with the names and apprximate lcatin f a small number f majr wrld physical features SU4: Rcks and sil cllect and identify sme cmmn rcks in the lcality identify and explre the use f stne in building and ther human activities, especially in the lcality develp simple understanding f the structure f the Earth, using terms such as cre, mantle, crust, plates f the crust, lava flw, vlcan, earthquake learn abut the characteristics f sme cmmn rck types and where they may be fund in Ireland and in ther parts f the wrld cllect and examine sil samples and their cnstituents cmpare sil samples frm different parts f the lcality learn f the relatinship f plants and farming t sil types be familiar with sme ways f changing and/r imprving sil structure. SU5: Weather, climate and atmsphere Weather bservatins use simple equipment t make detailed weather bservatins and recrdings f phenmena recrd and display simple weather bservatins in systematic way using graphs, charts and cmmn meterlgical symbls use analysis f weather recrdings t assciate simple descriptins f cluds, amunt f clud cver, wind directin and ther cnditins with particular types f weather; make and test weather predictins ; cllect weather lre, especially lcal traditins and knwledge Weather and climate explre weather patterns ver the year in the lcality using a variety f graphical and analytical skills begin t appreciate the difference between climate and weather develp sme awareness f weather patterns in ther parts f Ireland and factrs influencing climate in the lcality and in Ireland explre the relatinships between climatic factrs and aspects f building cnstructin becme aware f the characteristics f sme majr climatic regins in different parts f the wrld explre the relatinship f climate t plant, animal and human life The atmsphere: develp simple understanding f sme atmspheric features SU6: Planet Earth in space bserve and recrd the psitins f the sun when rising and setting and at different times f the day investigate the relative lengths and directins f shadws and the intensity f sunlight at different times f the year bserve the changing lengths f day and night during the seasns understand the imprtance f sunlight as a surce f energy fr plants and animals becme aware f the influence f the sun n atmspheric cnditins becme aware f the dangers f sunlight fr eyesight and skin recgnise that the Earth, its mn, the sun, ther planets and their satellites are separate bdies and are parts f the slar system 12

13 lk fr and recgnise patterns and relatinships in the envirnment interpret infrmatin and ffer explanatins draw cnclusins frm suitable aspects f the evidence cllected Recrding and cmmunicating: recrd and present findings and cnclusins using a variety f methds including ral, written, pictrial, phtgraphic, diagrammatic and graphical frms and using infrmatin and cmmunicatin technlgies Evaluating: review the methds used in investigatins and assess their usefulness. develp a simple understanding f the interrelatinship f these bdies, including day and night and seasnal mvements recgnise a few f the majr star cnstellatins Strand EAC: Envirnmental awareness & care SU1: Envirnmental awareness identify, discuss and appreciate attractive and unattractive elements f natural and human envirnments explre sme examples f the interrelatinship f climate, natural features, flra, fauna and human life in different envirnments in Ireland and in sme f the main climatic regins f the wrld recgnise and investigate aspects f human activities which may have psitive r adverse effects n envirnments becme aware f the imprtance f the Earth's renewable and nn-renewable resurces fster an appreciatin f the ways in which peple use the Earth's resurces and cme t appreciate the need t cnserve the Earth's resurces. SU2: Caring fr the envirnment examine a number f ways in which lcal and ther envirnments culd be imprved r enhanced identify and discuss a lcal, natinal r glbal envirnmental issue cme t appreciate individual, cmmunity and natinal respnsibility fr envirnmental care NCCA / DES - Edited frm the RPSC Gegraphy by Susan Pike, Gegraphy Educatin, St. Patrick s Cllege, Drumcndra, Dublin 9 13