Structure
The content of the geography curriculum for first and second classes is presented in two sections:
- a skills and concepts section which describes the geographical skills and concepts which children should develop as they encounter topics in the curriculum
- a number of strands which outline the topics to be included in the geography programme. The topics within each strand are referred to as strand units. Exemplars and suggestions are shown in italic type throughout the content sections.
The presentation of content in these two sections is intended to help teachers in planning for the development of important skills, concepts and attitudes as knowledge and understanding of geographical topics are acquired.
Skills and concepts in geography
The geographical skills and concepts outlined at this level are arranged under three headings:
- A sense of place and space which describes the development of the child's awareness of the distinctive characteristics of places, and his/her locational knowledge and cognitive mapping abilities in the immediate environment
- Maps, globes and graphical skills which describes how drawings of familiar locations and the investigation of outlines and plans may help in the development of the child's mapping skills
- Geographical investigation skills which outlines how simple scientific investigative skills may be developed through geographical work.
The strand units within the three strands below will provide the context within which most of these skills and concepts will be developed.
The strands of the geography curriculum
The strands of the curriculum present the geographical topics which children will explore through the study of
- Human environments, which involves the child in learning about homes and other significant places in the built environments of the locality and beyond and the people who live and work in these places
- Natural environments, which is concerned with the child's developing knowledge of local natural environments, weather and other natural features
Environmental awareness and care, which outlines how geography and science can foster the child's appreciation of environments and his/her sense of responsibility for their conservation and enhancement. This strand is common to the geography and science curricula and will be a major cross-curricular link.
The range of suggestions contained within the units of these strands provide considerable flexibility for schools and teachers in the selection of content.
A spiral approach
The curriculum is based on a spiral approach in which some geographical topics may be explored in increasing detail at a number of levels. For example, activities completed in the unit 'People at work' at this level will concentrate on the lives of 'people who help us' and will provide an important introduction to the study of services and industry in subsequent years. Planning by schools and teachers will help to ensure that children experience continuity and progression throughout the geography programme while undue repetition or significant gaps are avoided.
The local environment
Geographical activities should be based on the local environment and all pupils should have opportunities to explore and investigate the environment systematically and thoroughly. Geographical concepts and skills should be developed through explorations in the immediate environment whenever possible.
Breadth and depth in a menu curriculum
A broad and balanced curriculum will ensure that children have access to a comprehensive range of geographical ideas and concepts from a variety of environments while providing opportunities for the development of skills through practical investigations in the locality. Within the strand units, it is not expected that children should complete each objective or suggested activity; rather teachers and schools will select from the content objectives and exemplars outlined.
Linkage and integration
The content for SESE has been presented in the three curricular documents: history, geography and science. However, SESE is best approached in a holistic manner with younger children. A considerable degree of overlap exists between the strands and strand units of the content in the three curricula so as to facilitate an integrated topic or theme approach with first and second classes.
It should also be noted that activities designed to develop the child's understanding of citizenship, community, human interdependence and relationships are more fully treated in the SPHE curriculum.
Within the content sections notes below strand units suggest some of the instances where linkage (i.e. integration within the geography curriculum) and integration (i.e. cross-curricular connections) might be established.