These Teacher Guidelines accompany the revised geography syllabus. They are intended to provide an overview of each of the units of the revised syllabus, guidance on the depth of treatment required, and examples of teaching methodologies that can be employed.
The former Leaving Certificate geography syllabus had been in place for well over twenty years. In the intervening period there have been many social and political changes at national and international level, and advances in technology have enhanced the quality of geographical investigation and interpretation. In preparing the revised syllabus, the course committee has been mindful of the needs of young people growing up in a changing society.
CHANGES IN EMPHASIS IN THE REVISED SYLLABUS
The revised syllabus
- defines the extent and content of each syllabus unit
- provides for a core, elective, and option structure at Higher level and a core and elective structure at Ordinary level
- provides a geographical skills focus within all syllabus units and within the core Geographical Skills and Investigation unit
- ensures that all students will now complete a compulsory core Geographical Investigation which will be submitted for assessment as part of the examination
- provides clear differentiation between Higher and Ordinary levels
- ensures that students, at both levels, will study the basic geographical concepts within the core of the syllabus and have the opportunity to increasingly specialise within the elective and optional units
- ensures clear continuity from Junior Certificate geography
- provides a range of suggested settings for the topics for study with the opportunity to use both local and current issues as they arise in the future.
The Guidelines are divided into five sections.
Section 1 Exploring the Syllabus: expands on the Syllabus document and provides a detailed description of the core, elective and optional units. The Geographical Investigation is given extended treatment in this section with detailed instructions and advice on the conduct of each stage of the investigation.
Section 2 Assessment: describes the modes of assessment including the proposed structure of the examination paper. A sample log sheet and reporting booklet is also provided.
Section 3 Teaching the Syllabus: introduces a 'teaching for understanding' pedagogical approach to the syllabus. The section also provides sample two-year plans for delivering the course over the two years of senior cycle.
Section 4 Sample Lesson Plans: provides a number of lesson plans based on different units of the syllabus. Supporting resources are also included.
Section 5 Resources: includes a list of useful equipment for geographical fieldwork, and a catalogue of resource packs, videos, books, journals, and web-based sources of information.
APPROACHES TO TEACHING
These draft guidelines offer clear direction for teachers in choosing appropriate methodologies. The underlying concepts for the teaching of the material in this syllabus are the integration of active learning methods and the development of a range of geographical skills.
It is recognised that many teachers teach classes containing both Higher and Ordinary level students. Careful planning is required to ensure that all students are kept engaged in their learning, especially when the focus of teaching is on the Higher level material in the Optional Units. Active Learning methodologies that support individual and group learning are strongly recommended.
The guidelines at all times emphasise that the learning, use, and application of geographical skills are central to a student's experience of Leaving Certificate geography. The development of geographical skills should permeate teaching and learning across all aspects of the syllabus, as appropriate.
DIFFERENTIATIONAs indicated in the syllabus document, the syllabus is designed to be taught at both Ordinary and Higher levels. The levels are differentiated through the learning outcomes that are set down in the introduction to each unit in the syllabus document. There are common learning outcomes for the two levels with additional learning outcomes for Higher level students. Higher level students will be expected to show greater understanding of concepts and a greater proficiency in skills. Some material has been designated for Higher level students only, who must study one of four optional units. | TIMETABLINGThe syllabus is designed for 180 hours of class contact time (the equivalent of 270 class periods of 40 minutes duration or five class periods per week). The guidelines recommend a specific number of class periods to be set aside for each unit of the syllabus. This specification is intended only to indicate the approximate amount of time needed. Teachers are encouraged to exercise discretion when allocating time periods to the various elements of the syllabus. These guidelines do not attempt to cover all the issues that teachers will need to consider when planning for the introduction of the revised geography syllabus. However, by developing the content, by presenting appropriate methodologies, by providing sample lessons, and by pointing the way to useful resources, they should greatly assist the introduction of the revised syllabus and help to improve the quality of teaching and learning in Geography in our schools. |