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Resource Booklet

Geography

Cluster Workshop

2017/2018

www.jct.ie

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Contents

Glossary of Terms Page 3

Statements of Learning Page 5

Key Skills Elements relating to Geography Page 6

Key Skills for Junior Cycle Page 8

Structure of the Specification for Junior Cycle Geography Page 9

Geoliteracy Page 9

Mind Map Page 10

Elements Page 11

Learning Outcomes within the 3 Strands Page 12

Unpacking Learning Outcomes Page 14

“The Lee and Me” Unit of Learning Page 15

Reflection on Junior Cycle: Action Plans Page 17

Key Strategies and Resources Page 18

Junior Cycle Geography Page 20

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Glossary of Terms

Junior Cycle Profile of Achievement (A Framework for Junior Cycle 2015 p. 46)

The JCPA will reward achievement across all areas of learning as applicable: Subjects, Short Courses,

Wellbeing, Priority Learning Units, Other areas of learning. The JCPA will draw upon and report on

achievement across all elements of assessment including ongoing, formative assessment; Classroom-Based

Assessments; and SEC grades which include results from the state-certified examinations and the Assessment

Tasks.

The JCPA will have a nationally determined format. It will be compiled by the school and received by students

in the autumn following third year, when all assessment results from the SEC and the school are available and

confirmed.

Classroom-Based Assessments (Guidelines for the Classroom-Based Assessments and Assessment Task p.8)

Classroom-Based Assessments are best described as the occasions when the teacher assesses the students

using the specific tasks set out in the subject specification. The tasks are clearly described, as are the criteria

for assessment to support teacher judgement. The criteria are found in the Features of Quality linked to each

Classroom-Based Assessment. Although the assessment is similar to the formative assessment that occurs

every day in class, in the case of classroom-based assessment the teacher’s judgement is recorded for Subject

Learning and Assessment Review, and is used in the school’s reporting to parents and students.

Assessment Task (AT) (Guidelines for the Classroom-Based Assessments and Assessment Task p.16)

The Assessment Task is a written task completed by students during class time, which is not marked by the

class teacher, but is sent to the State Examinations Commission for marking. The Assessment Task is specified

by the NCCA and is related to the learning outcomes on which the second Classroom-Based Assessment is

based.

Features of Quality (NCCA Glossary of Terms)

Features of quality are the statements in the short course/subject specifications that support teachers in making

judgements about the quality of student work for the purpose of awarding achievement grades for certification.

As success criteria are closely linked to learning intentions and based on the day-to-day processes in the

classroom, student learning will gradually come to reflect the requirements set out in the features of quality

which are used for certification purposes.

Formative Assessment (A Framework for Junior Cycle p. 35-36)

The Junior Cycle will be underpinned by the further integration of formative assessment as a normal part of

teaching and learning in classrooms. Formative assessment involves teachers and students reflecting on how

learning is progressing and deciding next steps to ensure successful outcomes. A vital part of formative

assessment is the feedback that teachers provide to their students. Through a range of assessment activities

the teacher helps the student to identify what has been achieved and where there is room for further learning

and development. To facilitate the type of learning envisaged above, the role of the teacher and the dynamics

of the teacher-student relationship will evolve. Teachers will place a greater emphasis on integrating

assessment into their teaching so they can better monitor students’ progress in learning and identify how they

can support students to reflect on and critically analyse their own learning.

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Summative Assessment (NCCA Glossary of Terms)

Assessment is summative when it is used to evaluate student learning at the end of the instructional process

or of a period of learning. The purpose is to summarise the students’ achievements and to determine whether

and to what degree the students have demonstrated understanding of that learning by comparing it against

agreed success criteria or features of quality.

Learning Outcomes and Learning Intentions (NCCA Glossary of Terms)

Learning Outcomes: Learning outcomes are statements in curriculum specifications to describe the

knowledge, understanding, skills and values students should be able to demonstrate after a period of learning.

Learning Intention: A learning intention for a lesson or series of lessons is a statement, created by the teacher,

which describes clearly what the teacher wants the students to know, understand and be able to do as a result

of the learning and teaching activities.

Success Criteria (NCCA Glossary of Terms)

Success criteria are linked to learning intentions. They are developed by the teacher and/or the student and

describe what success looks like. They help the teacher and student to make judgements about the quality of

student learning.

Subject Learning and Assessment Review (SLAR) Meetings (A Framework for Junior Cycle p. 39-40)

In Subject Learning and Assessment Review meetings, teachers will share and discuss samples of their

assessments of student work and build a common understanding about the quality of student learning. Each

Subject Learning and Assessment Review meeting will be subject-specific and will focus on the Classroom-

Based Assessment undertaken by the particular year group.

Geoliteracy (Curriculum Specification for Junior Cycle Geography p. 14)

The specification is informed by the concept of Geoliteracy. This refers to students’ ability to develop far-

reaching decisions through geographical thinking and reasoning. Geoliteracy provides the framework for

understanding in geography and is threaded throughout learning and teaching of geography. The core

components of Geoliteracy are the three I’s:

▪ interactions

▪ interconnections

▪ implications.

Elements (Curriculum Specification for Junior Cycle Geography p. 15)

These elements inform how students will experience the learning outcomes within the strands. Students will

approach the learning outcomes through the lens of the elements:

1. Processes, patterns, systems and scale

2. Geographical skills

3. Sustainability.

Further information and resources can be found on the JCT Website: www.jct.ie

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Discuss with a partner one Statement of Learning that you use regularly.

Statements of Learning

How often are the Statements of Learning experienced in your

geography classes?

Please tick a box √

Statement of Learning Regularly Sometimes Rarely

SOL 6: Appreciates and respects how

diverse values, beliefs and traditions have

contributed to the communities and

culture in which she/he lives.

SOL 7: Values what it means to be an

active citizen, with rights and

responsibilities in local and wider

contexts.

SOL 8: Values local, national, and

international heritage, understands the

importance of the relationship between

past and current events and the forces that

drive change.

SOL 9: Understands the origins and

impacts of social, economic and

environmental aspects of the world

around her/him.

SOL 10: Has the awareness, knowledge,

skills, values and motivation to live

sustainably.

SOL 16: Describes, illustrates,

interprets, predicts, and explains patterns

and relationships.

SOL 18: Observes and evaluates

empirical events and processes and draws

valid deductions and conclusions.

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Key Skill elements relating to geography

Match the key skill with the examples of possible students’ learning activities on the next page.

Key skill Examples of possible student learning

activities Being creative

Being literate

Being numerate

Communicating

Managing information

and thinking

Managing myself

Staying well

Working with others

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1) Students

respect

differences

through learning

about different

cultures.

3) Students listen to

different views and

collaborate to plan a

presentation on

industrial conflict with

the environment.

4) Students measure, record and graph average

rainfall over a given period using a rain gauge.

2) Students

work as part of a

team to

complete a

project on

economic

activities in their

area.

5) Students choose an area

of personal interest to

explore based on an area

of learning they have

experienced.

8) Students

investigate the

origin of their

town or village.

9) Students learn about

global issues such as

climate change and

explore mitigation and

prevention options

6) Students

design hazard

management

defences.

11) Students collaborate with their peers to

prepare a project on the sustainable use of Irish

resources.

15) Students being

responsible, safe and ethical

in using any digital media

to research a geographical

topic.

10) Students debate how

economic development

influences opportunities

for a young person.

7) Students use

videos and

animations to

explain a population

change.

14) Students create

models to explain the

formation of fold

mountains.

13) Students

analyse

settlement

patterns.

12) Students

assign roles

and plan

group

projects.

16) Students discuss the impact of

human activities on climate change.

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Key Skills for Junior Cycle

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The Structure of the Specification for Junior Cycle Geography

Geoliteracy

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Mind Map

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The 3 Elements

The elements of the contextual strands showing the integrated nature of the geography specification:

Elements Processes, patterns,

systems and scale

▪ Students learn about how geographical processes form and shape our

physical, environmental, and social world.

▪ Students identify patterns and distribution of geographical phenomena

and draw conclusions based on their findings. This includes recognising,

analysing and explaining similarities or differences in phenomena.

▪ Students adopt a systems-thinking approach to understand complex

components.

▪ Students study topics at a variety of scales and levels including Ireland,

Europe (EU) and global.

Geographical skills

Field investigations are

encouraged where

appropriate.

Reading and interpretation skills:

Students will develop their graphicacy through:

▪ Mapping: Cartographic skills relating to a variety of scales

▪ Visuals: Reading and interpreting a variety of relevant visual stimuli

▪ Data analysis: Reading and interpreting a variety of data sets.

Applied skills:

▪ Asking geographical questions: Engaging with the key geographical

questions of who, what, where, when, how and why

▪ Investigating geographical data: Gathering data from diverse sources in

various ways to develop information that will inform responses

▪ Organising and interpreting geographical data: Different types of data

may be separated and classified in visual, graphic forms: paper and

computer-generated maps, or various geospatial images

▪ Analysing geographical information: Geographic information involves

seeking patterns, relationships, and connections

▪ Presenting geographical information: Managing and assembling data so

that it is clear and concise.

Sustainability ▪ Students consider the balance between economic, environmental and

social systems necessary for meeting the needs of the present without

compromising the needs of the future.

▪ Students recognise how their decisions and actions impact on local and

global sustainability.

▪ Students critically reflect on current concepts and practices in relation to

sustainability.

▪ Students develop knowledge, skills, behaviours, and values to live

sustainably.

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Learning Outcomes within the 3 Strands

Learning outcomes are statements that describe what knowledge, understanding, skills and values students

should be able to demonstrate having studied geography in junior cycle. The specification stresses that the

learning outcomes are for three years and therefore the learning outcomes focused on a point in time will not

have been 'completed', but will continue to support students’ learning of geography up to the end of junior

cycle. A list of action verbs and glossary of terms will support understanding of what is expected of students

in each learning outcome.

Strand 1. Exploring the physical world

Brief overview of strand

This strand focuses on facilitating students’ exploration of how the physical world is formed and

changed. Students develop knowledge and skills to understand and explain the physical world.

Students engage and interact with topics related to physical geography and explore their

interrelationships and any implications those topics might have on students’ lives. They apply their

knowledge and skills to explain spatial characteristics and the formation of phenomena in the physical

world.

Elements Learning outcomes

Students should be able to:

1.1 describe the formation and global distribution of volcanoes, earthquakes,

and fold mountains in the context of plate tectonics and structure of the

Earth

1.2 distinguish between different categories of rock type, referring to

composition and formation

1.3 analyse the processes and effects of weathering and mass movement on our

landscape

1.4 assess a soil type in a local area in relation to composition and vegetation

1.5 explain how the processes of erosion, deposition and transportation shape

our fluvial, marine, and glacial landscapes

1.6 classify global climates, and analyse the factors that influence the climate in

Ireland

1.7 investigate the formation and behaviour of a significant weather event

1.8 gather, record and interpret weather data

1.9 differentiate between the types of energy resources produced by the physical

world

1.10 investigate a range of physical processes active in a chosen location and

the connections between them

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Strand 2: Exploring how we interact with the physical world Brief overview of strand

This strand focuses on facilitating students’ understanding of how people interact with the physical world and

the implications this might have for their lives. Students explore how we depend on, adapt, and change the

physical world. Students apply their knowledge and skills to explain how we interact with our physical world for

economic purposes, as well as how we adapt to physical phenomena.

Elements Learning outcomes

Students should be able to:

2.1 describe the economic and social impacts of how we interact with the occurrence of

volcanoes, earthquakes, and fold mountains

2.2 evaluate the environmental, economic, and social consequences of rock exploitation

and energy resources

2.3 identify how the physical landscape influences the development of primary activities

2.4 assess the exploitation of water, fish stocks, forestry, and soil as natural resources

2.5 describe a local secondary activity in relation to its function and the factors that

influence its location

2.6 examine the causes and implications of climate change

2.7 investigate examples of how people interact with and manage surface processes

2.8 investigate how people respond to a natural disaster

2.9 assess the interrelationships between the physical world, tourism and transport.

Strand 3: Exploring people, place and change Brief overview of strand

This strand focuses on students exploring people, place and change. Students engage with topics related to

globalisation, development, population and interdependence. Students interact with topics while exploring

interrelationships and the implications those topics might have for their lives. They apply their knowledge and

skills to explain settlement patterns, urbanisation, demographics, and human development.

Elements Learning outcomes

Students should be able to:

3.1 use the demographic transition model to explain populations’ characteristics and

how populations change

3.2 investigate the causes and consequences of migration

3.3 examine population change in Ireland and in a developing country

3.4 consider the factors affecting the location and origin of rural and urban settlement

in Ireland

3.5 examine the causes and effects of urban change in an Irish town or city

3.6 identify global patterns of economic development

3.7 compare life chances for a young person in relation to gender equality, health care,

employment and education opportunities in a developed and a developing country

3.8 evaluate the role of development assistance in human development

3.9 synthesise learning of population, settlement and human

development within the process of globalisation

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Unpacking Learning Outcomes

What should students know?

Strands

LO: Content

Action verbs

Elements:

PPSS

Geographical skills

Sustainability

Geoliteracy:

Interactions

Implications

Interconnections

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“The Lee and Me” Unit of Learning

Name of the Unit:

“The Lee and me”

Key Learning Outcomes within this unit:

1.5 Explain how the processes of erosion, deposition and transportation shape our

fluvial landscape.

2.3 Identify how the physical landscape influences the development of primary

economic activities.

2.7 Investigate examples of how people interact with and manage surface processes.

3.4 Consider the factors affecting the location and origin of rural and urban settlement

in Ireland.

Action Verbs:

Explain: give a detailed account, including reasons or causes.

Identify: recognise patterns, facts or details; provide an answer for several possibilities; recognise and state

briefly a distinguishing fact or feature.

Investigate: observe, study, or make a detailed and systematic examination to establish facts and reach new

conclusions.

Consider: describe patterns in data; use knowledge and understanding to interpret patterns, make predictions

and check reliability.

By the end of the unit students will be able to:

• Consider how the River Lee affected the location and origin of settlement in the past, using monastic

settlement in Gougane Barra as an example.

• Consider how the River Lee impacts the location of settlement today using examples of local villages

(Inchigeelagh), towns (Macroom/Ballincollig) and Cork City.

• Understand the processes of erosion, deposition and transportation in a fluvial setting.

• Explain how these processes shape the landscape of the Lee Basin.

• Recognise patterns of where the processes can be seen impacting the landscape of the Lee Basin.

• Understand the impact the River Lee has on farming, using Toonsbridge Mozzarella as case study

(possibly adding in forestry in the upland areas as a different form of Primary)

• Examine the development of the Inniscarra Dam, how and why was it built, and the impact it had on

the River Lee’s processes both up and down stream.

• Investigate flood control measures in Cork City.

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Elements informing the teaching:

Processes, patterns, systems and scale

▪ Impact of the river Lee on a local and

national level (economic activities)

▪ Examining the processes of erosion,

transportation and deposition

Geographical skills

▪ Examining historical

and modern maps, as

well as satellite images,

of the Lee valley

▪ Asking geographical

questions

▪ Gathering data from a

variety of sources (Cork

Floods and the conflict

around flood defences)

Sustainability

▪ Considering the relationship

between people and the river

Lee

▪ Considering the future of

settlements upstream from the

dam

▪ Critically reflect on the

current and planned practices

in relation to flooding of the

river Lee

Where Geoliteracy is evident:

Interconnections - students will

understand that the natural process of

flooding in the lower course led to a lack

of settlement on the flood plain.

Implications – students will

realise the role the river has

on the local environment:

▪ As a provider of a

natural resource for both

domestic and

agricultural use.

Interactions – students will

realise the impact of human

interactions:

▪ The dam at Inniscarra is an

example of human

interference, enabling the

processes of the river to alter

downstream.

Possible ways to check-in on the learning:

• Students identify features, processes, settlement, economic activities (e.g. drawn, satellite imagery, map)

• Concept attainment

• Groups given different aspects e.g. 1 - positive effects of human interaction with the River Lee, 2 –

negative effects of human interaction with the River Lee (e.g. debate, presentation)

Reflection:

Possible reflective questions to consider: • What worked well?

• What can be improved? How can it be improved?

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Reflection on Junior Cycle Geography: Action Plans

Things I Need to Consider for Learning and Teaching in

my Classroom

Aspects we can work on Collaboratively as a

Geography Subject Department

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Key Strategies and Resources

Resources used during today and in the development of this workshop Tool URL Description How could this

be used with my

Junior Cycle

Geography

Students?

Silent check-in This allows the student an opportunity to reflect on their

understanding and knowledge without having to share with

their peers.

Brainstorm

http://jct.ie/wholeschool/classroom_strategies Brainstorm is a process encouraging students to generate

ideas in a creative manner. It gives students a chance to tap

into previous knowledge and form connections with the

current topic.

Mentimeter

https://www.mentimeter.com/

This allows the teacher to assess knowledge and checking in

with students using a variety of question types, e.g. multiple

choice, open ended, generating word clouds of keywords,

scales, quizzes and more.

PowToon https://www.powtoon.com/home/ PowToon lets you create animated videos and presentations.

It allows users to create animated presentations by

manipulating pre-created objects, imported images, provided

music and user created voice-overs.

Tarsia Puzzle

(Hexagon)

http://www.mmlsoft.com/index.php/products/tarsia

This is a good programme that can make puzzles for any

subject, although it is designed for Maths. In Geography it

can be used for key terms and definitions and much more.

Jigsaw

http://jct.ie/wholeschool/classroom_strategies

This is a cooperative learning activity. Students form a home

team and are set a home team problem. They break up into

‘expert groups’ and gain knowledge that feeds into the overall

problem. Just as in a jigsaw puzzle, each student’s part is

essential for the completion and full understanding of the

home team problem.

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Key Strategies and Resources

Mind-map

https://coggle.it/

https://imindmap.com/

Mind mapping is a creative and logical means of note-taking

and note-making, which ‘maps out’ your ideas. Mind maps

have a natural organisational structure that radiates from the

centre and uses lines, symbols, words, colour and /or images.

Plus, Minus

and Interesting

(PMI)

PMI (plus, minus, interesting) is a critical thinking tool which

encourages participants in a discussion to look at an idea from

more than one viewpoint.

A PMI strategy can help you to:

▪ to brainstorm ideas

▪ make decisions quickly by analysing and weighing up the

pros and cons

▪ reflect upon or evaluate a product or process after the fact

▪ identify strengths and weaknesses for future improvement.

Concept

Attainment

This is an instructional strategy based on the work of Jerome

Bruner. It uses a structured inquiry process to encourage

students to discuss and figure out a concept that has already

been selected by the teacher.

Think. Pair.

Share.

http://jct.ie/wholeschool/classroom_strategies

This strategy is designed to provide students time and

structure for thinking on a given topic, enabling them to

develop individual ideas and share these ideas with a peer.

Pictures http://photosforclass.com

http://www.pics4learning.com

https://pixabay.com

https://unsplash.com

These are sites where you can access copyright friendly

images appropriate for school settings.

Other useful

websites

http://jct.ie

http://www.ncca.ie/en/

http://www.curriculumonline.ie/

http://www.pdsttechnologyineducation.ie/en/

https://www.scoilnet.ie/

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Junior Cycle Geography

Exploring people, place and change

Exploring how we interact with the physical world

Exploring the physical world

Elements

Patterns, processes, systems & scale

Geographical skills Sustainability

2.9 Assess the interrelationships between the physical world, tourism

and transport

2.8 Investigate how people

respond to a natural disaster

2.7 Investigate examples of how people interact

with and manage surface processes

2.6 Examine the causes and implications of climate change

2.5 Describe a local secondary activity in relation to its function and the factors

that influence its location

2.4 Assess the exploitation of water, fish stocks, forestry, and soil

as natural resources

2.2 Evaluate the environmental,

economic, and social consequences of rock

exploitation and energy resources

2.3 Identify how the physical landscape

influences the development of

primary activities

2.1 Describe the economic and social impacts of how we interact with the occurrence of volcanoes, earthquakes,

and fold mountains

1.10 Investigate a range of physical processes active in

a chosen location and the connections between them

1.8 Gather, record and interpret

weather data

1.7 Investigate the formation and

behaviour of a significant

weather event

1.6 Classify global climates, and

analyse the factors that influence the climate in Ireland

1.4 Assess a soil type in a local area

in relation to composition and

vegetation

1.3 Analyse the processes and

effects of weathering and mass movement on our landscape

1.2 Distinguish between different categories of rock type, referring to

composition and formation

1.1 Describe the formation and global distribution of

volcanoes, earthquakes, and fold mountains in the context

of plate tectonics and structure of the Earth

1.9 Differentiate between the types

of energy resources produced by the physical world

1.5 Explain how the

processes of erosion,

deposition and

transportation shape our

fluvial, marine, and

glacial landscapes

3.1 Use the demographic transition model to explain populations’

characteristics and how populations change

3.7 Compare life chances for a young person in relation to gender equality,

health care, employment and education opportunities in a developed and a

developing country

3.8 Evaluate the role of

development assistance in

human development

3.9 Synthesise their learning of population, settlement and human development

within the process of globalisation

3.5 Examine the causes and effects of urban change in

an Irish town or city

3.3 Examine population change in Ireland and in a

developing country

3.4 Consider the factors affecting the location and origin of rural and urban

settlement in Ireland

3.2 Investigate the causes

and consequences of migration

3.6 Identify global patterns

of economic development