Skills and concepts development for fifth and sixth classes

The geographical skills and concepts below will be developed as work is completed on the strands and strand units of the curriculum.

A sense of place and space

Through completing the strand units of the geography curriculum the child should be enabled to

A sense of place

• explore and become familiar with the distinctive natural and human features of the locality, the county and Ireland
  people and communities living and working in these areas
  how literature, culture, language and customs reflect the nature of places
  major natural features
  settlement: homes, other buildings, open spaces
  economic and leisure activities
  townland, parish and county boundaries
  major regions (e.g. Burren, Golden Vale)
  transport and other links between these features
• become familiar with the distinctive natural and human features of some places in Europe and other par ts of the world

A sense of space

• acquire an understanding of the relative location and size of major natural and human features
  the major features of the locality and county
  some of the major features of Ireland
  county, provincial and other boundaries in Ireland
• begin to develop an understanding of the names and relative location of some natural and human features of Europe and the world
  a small number of major natural features
  some countries, capitals and major cities
  continental boundaries
• estimate and measure distances and establish cardinal directions during exploration of the locality
• develop some awareness of directions in wider environments
• use and record directions and routes on maps.

Maps, globes and graphical skills

Through completing the strand units of the geography curriculum the child should be enabled to

Using pictures, maps and models

• develop familiarity with, and engage in practical use of, maps and photographs of a variety of scales and purposes
  maps of locality, Ireland, Europe and the world
  bus, train and other route maps, aerial photographs
  maps on CD-ROMs and other electronic sources
• develop an understanding of and use common map features and conventions
  symbols (e.g. contour shading for mountains and lowland)
  key, index and simple grid-style references
  align (or set) a map of locality or region
  scale
• use maps to record routes and directions in the locality and wider environments
• construct some simple maps and models of natural and human features in the local environment

Maps and globes

• compare maps, globes, aerial photographs, satellite photographs and other remotely sensed images
• recognise key lines of latitude and longitude on the globe
  Equator, Tropics of Cancer and Capricorn, Arctic and Antarctic Circles, Greenwich Meridian, International Date Line
  latitude and longitude of Ireland
• develop some awareness of problems of map construction
  effect of various map projections on relative size of countries
  importance of perspective and bias in map construction.

Geographical investigation skills

Through completing the strand units of the geography curriculum the child should be enabled to

Questioning

• ask questions about natural and human features and processes in the environment and their interrelationships
  How have humans changed this place and why?
  Why should a factory locate in this place?

Observing

• observe natural and human elements and processes in the environment and their
  colours and textures of natural materials
  building styles and materials in urban or rural areas
  varying farm and settlement patterns in rural landscapes

Predicting

• offer suggestions (hypotheses) based on a number of observations as to the likely results of investigations
• make inferences based on suggestions and observations
• propose ideas or simple theories which may be tested by experimentation

Investigating and experimenting

• carry out simple investigations and collect information from a variety of sources
  observations and experiments in the environment and classroom
  photographs, books, maps and other media
  information and communication technologies

Estimating and measuring

• use appropriate simple instruments and techniques to collect data
  improvised rain gauge, thermometer, trundle wheel, compass, record sheet
• use appropriate standard units of measurement
  mm of rainfall, distances in m and km
  wind speed using Beaufort scale

Analysing

• sort, group and/or classify data on people, events and natural phenomena using a range of appropriate criteria
  group buildings according to use in an urban area
  group fields according to crops grown on a farm
• look for and recognise patterns and relationships in the environment
  daily patterns in traffic flow on a road
  links between wind direction, temperature and rainfall
• interpret information and offer explanations
• draw conclusions from suitable aspects of the evidence collected

Recording and communicating

• record and present findings and conclusions using a variety of methods including oral, written, pictorial, photographic, diagrammatic and graphical forms and using information and communication technologies

Evaluating

• review the methods used in investigations and assess their usefulness.

Strand: Human environments

Strand units: People living and working in the local area and People living and working in a contrasting part of Ireland

The child should be enabled to

People and communities

• learn about and come to appreciate the peoples and communities who live and work in the locality and in a contrasting part of Ireland
  people who live and work in these areas
  how people in these areas depend on each other
  respecting and valuing diversity in the community
  role of community groups and organisations
  interdependence of local people and people in other parts of Ireland and the world

Natural environmental features and people

• become aware of the natural features in the locality and in a contrasting part of Ireland and their interrelationship with the lives of people living in these places
  major natural features, flora and fauna
  interrelationship of these features and the lives and work of people (e.g. lakes used as tourism attraction, river supplying power, mountains influencing farming)
  changes to natural environments and their causes

Settlement: homes and other buildings

• explore, investigate and come to appreciate the major features of the built environment in the locality and in a contrasting part of Ireland
  origins of the settlement
  place-names, street names: their origins and meaning
  shape or layout of features in the area in dispersed (e.g. single farmhouse) and/or collective settlements (e.g. groups of homes or buildings)
  different types of homes in the area, including houses, cottages, flats, caravans, trailers, mobile homes
  causes and effects of homelessness
  location and uses of buildings
  change, reconstruction and re-use of buildings
  common building materials and patterns and their relationship to the environment
  effect of weathering, pollution and other processes on appearance of buildings
  

Linkage
Natural environments -- The local natural environment
Environmental awareness and care
Integration
History -- Local studies; Continuity and change over time -- Homes, housing and urban developments
SPHE: Myself and the wider world; Materials
Science: Living things -- Plants and animals; Designing and making
Visual arts: work on colour, patterns and textures in the environment will complement work in visual arts.

People at work

• explore and investigate, especially through practical studies, one or more of the important economic activities of people in the locality and in a contrasting part of Ireland
  Food and farming
  investigate location, buildings and layout of a local farm
  influence of soils and other factors on farming
  work of the farmer through the year
  awareness of different types of farming
  (e.g. tillage, livestock, dairy or mixed farming, horticulture, fish farming, organic farming)
  changes in Irish agriculture (e.g.
  mechanisation, new technologies,
  environmental issues, markets, land use)
  sale and distribution of farm produce
  factors and activities affecting the life of
  farmers and farm families in Ireland
  (e.g. farm tourism and diversification, influence of EU)
  Forestry
  location factors for forests
  work of forester during the seasons
  work over the lifetime of the forest, the forestry cycle
  types of trees grown and their uses
  effect of forests on landscape and the environment
  forestry and industry
  Fishing
  location of fishing areas, types of fish caught
  workers on fishing boats and on shore
  development of fishing industry
  people and work involved in associated activities
  fishing and the environment Industry
  site and location factors of a factory or industry
  raw materials, process and products
  distribution and sales
  work of people involved
  benefits and possible disadvantages for
  people and the environment in the area
  changing patterns of industry (e.g. closure
  of older factories, growth of new industry)
  importance of local enterprise
  role of industrial agencies
  Services
  a service or services available in the area
  (e.g. postal service, banking, local authority, library services, health services, retailing, power and energy supply)
  work of people involved
  importance of service to the lives of people
  suggestions for the improvement of service
  role of county, national and rural service
  agencies and companies
  Tourism, leisure and recreation
  what makes place attractive to tourists
  types of tourism, people who visit the area
  local interests, pastimes and customs
  tourism, leisure and recreation infrastructure
  work of people employed
  caring for facilities, ideas for improving facilities
  role of cultural, sporting and other
  voluntary associations
  benefits and disadvantages of tourism
  promotion of tourism, leisure and
  recreation industry in Ireland and abroad

Transport and communications

• learn about the methods of transport and transport routes in the locality and in a contrasting part of Ireland
  road, rail, air, water, pipelines (e.g. gas)
• become aware of the advantages, disadvantages and roles of these methods
• learn about the available methods of communication
  postal and telecommunications
  electronic media (e.g. satellites, internet)
• become familiar with the work of people in these activities.

Linkage
Environmental awareness and care -- Environmental awareness
Integration
History: Local studies
Science: Materials; Designing and making

Strand units: People and other lands

The child should be enabled to

• study some aspects of the environments and lives of people in one location in Europe and one location in another part of the world
  location of these areas
  peoples and communities that live there
  language(s)
  art and culture, customs and traditions clothes
  play and pastimes, leisure interests
  population growth or decline
  some major features of the natural
  environment
  interrelationships of the lives of people and
  these features
  homes and settlements
  settled and nomadic lifestyles
  major cities (e.g. cities in European or other countries)
  shanty towns
  work and work-places (e.g. farming or other primary producers, industry, services, tourism)
  transport and communications
  similarities and differences between these places and Ireland
  trade, historic and other links these peoples have with Ireland
• develop an increasing awareness of the interdependence of people in these places and people in Ireland
• learn to value and respect the diversity of peoples and their lifestyles in these areas and other parts of the world
• become aware of various ethnic, religious and linguistic groups of peoples in Ireland, Europe and the wider world
• develop a sense of belonging to local, county, national, European and international communities.

Integration
History: Early people and ancient societies; Eras of change and conflict
Science: Designing and making

Strand units: County, regional and national centres

The child should be enabled to

• become aware of the location of the counties of Ireland, some of their towns and cities; the origins and geographical significance of their place-names
• identify some of their important buildings, features, facilities, parks, work-places
• learn of the movement of people to and/or from these centres
• become familiar with the names, locations and some well-known features of the capital cities of the European Union.

Strand units: Trade and development issues

The child should be enabled to

Trade

• explore, through the study of some major world commodities, trade issues
  commodities used by people in Ireland (e.g.
  sugar, tea, coffee, bananas, rubber, oil)
  where and how they are produced
  environment where they are produced
  work of people who produce these products
  trading of these products
  manufacturing, sale and distribution in Ireland
  terms of trade, fair or unfair trade conditions

or Famine

• become aware of the causes and effects of famine
  causes
  environmental factors
  natural disasters
  social and economic factors
  unequal distribution of land, resources or food
  effects
  on families and communities
  on land and environment
  on population movements
• examine the work of relief agencies and become aware of Irish involvement in them
• discuss possible short and long-term solutions to famine
• compare the experience of famine in Ireland with that of other countries

or Development and aid

• come to appreciate the inequalities between the developed and the developing world
• explore some of the issues and problems associated with aid
  effect on recipients, appropriate technology
• acquire some knowledge of the origins, work and Irish involvement in some major international organisations
  United Nations High Commission for Refugees (UNHCR)
  major non-governmental organisations (NGOs) (e.g. Trócaire, Red Cross).
  

Integration
History: Eras of change and conflict -- Traders, explorers and colonisers from Europe, The Great Famine, Changing land ownership in 19th century Ireland
History: Continuity and change over time -- Homes, housing and urban developments, Nomadism

Strand: Natural environments

Strand units: The local natural environment

The child should be enabled to

• investigate and learn about the main natural features in the locality and county
  aspects such as
  names and their origins
  location relative to other features
  relationship to major features of Ireland
  size, shape and appearance
  effect of weather and seasonal changes
  physical processes which have shaped or altered the feature (e.g. erosion by water or ice)
  of features such as
  streams, rivers, lakes, hills, drumlins, valleys, mountains, lowlands, beaches, shorelines, cliffs, bays, headlands
• observe and develop simple understanding of the links between these features
  marsh or bog between drumlins
  erosion of coastline and resulting beaches
  run-off and drainage patterns in the locality
  (e.g. drains in the school yard, street or farmland linked to tributaries, rivers and flood plains)
• investigate the influence of these features on plants and on the lives of animals and people
  range of flora and fauna
  homes, economic activities, transport, communications
• become aware of the ways in which people, animals and plants have exploited and/or altered these features
  water collection and supply, power generation
  mining, removal of peat, farming, tourism.
  

Linkage
Human environments: People living and working in the local area
Integration
Science: Living things; Materials

Strand units: Land, rivers and seas of Ireland

The child should be enabled to

• become familiar with the names and locations of some major natural features in Ireland
  mountain ranges, rivers, lakes, bays, headlands, islands
• become familiar with the relationship of these features with each other, with elements of the built environment and with significant natural features of Ireland
  towns built near rivers, harbours in bays
  links between local stream and major river
• understand some of the interrelationships between these natural features and the lives of plants, animals and humans.

Strand units: Physical features of Europe and the world

The child should be enabled to

• learn about a small number of the major natural features of Europe
  Alps, Rhine, Mediterranean Sea
• become familiar with the names and approximate location of a small number of major world physical features
  major mountain ranges (e.g. Rockies, Himalayas), major rivers (e.g. Nile, Amazon), deserts (e.g. Sahara, Great Australian), continents, oceans.

Strand units: Rocks and soil

The child should be enabled to

Rocks

• collect and identify some common rocks in the locality
• identify and explore the use of stone in building and other human activities, especially in the locality
• develop simple understanding of the structure of the Earth, using terms such as core, mantle, crust, plates of the crust, lava flow, volcano, earthquake
• learn about the characteristics of some common rock types and where they may be found in Ireland and in other parts of the world
  become aware of major rock groups (i.e. igneous, sedimentary and metamorphic) and some common rock types (e.g. granite, limestone, marble)

Soils

• collect and examine soil samples and their constituents
• compare soil samples from different parts of the locality
  compare constituent parts, colour, water retention
• learn of the relationship of plants and farming to soil types
• be familiar with some ways of changing and/or improving soil structure.

Integration
Science: Materials

Strand units: Weather, climate and atmosphere

The child should be enabled to

Weather observations

• use simple equipment to make detailed weather observations and recordings of phenomena
  main cloud types, cloud cover, temperature, rainfall or other precipitation, wind strength and direction, atmospheric pressure (using domestic barometer)
• record and display simple weather observations in systematic way using graphs, charts and common meteorological symbols
• use analysis of weather recordings to associate simple descriptions of clouds, amount of cloud cover, wind direction and other conditions with particular types of weather; make and test weather predictions
• collect weather lore, especially local traditions and knowledge

Weather and climate

• explore weather patterns over the year in the locality using a variety of graphical and analytical skills
• begin to appreciate the difference between climate and weather
• develop some awareness of weather patterns in other parts of Ireland and factors influencing climate in the locality and in Ireland
  altitude, distance from sea, distance from Equator, prevailing winds, aspect
• explore the relationships between climatic factors and aspects of building construction
  shelter, aspect, sunlight, insulation, weathering
• become aware of the characteristics of some major climatic regions in different parts of the world
• explore the relationship of climate to plant, animal and human life

The atmosphere

• develop simple understanding of some atmospheric features
  nature of the atmosphere, properties of air
  global wind movements, storms and weather disasters
  the water cycle
  atmospheric pollution.
  

Integration
Science: Energy and forces -- Heat; Materials -- air may be investigated as a material; Designing and making

Strand units: Planet Earth in space

The child should be enabled to

The Earth and the sun

• observe and record the positions of the sun when rising and setting and at different times of the day
• investigate the relative lengths and directions of shadows and the intensity of sunlight at different times of the year
• observe the changing lengths of day and night during the seasons
• understand the importance of sunlight as a source of energy for plants and animals
• become aware of the influence of the sun on atmospheric conditions
• become aware of the dangers of sunlight for eyesight and skin

The Earth, moon and solar system

• recognise that the Earth, its moon, the sun, other planets and their satellites are separate bodies and are parts of the solar system
• develop a simple understanding of the interrelationship of these bodies, including day and night and seasonal movements
• recognise a few of the major star constellations
  the Great Bear and Pole Star, Orion.

Strand: Environmental awareness and care

Strand units: Environmental awareness

The child should be enabled to

• identify, discuss and appreciate attractive and unattractive elements of natural and human environments
  buildings and elements of the human environment which use natural and other materials in an attractive way and are in keeping with the scale of immediate surroundings
• explore some examples of the interrelationship of climate, natural features, flora, fauna and human life in different environments in Ireland and in some of the main climatic regions of the world
  in locality
  ecosystem of tree, hedgerow, stream
  in Ireland
  boglands, mountains, Burren, rivers
  in other areas
  rainforest, grasslands, desert, tundra
• recognise and investigate aspects of human activities which may have positive or adverse effects on environments
  enhancement of the beauty of built environments
  protection of flora and fauna
  excess waste or non-biodegradable waste
  activities which affect the quality of air or water
  deforestation or desertification
  changes to buildings or streetscapes in towns
  recycling and reuse of materials
• become aware of the importance of the Earth's renewable and non-renewable resources
• foster an appreciation of the ways in which people use the Earth's resources
  mining, fishing, forestry, agriculture
  using wind, water, fossil fuels or nuclear energy to generate power
  using the environment for leisure activitie s
  processing raw materials in manufacturing
• come to appreciate the need to conserve the Earth's resources.
  

Linkage
Many of the objectives of these units will be achieved as children complete work in other strands of the geography curriculum.
Integration
Environmental awareness and care is a cross-curricular strand common to the geography and science curricula.
Visual arts: an awareness of colour and textures in the environment will complement work in visual arts.
PE: Outdoor and adventure activities

Strand units: Caring for the environment

The child should be enabled to

• examine a number of ways in which local and other environments could be improved or enhanced
• identify and discuss a local, national or global environmental issue
  an issue such as
  an incident of pollution
  construction of a new building, factory or road
  alterations to a building
  changes in farming practices
  traffic congestion and road safety
  suggestions for environmental
  enhancement
  global warming
  ozone depletion
  deforestation, desertification
  investigate the causes of the issue or problem
  identify and use ways to assess or measure the extent of the problem
  appreciate the roles and different views of people involved
  suggest possible actions and consider the effect of these on people and the environment
  participate in the resolution of the issue if possible
  organise collection of paper, aluminium cans or other materials for recycling
  compost waste in the school garden
  become aware of the need to use energy wisely in school and at home
• come to appreciate individual, community and national responsibility for
  environmental care
  explore concept of custodianship and its implications
  become familiar with concept of sustainable development
  appreciate the need to protect environments for present and future inhabitants.

Linkage
Many of the objectives of these units may be achieved as children complete work in other strands of the geography curriculum.
Integration
Environmental care is a cross-curricular strand common to the geography and science curricula.
Visual arts: an awareness of colour and textures in the environment will complement work in visual arts.
PE: Outdoor and adventure activities