School Plan GeographyFamily N.S.
Statement and Rationale
The Principal and staff with assistance from the SESE Cúiditheoir have been involved in drawing up our Geography plan. This plan was drafted in 2008 after a process of consultation and curriculum research within the staffIt followed attendance at Geography In-service Training.
In keeping with the guidelines laid down by the DES, we focussed on this area of planning to ensure that the revised curriculum for Geography was introduced in our school in a well-planned, organised and consistent manner.The distinct role Geography plays in SESE is one of helping the child understand and appreciate the physical and human features of their immediate and wider environments through an activity based and broadly balanced child centred Geography curriculum.
We intend to implement the key messages, skills, content and methodologies of the Geography curriculum. This plan will form the basis of each teacher’s long and short term planning in Geography. It will inform new or temporary teachers of our approaches and methodologies in this subject area.
We recognise that Geography is an integral part of the Social, Environmental and Scientific Education of our pupils. In our school SESE provides opportunities for the child to explore, investigate and develop an understanding of the natural, human, social and cultural environment in which he/she lives. Through our school’s Geography programme, we aim to help pupils to come to an understanding of and take an interest in the natural and human environments around them and the wider world. Environmental activities encouraged in our school will foster a positive attitude and sense of responsibility among our pupils for the natural environment and its relationship with the human environment. We recognise the role of Geography in providing children with a truly balanced and child centred environmental education.
We endorse the aims of the SESE Geography curriculum as outlined in the Geography Curriculum P. 14:
To develop knowledge and understanding of local, regional and wider environments and their interrelationshipsencourage an understanding and appreciation of the variety of natural and human conditions on the Earthdevelop empathy with people from diverse environments and an understanding of human interdependencedevelop the ability to use a range of communicative methods, especially those concerned with the development of graphicacy
To encourage the development of a sense of place and spatial awarenessencourage the development of caring attitudes and responsible behaviour towards the environment, and involvement in the identification, discussion, resolution and avoidance of environmental problemsdevelop an understanding of appropriate geographical concepts
In addition we will undertake the following to promote and develop Geography education in our school:
continue in the Green Schools project class to undertake a Geography fieldtrip and produce a survey/trailup a weather stationa member of the local community visit our classes – Postman, Guard..our existing resources and make additional purchases as required
Strands and Strand Units
teacher is familiar with the strands and strand units, content objectives for his/her class level. Having read the Curriculum documents and Teacher Guidelines we understand that all strands and all strand units must be covered each year but not all the content objectives need be addressed within a strand unit. We will ensure that that the pupils receive a broad and balanced range of topics and objectives.
three strands of the Geography curriculum are:
EnvironmentsEnvironmentsAwareness and Care.
our Yearly Plan and Strand Unit Objectives appended.
from third to sixth have selected one contrasting part of Ireland, one European country and one country from the rest of the world to study each year. Each class will take part in local studies each year but at a greater depth throughout the school. We are aware of the guiding principle behind the Geography curriculum that children move for the local, to the wider locality, county, country, Europe, the World.
We are aware that the development of Geographical skills is of equal importance to strand content in this curriculum.(see skills overview sheet attached)skills of Geographical Investigation include,
a sense of place and space, globes and graphical skillsinvestigation skills
These skills will be developed through the content of the strands and strand units.
for development of these skills may involve the children being actively involved in fieldwork and outdoor investigations (Teacher Guidelines p.68). The use of maps, globes and atlases will be used in an age appropriate way, from infants to 6class. We are aware of the progression and development of these skills throughout the school.
following the content of this curriculum and by developing the geographical skills the children in our school are given opportunities to work as geographers at every class level.
We plan to use the children’s ideas of places and space as a starting point for all geographical activity.
will find out what the children already know by
Picture representationand discussionquestioning and problem solvinglisteningdrawingsmapsinvestigation of Geography materialsdesigned tasks and tests
Children in our school will be encouraged to question and openly investigate. We do this to build on the children’s prior knowledge and awareness of the subject area.
We plan to use the key methodologies of the Primary Curriculum in the teaching of Geography
Active learningsolvingskills through contentand discussionoperative learningof the environment.
Teachers particularly at Senior level will follow the recommended sequence for Geography – local, regional, national, European and global and then reflecting it back to the child’s own location.
In learning about our own natural and human environments we intend to use methodologies specific to Geography
Trails /fieldworkdrawings work /models /DVD and mapping
We have completed a Geographical Environmental audit of our school grounds and immediate locality and identified features that can be focused on when embarking on local environmental studies and participating in fieldwork.
We hope to prioritise the use of maps and photographs. We propose to collect town and regional maps of our area and use them in the classroom to develop graphicacy skills, if possible we intend to source aerial photographs of our local area to use with the maps. ( We will use fldinst HYPERLINK “http://www.osi.ie”