ALL THREE CORE UNITS MUST BE TAKEN BY BOTH ORDINARY AND HIGHER LEVEL STUDENTS.
| Core Unit 1: | Patterns and processes in the physical environment |
| Core Unit 2: | Regional geography |
| Core Unit 3: | The Geographical Investigation and skills unit |
CORE UNIT 1
PATTERNS AND PROCESSES IN THE PHYSICAL ENVIRONMENT
AIMS
This unit aims to examine the relationship between the tectonic cycle, the rock cycle and the processes of landform development.
SKILLS
In the study of this unit, students understand and use, where appropriate, the geographical skills of
- map interpretation
- figure interpretation
- photograph analysis
- statistical analysis
- figure drawing
- information technology applications.
OUTCOMES: ORDINARY LEVEL
On completion of this unit, the ordinary level student should be able to
- explain the theory of plate tectonics
- show an understanding of the processes of rock formation, weathering and erosion
- explain the processes of landform development involving the interaction of the tectonic cycle, rock cycle, and surface processes
- show how human activities can affect these processes
- understand and use the skills listed to describe the physical environment.
OUTCOMES: HIGHER LEVEL
On completion of this unit, the student should be able to
- show a detailed understanding of the theory of plate tectonics
- 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, and surface forces
- illustrate how landforms represent a balance, through time, between endogenic (internal) and exogenic (external) forces
- assess, at different scales, the impact of human activity on the physical processes at work on the landscape
- understand and use the skills listed above to interpret the physical environment.
SETTINGS
At all times, teachers should endeavour to explain geographical phenomena by using local examples, where available, to illustrate the topics. National and international examples are also provided throughout the syllabus. These settings are provided as examples and are not prescriptive. Teachers are also given the freedom to choose their own settings and case studies to illustrate the topics for study. The topics for study and the chosen settings should, where possible, be linked to the regions studied in Core Unit 2.
CORE UNIT 1: PATTERNS AND PROCESSES IN THE PHYSICAL ENVIRONMENT
| | Content description | National settings | International settings |
1.1 | The tectonic cycleStatement: The mobility of the earth's crust produces endogenic forces, which give rise to geological structures within it. Crustal structures are created, modified and destroyed as part of the tectonic cycle. Students should study: - the internal structure of the earth
- the plate tectonics model
- plate boundaries as zones of crustal construction and destruction
- the geography of volcanoes and earthquakes and how they and their effects may be predicted.
|
The position of Ireland in relation to plate boundaries now and in past geological periods.
Antrim basalt extrusion in relation to the opening of the Atlantic. |
Global geography of lithospheric plates.
Global geography of volcanic and seismic activity. |
1.2 | The rock cycleStatement: Rocks are continually formed, modified, destroyed and reconstituted as part of the rock cycle. They are formed and modified by endogenic forces; they are destroyed by exogenic forces of erosion on exposure to weather and climate; they are reconstituted by the deposition of sediments. Students should study - the geotectonic setting of the formation of igneous (both plutonic and volcanic), metamorphic and sedimentary rocks
- the processes of weathering (both physical and chemical), mass wasting and erosion by rivers, sea, ice and wind (N.B. This can be studied in conjunction with section 1.5 below)
The human interaction with the rock cycle, paying particular attention to one of the following: mining, extraction of building materials, oil gas exploitation, geothermal energy production. | Irish rock types as illustrations of plutonic, volcanic, metamorphic, and sedimentary settings. Appropriate national examples. | The North American continent with its active and trailing plate margins. Appropriate international examples. |
1.3 | Landform development (i)Statement: The development of landforms is influenced by geological structures which have resulted from the operation of the tectonic cycle Students should study the effects of the following on landform development: - volcanic and plutonic structures, lava flows, volcanoes, joints etc
- sedimentary structures, bedding planes, joints etc
- structures of deformation including folding, doming, and faulting ( by both vertical and horizontal displacement).
| Appropriate examples e.g. Landforms of the Antrim plateau and the Leinster batholith. for example Dartry-Cuilcagh upland. for example South Ireland ridge and valley province, Armorican thrust front, Donegal thrust and tear faults etc. | Appropriate examples e.g. Hawaii, Iceland Devon and Cornwall. for example Paris Basin, Brecon Beacons etc. for example The Appalachians, The Weald, The Alps. |
1.4 | Landform development (ii)Statement: The development of landforms is influenced by rock characteristics which have resulted from the operation of the rock cycle Students should study - landforms associated with particular rock types
- the way in which spatial variations in rock type may influence the physical landscape.
| Appropriate Irish examples e.g. The Burren, Marble Arch upland, Mask-Corrib lowland, Wicklow Granite landscapes. | Appropriate examples e.g. Slovenia, S.W. China, Kentucky, Jamaica. Appropriate examples e.g. Dartmoor. |
1.5 | Landform development (iii)Statement: The development of landforms is influenced by surface (exogenetic) processes which may vary (both spatially and temporally) in their intensity and frequency of operation. Students should study all of the surface processes listed and focus in detail on one of the following: - mass movement processes and the factors governing their operation - Appropriate Irish examples.
- fluvial processes, patterns, and associated landforms - Appropriate Irish examples.
- coastal processes, patterns, and associated landforms
- glacial processes, patterns, and associated landforms - Appropriate Irish examples.
| Appropriate Irish examples e.g. Antrim coastal landslides, bog bursts in N.W. Ireland etc. | for example, Mudslides in Italy. Middle East, S. America etc. |
1.6 | Landform development (iv)Statement: All landforms represent a balance between endogenetic and exogenetic forces; this balance may change through time. Students should study the way in which landforms result from a combination of crustal uplift (in response to isostatic readjustment) and denudation by surface processes, and that sometimes landscapes illustrate that these opposing forces are temporarily out of balance. Students should study - isostasy
- fluvial adjustment to base level
- cyclic landscape development and peneplains.
| Rivers of N.W. Ireland. Planation surfaces in Munster. | |
1.7 | Human interactionStatement: Human activities can impact on the operation of surface processes. Students should study one of the following: - mass movement processes and the impact of overgrazing, overcropping and deforestation - Appropriate Irish examples.
- river processes and the impact of hydro-electric dams, canalisation and flood control measures
- coastal processes and the impact of recreational pressures, coastal defence work, conservation and management measures.
| | Appropriate examples. |
CORE UNIT 2
REGIONAL GEOGRAPHY
AIMS
This unit aims to examine how economic, human, and physical processes interact in regional settings.
SKILLS
In the study of this unit, students should understand and use, where appropriate, the geographical skills of
- map interpretation
- figure interpretation
- statistical analysis
- information technology applications.
OUTCOMES: ORDINARY LEVEL
On completion of this unit the ordinary level student should be able to
- explain the idea of a region as identified by selected criteria
- show how physical, economic, and human processes interact within regions in Ireland, Europe and in one continental / sub continental region
- illustrate the complexity of regions and how boundaries can change over time
- use the skills listed above, where possible, in the study of regions.
OUTCOMES: HIGHER LEVEL
On completion of this unit the Higher level student should be able to
- 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
- assess the complexity of this interaction, and the potential for change in the boundaries and extent of regions using specific examples
- use the skills listed above, where possible, to interpret how economic, human, and physical processes interact in a regional setting.
SETTINGS
Having examined the concept of a region from a variety of scales and indices, students will then focus on the study of five regions. Students should study two contrasting regions in Ireland and two European regions. In addition students should study one continental or subcontinental region other than Europe. These regional settings should also be used, where possible, to represent the content of Unit 1 and either of elective units 4 or 5 and the chosen optional unit (higher level only).
| | Content description | National settings | International settings |
2.1 | The concept of a regionStatement: A region is an area of the earth's surface, which can be identified by selected criteria operating at a variety of scales. Single or multiple indices may be used to study these regions. Students should study physical regions: - climatic regions, in particular the cool temperate oceanic
- geomorphological regions including:
- Karst landscapes
- Munster ridge and valley
- Northern European plain.
- administrative regions at different scales
- cultural regions
- regions associated with language
- regions associated with religion
- socio-economic regions
- less-developed regions
- core regions
- peripheral regions
- regions of industrial decline
- nodal/city/urban regions
- urban areas and hinterland
| Irish climate. for example Burren. for example South Munster. Local council/corporations, constituency boundaries, county divisions. Examples in Ireland. Examples in Ireland. Regional examples chosen here can be linked with 2.2, Irish regions. Irish cities. | North West Europe. French departments. Belgium. The Islamic world. Examples in Europe. Regional examples chosen here can be linked with 2.2, European regions. European cities. |
2.2 | The dynamics of regionsStatement: The study of regions show how economic, human, and physical processes interact in a particular area. Students should study - two contrasting Irish regions: the study of each region should include - physical processes, e.g. climate, soils, relief, drainage
- economic processes
- primary activities e.g. agriculture, forestry, fishing, mining/energy
- secondary activities e.g. patterns in manufacturing activities
- Tertiary activities e.g. tourism and transport
- human processes, e.g. language, religion, urban and rural development, population dynamics
- two contrasting European regions. Students can choose one region from Scandinavia and/or one from western/central Europe (including the United Kingdom) and / or one from the Mediterranean. The study of the region should include
- physical processes e.g. climate, soils, relief, and drainage
- economic processes
- primary activities e.g. agriculture, forestry, fishing, mining/energy
- secondary activities e.g. patterns in manufacturing activities
- tertiary activities, e.g. transport and tourism.
- human processes, e.g. language, religion, urban and rural development and population dynamics
- one continental/subcontinental region. The study should include
- physical processes, e.g. climate, soil, relief and drainage
- economic processes,
- primary activities e.g. agriculture, forestry, fishing, mining/energy
- secondary activities e.g. patterns in manufacturing activities
- tertiary activities, e.g. transport and tourism.
- human processes, e.g. language, religion, urban and rural development and population dynamics.
| | European regions A non-European region. |
2.3 | The complexity of regions (i)Statement: The study of regions illustrates the geographical complexity of the interaction between economic, cultural and physical processes. Students should study - the interaction of economic, political and cultural activities
- the interaction of different cultural groups and political regions
- the future of the Europe and the European Union, with particular reference to the issues relating to political union, economic union, and sovereignty.
| The Republic of Ireland and Northern Ireland. | European examples. The EU. |
2.4 | The complexity of regions (ii)Statement: The boundaries and extent of regions may change over time. Students should study - changes in the boundaries and extent of language regions
- urban growth and the expansion of city regions
- European Union development and expansion
- changes in political boundaries and their impact on cultural groups.
| Gaeltacht areas from 1850.Dublin Council structures. Irish economic regions. | Appropriate examples. Post-war development, eastern European expansion. |
CORE UNIT 3
THE GEOGRAPHICAL INVESTIGATION AND SKILLS UNIT
AIMS
This unit aims to encourage the development of skills in handling spatial information leading to the completion of an individual geographical investigation.
SKILLS
In the study of this unit, students should understand and use a range of geographical skills including
- map interpretation
- photograph analysis
- statistical analysis
- information technology applications
- geographical information systems
- planning a geographical investigation
- data collection
- the use of documentary sources
- report planning
- analysis and presentation of results and conclusions.
OUTCOMES: ORDINARY LEVEL
On completion of this core unit Ordinary level students should be able to
- understand and use some or all of skills listed
- work through the distinct stages of a geographical investigation
- use statistical analysis and information technology in the interpretation of basic results and conclusions
- apply some or all of the geographical skills listed to complete a geographical investigation
- experience, where possible, working conditions similar to those likely to be encountered in employment.
OUTCOMES: HIGHER LEVEL
On completion of this core unit, Higher level students should be able to
- understand, use and apply the skills listed 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
- experience, where possible, working conditions similar to those likely to be encountered in the world of work.
THE GEOGRAPHICAL INVESTIGATION FOR ORDINARY AND HIGHER LEVEL STUDENTS
Students must complete a geographical investigation from an annual list of topics issued to schools by the State Examinations Commission in Leaving Certificate Year 1. A report on the completed geographical investigation will be submitted for assessment at the end of term one in Leaving Certificate Year 2. While it is recognised that class groups may work on one investigation, each candidate must present a full and complete report for assessment purposes. No group projects will be accepted. Primary and secondary sources of information should be used in the investigation to a ratio of 60% primary sources and 40% secondary sources. The report on the geographical investigation will be assessed outside of the terminal written examination. The geography teacher and the school principal will verify the authenticity of the investigation report as being that of each individual Leaving Certificate candidate.
STRUCTURE AND ORGANISATION OF THE INVESTIGATION
Students must submit a report of an investigation as detailed below.
| Stage | Activities |
| Introduction: Posing the problems and devising a strategy | - the selection of a topic for investigation
- a clear statement of hypothesis or aim
- an outline of the objectives
- identification of the types of information required
|
| Planning: Preparation of the work to be carried out | - the selection of methods for the collection and gathering of information
- the design of a questionnaire or recording sheets
- decisions on locations for the investigation
|
| Collection of data | - the use of instruments to make measurements
- records of observations made in the field
- the use of questionnaires and surveys as appropriate
- the use of a variety of secondary sources, e.g. documentary sources
- a discussion of the problems encountered
|
| Preparation of the report | - the organisation of data
- the use of illustrations, graphs, maps, and tables
- the use of ICT, where appropriate, to prepare and present results and conclusions
|
| Conclusion and evaluation | - analysis and interpretation of results
- the drawing of valid conclusions
- the comparison of findings with established theory
- the evaluation of hypotheses
- the examination of the validity of the investigation and suggestions for improvements
|
THE APPLICATION OF SKILLS AT ORDINARY LEVEL
The teaching and application of these geographical skills should be integrated into the teaching of the core units and the chosen elective where appropriate.
1. Map and aerial photograph interpretation
Students should be able to understand and use
- co-ordinate systems (latitude and longitude)
- grid references
- scale, distance and direction
- altitude and slope
- sketch maps
- symbol recognition
- pattern recognition.
2. Satellite imagery
Students should study satellite imagery of the physical and human landscapes. Students should relate and use satellite imagery in the study of the content of the core and elective units, where appropriate.
3. Figure interpretation
Students should represent and understand information in the form of figures, graphs, and tables.
4. Census of population data
Students should study recent census returns for Ireland. They should use a range of census information to study the demographic structure of a population. Students should study published census information and examine population trends in their local area.
5. Weather maps and weather data
Students should study daily weather maps and examine the information shown and symbols used. Students should examine media weather reports and interpret synoptic weather maps.
6. Textual sources
Students should understand and use, where possible, a range of textual and secondary sources of information (from both the past and present), particularly in relation to their geographical investigation.
THE APPLICATION OF SKILLS AT HIGHER LEVEL
1. Map and aerial photograph interpretation
Students should use and apply the spatial concepts of
- co-ordinate systems (latitude and longitude)
- grid references
- scale, distance, and direction
- altitude and slope
- sketch maps
- symbol recognition
- cross-sections
- pattern recognition
- statistical mapping
- absolute and relative location using maps and aerial photographs.
2. Satellite imagery
Students should use satellite imagery in the examination of large areas of the physical and cultural landscape. Students should relate and use satellite imagery in the study of the content of the core and elective units.
3. Figure interpretation
Students should analyse and evaluate information in the form of figures, graphs, and tables.
4. Census of population data
Students should study recent census returns for Ireland. They should use a range of census information to study the demographic structure of a population. Students should study published census information and examine population trends in their local area.
5. Weather maps and weather data
Students should study daily weather maps and examine the information shown and symbols used. Students should examine media weather reports and interpret synoptic weather maps.
6. Textual sources
Students should understand and use, where possible, a range of textual and secondary sources of information (from both the past and present), particularly in relation to their geographical investigation.
7. Geographical information systems (GIS)
GIS, as a specialised investigative tool, can be used to combine data sources in the study of particular areas or geographical problems. Studies should involve a combination of skills in the study of one of the following:
- the use of aerial photographs, census material, and maps in the study of urban sprawl
- the use of satellite images and statistical information in the study of changing agricultural land use
- the use of aerial photographs, maps, and statistical information in the study of forestry development
- the use of maps, aerial photographs, and the record of monuments and places in the study of the destruction of archaeological sites.