Teaching the Syllabus

COLLABORATIVE PLANNING

The introduction of a revised syllabus affords geography teachers the opportunity for reflection on the nature of the subject and how it is taught. This syllabus contains new areas of coursework not previously covered, and this in itself will make demands. One aim of these guidelines is to encourage teachers to be creative in their approach to the syllabus and explore optional units which they have not previously taught.

Teaching the syllabus will require appropriate methodologies which will support the aims of the syllabus. Some of these methodologies are introduced here in the guidelines. Web-based support, containing lesson plans and other resources will also be available.

This syllabus is being introduced at a time when schools are engaging in School Development Planning. Staffs are working together to critically examine and bring improvement to whole areas of school life, including the quality of teaching and learning. The revised syllabus facilitates best practice in this area.

Planning is central to the delivery of the syllabus. Successful implementation will require detailed planning in designing teaching units which can exploit the local environment as a setting for teaching the key statements of the syllabus. The planning of such units and the preparation of stimulus materials, worksheets and assessment tools can best be undertaken in collaboration with subject colleagues who share that environment. Local groupings of teachers can also work together to pool resources.

AN ENTRY POINT

Many teachers like to take a linear approach to the syllabus, i.e. to begin teaching Unit 1 and continue through to the optional unit. The structure of most textbooks supports this approach. However it is worth considering an alternative approach which is based on settings which draw together the strands of the syllabus. Core units, the elective and the optional unit need not be taught as stand alone units. Linkages exist throughout the syllabus and should be exploited. The skilful exploitation of linkages can shorten the syllabus considerably.

Skills should be integrated into teaching all units of the syllabus. One possible entry point to the syllabus would be to focus initially on developing skills in mapwork, photographic interpretation and figure interpretation in aspects of physical and human geography in Core Unit 1 and the chosen elective.

By the end of the first year of the course, students should have mastered the skills which will be required in undertaking the Geographical Investigation.

The sample two-year plans in Section 4 of these guidelines show how this approach might be developed throughout Leaving Certificate Geography.

SELECTION OF TEXTBOOKS

The guidelines are intended to emphasise key aspects and approaches to ensure that the teaching of the course is be syllabus driven rather than textbook driven. The syllabus is the key document and teachers must familiarise themselves with its requirements. Teachers are given considerable autonomy in choosing electives, optional units and settings.

Care should be taken in choosing textbooks to ensure that teacher autonomy is supported. The syllabus is what has to be taught, the textbook is a resource. Textbooks should be rich in resource materials which are utilised as stimuli for learning and discussion.

The level of language used in relation to the ability of the class and the avoidance of stereotyping are other issues to be borne in mind.

SELECTING AN ELECTIVE

The choice of elective has to be decided at an early stage, as it may inform the choice of textbook. It may be a difficult choice as both electives are highly worthy in themselves and relevant to the modern world.

The choice of elective has implications for the choice of optional unit for Higher level students. There are linkages and overlap between Elective Unit 4: Patterns and Processes in Economic Activities and Optional Unit 6: Global Interdependence and likewise between Elective Unit 5: Patterns and Processes in the Human Environment and Optional Unit 8: Culture and Identity.

SELECTING AN OPTIONAL UNIT

Optional Units 6-9 are for students taking Higher level only. Ordinary level students are not required to study Optional units, nor will any of the syllabus content of the Optional unit be examined at Leaving Certificate Ordinary level.

There are four Optional units in the syllabus. Optional Unit 7: Geoecology and Optional Unit 9: The Atmosphere ­ Ocean Environment are drawn from Physical Geography and complement Core Unit 1: Patterns and Processes in the Physical Environment.

Optional Unit 6: Global Interdependence likewise complements Elective Unit 4: Patterns and Processes in Economic Activities. There is overlapping content between the units. Similarly Optional Unit 8: Culture and Identity complements Elective Unit 5: Patterns and Processes in the Human Environment.

As with core and electives, optional units are intended to be taught in regional settings. The requirements of the optional unit should be understood and borne in mind when choosing regional settings in Core Unit 3. By linking with other units in the same settings much teaching time can be saved.

The syllabus states that the optional unit will be assessed through a longer, more discursive essay type answer.

SELECTING SETTINGS

In teaching Core Unit 1 and Elective Unit 4 or 5 (and Optional Unit 6, 7, 8 or 9 for Higher level only) the key statements in each unit are exemplified through the use of local, national and international settings. In Core Unit 2, students are asked to focus on the study of five regions:

• Two contrasting regions in Ireland.
• Two contrasting European regions
• One continental or sub-continental region outside Europe.

It is strongly recommended that the chosen regions in Core Unit 2 serve as settings where indicated for the other units. Care should be taken that the chosen settings should afford the widest range of opportunities and examples for the key statements of that unit. For example, if Brazil were chosen as a sub-continental region, then it could also serve as the setting for the operations of a multinational company (Elective Unit 4.3), environmental impact of rain forest destruction (Elective Unit 4.5); or population changes (Elective Unit 5.1 and 5.2), rural-urban migration (Elective Unit 5.3), growth of urban centres (Elective Unit 5.6).

In the optional units the same setting could be used to illustrate rain forest destruction and the plight of indigenous peoples (Optional Unit 6), the Rainforest Biome (Optional Unit 7), the influence of colonialism and migration (Optional Unit 8) and the equatorial climate (Optional Unit 9).

The advantages of using such an approach are:

• saves time by reducing the number of settings to be studied
• intensifies knowledge of the chosen regional setting
• draws a unifying thread through the syllabus.

ATTITUDES AND VALUES

The syllabus states that students should be encouraged to develop positive attitudes towards themselves, others and their environment. Among the attitudes specified are appreciation of social, cultural and environmental diversity and awareness of all types of stereotyping and prejudice.

Some teaching units in the syllabus allow for controversial issues to be examined. Such issues may include:

Teaching controversial issues can present challenges to teachers. One approach is to provide detailed and accurate information which challenges stereotypes and misconceptions. Working through these facts and figures will help students form new conclusions. Another approach is to present issues from different cultural perspectives, e.g. through the experiences of students from different cultural backgrounds, through invited guest speakers or through websites of different groupings and organisations. What we teach and how we teach it must be informed from a human rights and justice perspective.

Irish population make-up has changed dramatically in the twenty-first century. The world has come to Ireland, including the developing world. It is increasingly common to find the multicultural nature of Irish society reflected in the classroom. Care and sensitivity is needed lest negative perceptions are created of their country of origin.

INTEGRATING SKILLS

The core geographical skills are listed in Core Unit 3 of the syllabus. These listed skills should be integrated into the teaching of all the syllabus units as appropriate. Students are required to be able to extract data from primary source material such as maps, photographs, tables and graphs, to be able to perform calculations using the data and to draw conclusions from the data. They should also be able to extract information from printed sources.

The study of geography is suited to developing students' social and personal skills through working in groups, verbal reporting, debates and role play. Activities can be based on resource materials either in textbooks or selected and provided by the teacher. Well planned worksheets can provide a basis for classwork or homework.

ACTIVE LEARNING

Active learning methodologies provide a platform through which skills are developed and learning is supported. Active learning ensures that students are engaged physically, cognitively and emotionally. It places students at the centre of the learning process through ensuring that the content is relevant to their own lives and is engaging for them. It promotes responsibility, confidence and selfesteem. It acknowledges that students learn from each other and teachers learn from students, as well as vice versa. It builds skills of problem-solving, critical thinking and cooperation.

Active learning requires an atmosphere of trust and support in order to ensure that students do engage and feel secure in expressing their own views or in trying out new skills. It promotes action, as students learn to recognise their own capacity and self-efficacy It accommodates different learning styles, ensuring that students of different levels of ability can be taught together.

Much attention has been devoted in recent years to the research carried out by Howard Gardner and colleagues into multiple intelligence. It is widely accepted today that children learn in different ways and learning activities need to be based around a range of intelligences. Employing a variety of activities ensures that the differing abilities of all students are taken into account. The eight recognised intelligences are listed along with activities appropriate to geography:

Linguistic: Didactic instruction, debating, brainstorming.
Logical-mathematical: Problem solving dilemmas, calculations, pattern recognition.
Visual-spatial: Mapwork, photographs, diagrams.
Musical: Music as an expression of culture.
Bodily-kinaesthetic: Role-play, hands-on thinking/learning.
Interpersonal: Co-operative group-work, paired learning.
Intrapersonal: Personal reflection, individual research.
Naturalistic: Project work and fieldwork based on the natural environment.

THE GEOGRAPHICAL INVESTIGATION

Timing

The Geographical Investigation has to be completed and submitted on a date specified by the State Examinations Commission. The list of topics will be sent to the school early in the first year. It is envisaged that in most cases the investigation will be undertaken during the first term of the second year. At this stage students will have matured in confidence and will have acquired the necessary skills throughout the first year of the course for undertaking the investigation. An early date for completion avoids placing undue pressure on students who may have other practical components and oral examinations to complete during the second and third terms of the final year.

Adequate time needs to be given to preparation for the investigation, analysis of data and presentation of the completed report. In most cases the collecting of the data will be undertaken in the course of a one day field trip outside of the school. This should be arranged in consultation with teaching colleagues and school management.

Not all the listed topics require investigation in the field. For studies of population change utilising census data, the research can be undertaken in the classroom.

ADVANCE PREPARATION

The Geographical Investigation provides an opportunity to practise and evaluate many of the skills prescribed in Core Unit 3 of the syllabus. These skills will be assessed through the investigation as well as through the terminal examination.

These skills will be best developed when practised throughout the course and therefore every opportunity should be exploited for teaching and developing the skills related to fieldwork. These will include analysis of maps and aerial photographs, drawing of sketch maps, graphs and diagrams, manipulating figures, constructing tables and report writing. Different examples of combining skills with content will be illustrated throughout the sample lesson plans in Section 4 of these guidelines.

DEVELOPING OPPORTUNITIES FOR FIELDWORK

The investigation will be less daunting for students when the investigative process is built into their class teaching, where fieldwork has been a normal part of coursework in junior cycle and where considerable autonomy is given to them in the learning process.

It would be advisable that a short exercise in fieldwork be undertaken during the first year of the Leaving Certificate course to familiarise students with field methodology, to get them used to working independently and in groups, to practise the writing of reports and to emphasise the importance of meeting deadlines. Examples of short fieldwork exercises include

• investigation of soil profiles
• weather measurement
• land use study
• traffic count
• population survey.

A simple field exercise of single or double class period duration in the school grounds or in the vicinity of the school would be a worthwhile exercise.

PLANNING FIELDWORK

Students are required to be actively involved in the planning process for fieldwork. This includes choosing the location for field investigations. However the responsibility for the safety of the class rests with the teacher. Considerable planning by the teacher and by the students is required for fieldwork to be a worthwhile and safe learning experience.

The following checklist should be read in conjunction with Section 2.3 of the guidelines ­ The Geographical Investigation.

1. At the earliest opportunity, inform the principal about the date, time and location of the intended field activity. Decide, in consultation with the Principal, how many teachers are required for supervision. It is not advisable for one teacher to undertake supervision of other than a very small number of students.
2. Out-of-school activities require the consent of the Board of Management in order to be covered by insurance or the state indemnity. In many schools a list of activities approved by the board is drawn up at the beginning of each year.
3. If a bus is required, book well in advance. Make sure the destination, date, time of departure and arrival back, are clearly understood. Confirm the bus a few days in advance.
4. Some students may not be able to afford the costs involved and this may require a subsidy. Be aware of school policy in this regard.
5. It is important that the teacher has first hand knowledge of the location of the investigation so that all risks can be fully assessed.
6. Ensure that clear instructions are given at all times.
7. If there is an element of risk, then ensure that one of the supervising teachers has expertise in that area. For example, if the fieldwork involves an investigation of river or marine processes, ensure that a teacher with lifesaving skills is included. If the fieldwork involves hillwalking, likewise mountaineering skills.
8. If safety equipment or clothing is required, e.g. on a factory visit, ensure that this is explained and that equipment is worn.
9. If fieldwork involves entry onto private property, e.g. on a farm or a shopping centre, ensure the owner's consent is obtained. Be prepared to explain the purpose of the fieldwork. Proof of insurance cover may be required. Consider whether a follow-up letter of thanks, including some of the findings would be appropriate. You might want to come again.
10. Draw up a code of conduct for the investigation. If fieldwork requires interviews, normal rules of courtesy should be emphasised.
11. Ensure appropriate First Aid is available.
12. Ensure that at least one of the leaders has a mobile phone in case of emergency.
13. Written parental consent is required where students are under 18. When notifying parents ensure the following information is given:
    date, time of departure and estimated time of arrival back in the school
    cost
    recommended clothing and footwear
    lunch arrangements
    if there is an element of risk involved make sure this is explained to parents.

Seek information on whether any student has medical conditions which might require special arrangements.

SAMPLE-TWO YEAR PLANS

Two plans are provided below, both based on 5 class periods a week of 40 minutes duration over two years.

SAMPLE PLAN 1

This plan is for a class group comprising both Higher and Ordinary level students. Elective Unit 4 (Patterns and Processes in Economic Activities) and Optional Unit 6 (Global Interdependence) have been selected for study.

This plan has been developed in an effort to demonstrate how links between the units can be developed through the careful selection of regional settings in Core Unit 3: Regional Geography.

In this case the settings chosen are:

Ireland: South and East Region; Border Midland and West Region

Europe: Paris Basin; Mezzogiurno

Continental or Subcontinental Region: Brazil

The teaching topics are planned with the geographical investigation very much in mind. Over the first year equal time is given to Core Unit 1 and the elective, utilising the regional settings and introducing regional geography where appropriate. Emphasis is given to the integration of skills development. A short fieldwork exercise is undertaken in the final term of Year 1 in preparation for the investigation at the beginning of Year 2. More emphasis is given to regional geography and the Optional Unit in Year 2.

The order of the syllabus is not followed, although most physical geography is covered in Year 1 and the first topics to be taught are the tectonic cycle and the rock cycle.

SAMPLE PLAN 2

The second example is based on the selection of Elective Unit 5 ­ Patterns and Processes in theHuman Environmentfrom the Electives and Optional Unit 7 ­ Geoecology. The settings in Regional Geography are:

Ireland: South and East; Border Midland and West

Europe: Scandinavia; The Mediterranean

World: Sub-Saharan Africa.

Again, every opportunity is taken to link key statements in the elective and optional unit to the selected settings for regional geography. Advantage is taken of overlapping content to shorten the length of the syllabus and avoid leaving the entire study of the optional unit until the very end of the course.

TEACHING FOR UNDERSTANDING - AN APPROACH TO TEACHING AND LEARNING

Over the past three decades the focus of educational research has shifted from the teacher teaching to the student learning. Learning in the Irish context has traditionally emphasised knowledge, hence the purpose of teaching was often believed to be the imparting of knowledge and the role of assessment was to measure the amount of knowledge the student had absorbed.

However, recent research shows that knowledge does not always imply understanding. In particular, knowledge acquired for the short term goal of performing well in examinations does not transfer to life situations. Teaching for understanding puts the emphasis firmly on understanding. It emphasises `understanding performances' ­ activities or performances through which the student will demonstrate his/her understanding of the topic for study.

Effective, long-term learning takes place when the student understands the purpose of the lesson or learning unit, is fully engaged and plays an active role in the process of learning, receives constant feedback in the process and can apply that understanding in a number of ways, e.g. through explaining in his or her own words, explaining both sides of an argument, applying principles learnt to problem solving.

What is routine good practise to many teachers is now underpinned by educational research, most notably by psychologists like Howard Gardner who developed Multiple Intelligence Theory. Teaching for understanding is an application of multiple intelligence theory; it provides a supporting framework for a variety of differing methodologies and modes of assessment. It is often viewed as a lens that focuses the multiple intelligence approach on a teaching process.

Gardner identified eight intelligences by which students approach learning (see page 52). Students do not learn the same way and teaching strategies and methodologies must be designed which will allow students engage with the learning through different senses and activities. Above all, the learning must be worthwhile. A generative topic must be worth teaching, should connect to the student's life and experiences, must allow for a variety of resources to be utilised, and should allow for the learning acquired to be expressed in a variety of ways.

TEACHING FOR UNDERSTANDING HAS FIVE MAIN ASPECTS OF TEACHING TO ENHANCE UNDERSTANDING:

1 Understanding goals: are the two or three main goals of the unit. They are what you want students to understand at the end of the lesson or series of lessons. These goals must be shared with and understood by the students. The Geography syllabus clearly states the learning outcomes at the beginning of each unit. These outcomes equate with understanding goals.

2 Images and examples: These are the images, examples, case studies, illustrations or stimulus materials which teachers use to help their students understanding of particular topics. These will eventually support their 'understanding performances'.

3 Prior experience: are the past experiences of the students which can be used to help their understanding. The teacher tries to find examples from the students' experiences to help illustrate the topic, perhaps through referring back to the Junior Certificate syllabus, or a contemporary event highlighted in the media. These experiences may also help support the `understanding performances'.

4 New information: is the new information provided by the teacher or researched by the student. This is obviously central to the students' understanding of the topic. The type and presentation of this information will demand originality and imagination on behalf of the teacher.

5 Understanding performances: are the expression of the understanding of the topic as illustrated by the student. These performances will also help reinforce the learning and understanding. Typical understanding performances would include the ability to

• explain in one's own words
• analyse the controlling factors
• debate or argue from different points of view
• identify the key issues
• use skills to deal with different forms of spatial information
• apply the topic or issue to another setting
• solve problems.

Methodologies which can be used in the application of teaching for understanding

• Teacher-led discussions, brainstorming, questioning. The feedback should be recorded and developed.
• Response to stimulus materials; maps, aerial photographs, photographs, diagrams or statistics.
• Worksheets focusing students on individual research tasks.
• Production of newsletters, brochures.
• Role play.
• Group work and reporting.
• Performing and applying geographical skills.
• Individual project work and investigations.
• Group fieldwork. Planning, work in the field and follow up work.

Theory into practice

Medium term planning

What follows is an application of the teaching for understanding approach to planning the teaching of individual units of the syllabus. A statement is taken from each of the syllabus units and this statement forms the basis for a number of teaching lessons. The units are stand-alone; no attempt has been made to integrate them with other units. However, they are linked to regional geography through the selected settings.

CORE UNIT 1:
PATTERNS AND PROCESSES IN THE PHYSICAL ENVIRONMENT

Statement 1.5: Landform development (iii).

Topic for study:

• Fluvial processes, patterns and associated landforms.

Understanding goals

Student will be able to

• identify the main processes of erosion and deposition at work in a river basin
• identify and understand the development and evolution of the resulting landforms
• explain how these processes can vary due to slope, rock type and climate.

Images and examples

• Teachers should use OS maps to identify the drainage basin and the catchment area of a river.
• Teachers will help students to identify the main landforms and profile of the river using map skills.
• Teachers will use any available audiovisual material to help illustrate the topic.
• Teachers will focus students on their local river and a major world river.
• Teachers will use illustrations or simple experiments to illustrate the main processes of hydraulic action, abrasion, solution and attrition.
• Teachers will help students to use diagrams to show how landforms change over time.

Prior experience

Teachers should

• re-examine the work done in Junior Certificate geography
• organise group-based discussions on media covered events, such as local or international flooding events
• focus on discussions and questions on the destructive power of rivers and steps taken to avoid flooding and control river action
• use anything that the school or local environment can provide to highlight the topic for the student including any fieldwork experiences.

New information

Teachers should facilitate students in finding:

• references to text or resource materials relating to processes and landform development
• facts on flow and discharge rates
• studies on particular rivers.

Understanding performances

Students should be able to

• draw diagrams to illustrate the main landforms associated with different stages of a river
• identify these landforms on the OS map using grid references
• draw a long profile of the river
• discuss and differentiate between the different processes at work
• link the topic to 1.2 (The Rock Cycle) to identify and discuss the processes of weathering at work in different stages of the river basin.

CORE UNIT 2:
REGIONAL GEOGRAPHY

Statement: The concept of a region.

Topic for study:

• Socio-economic regions.

Understanding goals

Students will be able to

• identify a peripheral region in Ireland and Europe
• discuss the reasons for peripherality
• identify a core region in Ireland and Europe
• discuss the main reasons for the development of these core economic regions
• identify a region of industrial decline within Europe
• discuss the reasons for this economic decline.

Images and examples

Teachers should use

• maps to locate the chosen regions
• typical economic characteristics to identify the different economic regions
• web information to identify lifestyles in the particular regions
• tourist information relating to the regions
• the students' own impressions and insights into life in these regions.

Prior experience

Teachers should refer to

• Junior Certificate settings within Ireland and Europe referring to inequality
• media reports relating to difficulties in peripheral or core regions
• historical references relating to the regions suggesting advantage or disadvantage
• any musical, artistic or cultural material which highlights the economic situation of the regions.

New information

Teachers should facilitate students in finding

• economic facts relating to economic activities
• statistical information relating actual economic growth or decline
• information relating to infrastructure and services
• facts relating to regional development planning in peripheral regions and regions of industrial decline
• information relating to strategic plans for core economic growth regions.

Understanding performances

Students should be able to

• locate each of the regions and draw simple sketch maps showing the key features
• describe the social and economic characteristics of each region
• isolate and outline the main reasons for these economic characteristics
• assess the effectiveness of regional development strategies
• compare the development issues of one region with another.

CORE UNIT 3:
GEOGRAPHICAL SKILLS AND INVESTIGATION

Statement: Students should study recent census returns for Ireland.

Topic for study:

• Published census information and population trends in the local area.

Understanding goals

Students will be able to

• use a range of census information in the study of a population
• construct and analyse contrasting age and gender structures for the population
• trace changes in the population over time
• identify regions of high and low population density.

Images and examples

Teachers should

• arrange students in groups to examine different census data
• use graphs and statistics to show clear patterns in the census materials used
• conduct an age and gender survey of the local community
• link to the topics for study in Core Unit 2 (human processes in the selected regions) and Elective Unit 5 (Dynamics of Population 5.1)

Prior experience

Teachers should

• refer to past census gathering in Ireland
• use the Central Statistics website, www.cso.ie to provide up to date examples
• refer to materials covered in Junior Certificate geography
• Use map work to identify areas of high and low population density.

New information

Teachers should

• facilitate students through group work and individual work, to identify the recent population trends in the regions for study from Core Unit 2
• isolate the key factors which cause populations to change
• provide factual information relating to patterns in migration and link to 5.3. (The impact of migration on donor and receiver countries).

Understanding performances

Students should be able to

• outline the major changes in population in both the Irish, European, and global region studied in Core Unit 2
• use map work skills to show the spatial expression of these trends in Ireland.
• analyse the reasons for the different trends
• carry out simple investigation exercises to study local population patterns
• debate the key arguments in relation to modern migration patterns in Europe and outline the key economic, social and cultural issues.

ELECTIVE UNIT 4:
PATTERNS AND PROCESSES IN ECONOMIC ACTIVITIES

Statement 4.5: Economic activities have an environmental impact.

Topic for Study:

• The impact of burning fossil fuels and the use of alternative energy sources.

Understanding goals

Students will be able to

• identify the main fossil fuels used in the Irish economy
• identify the main sources of these fuels and trends in their usage
• assess the differing environmental impacts of each fuel at a local and global scale
• look to possible alternative energy sources
• consider the concept of the sustainability of current patterns in energy use.

Images and examples

Teachers should

• use the EPA Millennium report to identify the current patterns
• carry out an environmental audit of the energy use in the home and school
• use materials from environmental agencies to highlight possible and viable alternatives
• use videos, texts or internet sources to encourage research into the issues.

Prior experience

Teachers should

• elicit students' experiences, attitudes and awareness of the role of fossil energy in their lives
• calculate the number of journeys taken by students in the past week and examine the range of fuels used
• refer to Junior Certificate materials relating to oil, peat and acid rain
• get students to consider the use of any alternative energy sources within their experiences.

New information

Teachers should

• provide facts on patterns of consumption of oil, gas, coal, peat and wood within the Irish economy
• illustrate economic growth figures and output growth in energy sources
• direct students to find up to date figures on air quality and the resource limits in Ireland
• provide sources on viable alternative energy sources including HEP wind and solar energy.

Understanding performances

Students should

• debate the sustainability of current energy usage trends in the Irish economy.
• outline the facts in relation to the global and local environmental impacts of these trends
• suggest the most viable and sustainable policy towards developing alternative sources.

ELECTIVE UNIT 5:
PATTERNS AND PROCESSES IN THE HUMAN ENVIRONMENT

Statement 5.6: Problems can develop from the growth of urban centres.

Topic for study:

• Urban problems of traffic movement and congestion.

Understanding goals

Students will be able to

• isolate the main problems associated with traffic in their own community and in an Irish city
• trace the development of these problems since 1960
• analyse current traffic management strategies
• develop their own strategies to solve traffic movement and congestion problems.

Images and examples

Teachers should

• look at everyday experience of commuters in their own community
• conduct an individual investigation into the journey to school and work patterns of their neighbours
• look at the EPA video "The State We're In" on traffic
• conduct a simple traffic flow survey in the community recording vehicle types, number of occupants and direction of travel.

Prior experience

Students should

• record individual travel times between different points on their personal journeys at different times of the day
• refer to Junior Certificate material on traffic flow and direction
• scan media reports for any references to traffic strategies
• use the internet to look at the situation in European cities.

New information

Teachers should

• provide facts on the most widely used public transport initiatives including QBCs, light rail and metro
• provide a detailed analysis of the Dublin Transport Initiative and a contrasting strategy for another world city
• provide sources of information on the growth of car ownership in Ireland and the passenger numbers on public transport.

Understanding performances

Students should be able to

• debate the effectiveness and adequacy of current traffic management plans in Irish cities
• use local area maps to illustrate the problem areas for traffic and isolate the main reasons
• devise an alternative strategy for the local area
• analyse the effectiveness and limitations of public transport in dealing with traffic problems.

OPTIONAL UNIT 6:
GLOBAL INTERDEPENDENCE

Statement 6.2: We live in an interdependent global economy. Actions or decisions taken in one area have an impact on other regions.

Topic for study:

• A case study of a specific multinational company with reference to the impact of global trading patterns in relation to both producer and consumer regions.

Understanding goals

Students will be able to

• trace the structure of one MNC across its global trading network identifying producer and consumer regions
• identify clear economic and social impacts on the producer and consumer regions.

Images and examples

Teachers should use

• an example of an Irish company operating mainly within Ireland to trace the trading network and the sources of raw materials and product markets
• use maps to trace the global linkage within trading patterns of one commodity, e.g. oil or coffee.

Prior experience

Teachers should

• re-examine Junior Certificate topics relating to unfair trade
• get students to examine the place of production of some everyday consumer items like food, clothing and electrical goods. These points of production should be mapped
• make clear links with the chosen global region from Core Unit 2 and the MNC case study in Elective Unit 4 (4.3) if appropriate.

New information

Teachers should facilitate the provision of

• details relating to a case study on one particular MNC
• factual up to date information on the regional impact of the activities of the MNC
• any statistical information relating to the economic and social development of the regions. The use of IT sources should be encouraged.

Understanding performances

Students should be able to

• identify, map, and describe the trading activities of a selected MNC
• select and classify the key social and economic impacts of the activities of the MNC in relation to producer and consumer regions
• make value judgements in relation to the justice and fairness of the situation if appropriate.

OPTIONAL UNIT 7:
GEOECOLOGY

Statement 7.3: The pattern of world climates has given rise to distinctive biomes. These biomes are world regions characterised by groups of plants and animals adapted to specific conditions of climate, soils and biotic interrelationships.

Topic for study:

• Students should study one major biome/s in detail by examining climatic and soil characteristics and related patterns of animal and vegetation distribution.

Understanding goals

Students will be able to

• identify one major biome
• describe the climate and soil conditions of the biome
• relate the animal and vegetation distribution to these patterns of soil and climate.

Images and examples

Teachers should use

• world maps to identify the region/biome
• focus on the Irish climate and soil characteristics and relate these to the vegetation and animal distribution
• contrast this situation with general images from the chosen major biome
• use images, pictures, video or IT sources to build up a visual experience of life in the chosen region.

Prior experience

Teachers should

• re-examine the climatic regions studied at Junior Certificate
• make clear linkages with the continental or subcontinental region selected in the study of Core Unit 2
• look to simple experiences of the student in the garden, greenhouse or public park ­ reinforcing the relationship between climate, soils, plants and animals.

New information

Teachers should facilitate the provision of

• a detailed case study of a particular biome
• statistical and graphic information relating to the key topics of climate, soils, flora and fauna
• electronic sources of information relating to key issues for the students to explore.

Understanding performances

Students should be able to

• locate the biome and draw a simple sketch map of the region
• identify and discuss the key relationships between the soils, climate, vegetation and animal life as applied to the chosen biome
• make simple contrasts between these relationships and patterns and the major biome in which Ireland is situated.

OPTIONAL UNIT 8:
CULTURE AND IDENTITY

Statement 8.2: Nationality and the nation state are political entities placed on the physical and cultural landscape.

Topic for study:

• Physical and political boundaries.
• Examples of cultural groups within nation states.

Understanding goals

Students will be able to

• identify particular nation states which have been placed on the physical landscape
• discuss the complexity of placing a political boundary across a physical and cultural landscape
• outline particular examples of cultural groups identifiable within nation states.

Images and examples

Teachers should

• use maps of Europe and Ireland to illustrate changes in political boundaries in the pre war/post war era
• use a number of global examples e.g. the division of Africa by colonial powers and the division of the western states of the USA.
• get students to draw simple sketches of the geographical spread of cultural groups, e.g. the Kurds, Sami (Lapps), to show their distribution relative to physical and political boundaries.

Prior experience

• Link back to cultural regions in Core Unit 2 with examples from Belgium and Scandinavia.
• Use a case study of conflict between cultural groups in nation states as a result of political boundaries e.g. Tutsi and Hutus in Rwanda, Greeks and Turks in Cyprus or the Basques in Spain.
• Use the historic development of Northern Ireland from 1900 to 2000 to trace the changes and complexity of drawing political boundaries and the position of cultural groups within these boundaries.

New information

Teachers should use two case studies:

• the establishment, composition and destruction of former Yugoslavia
• the unity and cultural complexity of Spain.

Understanding performances

Students should be able to

• describe, using two examples, situations where political national boundaries are discordant with the physical landscape
• describe, using two examples, situations where cultural groups were placed within political national boundaries
• discuss the different points of view, attitudes, and reactions of people within this situation.

OPTIONAL UNIT 9:
THE ATMOSPHERE-OCEAN ENVIRONMENT

Statement 9.5: The surface of the earth can be divided into distinctive climatic environments. The characteristics of climate can change over time and space.

Topic for study:

• One distinctive global climate.
• Examples of climate change.

Understanding goals

Students should be able to

• identify one distinctive global climate area
• identify the main climatic forces which are responsible for the existence of the global climate area
• briefly outline examples of climate change both past and present.

Images and examples

Teachers should

• use a range of visual material to describe and visualise the climatic region
• use internet weather reports to get detailed metrological information
• use maps and weather maps to illustrate the physical and metrological characteristics of the region
• review the study of glacial processes in Core Unit 1 as an example of climate change.

Prior experience

Teachers should

• revisit Junior Certificate material relating to climatic regions
• link with the chosen European and continental regions from Core Unit 2
• get students to draw on and describe their travel experiences to focus on different climates

New information

Teachers should

• provide students with sources of detailed factual information on the regions chosen
• encourage the use of internet searches for visual and textual information
• show the students the EPA video 'The State We're in' ­ A Climate of Change
• provide simple information about 'El Nino'.

Understanding performances

Students should be able to

• outline the distinctive climatic characteristics of their selected region
• identify and isolate the major climatic processes responsible for these characteristics
• discuss and differentiate between natural and man-made processes of climate change
• discuss generally the possible impacts of climate change on the their selected region of study.

USING INFORMATION AND COMMUNICATIONS TECHNOLOGY IN DELIVERING THE SYLLABUS

Geography is a subject highly compatible with the new technology. The internet gives access to up to date information, happenings and statistics for a rapidly changing world. Word processors, databases and spreadsheets speed up and make more presentable many mundane tasks of calculations, report writing and the drawing of maps and graphs. Desktop publishing and presentation software harnesses the power of multimedia in producing well designed reports and projects. Below are some of the applications which can be utilised in geography teaching.

• Word processing and desktop publishing
  A word processing package is used to format text. It is useful for notes, handouts, examinations, homework and essays. Desktop publishing allows all types of graphical material to be laid out and displayed. This allows posters, newsletters, brochures and booklets to be produced.
• Presentations
  Presentation software allows for text, pictures, graphics, sound and video to be combined in presenting a topic through a series of slides. They can be shown in sequence with animation and transition effects. Useful for teachers to introduce a topic. Students can use this as an alternative to text for displaying projects.
• Spreadsheets
  Used for data processing, modelling. Most applications support the drawing of graphs in many forms.
• Databases
  Stores information which can be instantly assessed, queried, refined. Material can be verbal, numeric or graphical; e.g. maps. Encyclopaedias and atlases are examples of databases.
• Graphics
  Various applications which can produce high quality graphics, diagrams and posters.
• Digital photography and digital video
  These can be used for recording information in the field. Images taken can be manipulated and used in conjunction with all the applications above.
• Mapping
  Displays maps on a variety of scales from global down to detailed O.S. street maps.
• Models, games and simulations
  Allows students to interact in dealing with real issues, e.g. managing a rain forest, cleaning up pollution, etc.
• E-mail and video-conferencing
  Allows students to share classes and work with students in other schools in Ireland and in other countries.
• The Internet
  Can be used to interrogate the practically infinite amount of knowledge from all over the world. However the quality of sites varies enormously. Guidance should be given to students as to which sites are worthwhile. It is important that the content of sites be analysed and incorporated into the student's assignments through critical selection and summary rather than by simply copying blocks of information.
  Information sourced from the internet and used in the Geographical Investigation must be properly cited and acknowledged.
• GIS
  Geographic information systems allow for all types of data to be digitally plotted on a base map of varying scales from global to local, and then interrogated to show spatial correlations between the data. It is becoming widely used in government, local authorities and businesses.
  Because of its complexity and high cost its uses are limited in the classroom to date, but this is likely to change in the future. It will be increasingly used to display fieldwork findings and to spatially analyse census data.

ICT IN THE CLASSROOM

Given the number of applications which are relevant, Geography is in a unique situation to exploit the potential of ICT. It can best do this where the hardware is readily to hand, in the classroom. Schools in the future will have computers in every classroom. A number of terminals for student use and a teacher unit linked to a digital projector would be desirable.

ICT AND THE GEOGRAPHICAL INVESTIGATION

ICT will be increasingly incorporated into the geographical investigation. Data collected in the field can be entered in a database and processed. Tables can be constructed via a spreadsheet and quickly converted into graphics. Digital cameras can be used to capture landscape features which can be made into annotated sketches in the classroom. The internet can be used for secondary research. The report on the geographical investigation can be completed using a word processor. Maps and graphs can be digitally produced and pasted into the reporting booklet.

However the use of ICT will not confer any advantage to students in the assessment of the investigation. It should be viewed as a useful processing tool if the resources are available to the student, at school or at home.

ICT AND ASSESSMENT

Software is available to allow tests to be constructed, which students can take onscreen and which can be instantly marked and scored.