Geography
Subject Plan
2015-2016
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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
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Mission Statement
As teachers of Geography, we aim to develop in students:
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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.
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Programme and Levels
The following Geography programmes are available:
Junior Cert to all levels
Leaving Cert to all levels
Transition Year Programme
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Subject Aims
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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.
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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.
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Subject Co-ordinator
Anne O’ Brien
Subject Teachers
Ronan Brett
Ronan Curran
Séamus Curley
Niamh Fallon
Anne O’Brien
Teresa Owens
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Time allocation
1st Year
2nd Year
3rd Year
4th Year
5th Year
Transition Year
2 classes per week @35/40 minutes each
3 classes per week @35/40 minutes each
4 classes per week @35/40 minutes each
5/6 classes per week @35/40/45 minutes each
5/6 classes per week @35/40/45 minutes each
2 classes per week @35/40 minutes each
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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.
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Timetabling
1st Year
2nd Year
3rd Year
4th Year
5th Year
2 single class periods per week
3 single class periods per week
4 single class periods per week
3/4 single classes & 1 double class per week
3/4 single classes & 1 double class per week
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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.
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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.
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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.
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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
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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
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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.
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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.
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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.
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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
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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.
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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
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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:
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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.
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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
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understand the concept of plate tectonics and the relationship between plate
movements and volcanic structures, earthquakes and rocks.
Mechanical and Chemical weathering
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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
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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
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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
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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
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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
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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
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Building upon skills acquired in first year.
Third Year:
Weather and Climate
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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
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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
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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:
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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.
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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
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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.
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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.
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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.
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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 selfassess 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
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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