whole school plan for sese-...

Phoenix Park School

Phoenix ParkDublin 8

Phone: 01-8386699Fax: 01-8385317

E-Mail: [email protected]

Whole School Plan for SESE-Geography

January 2013

mailto:[email protected]

Phoenix Park SchoolWhole School Plan for SESE – Geography

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1. IntroductionOur Whole School Geography Plan was first drafted by the Principal and then redrafted incollaboration with the teaching team. This plan outlines our whole school approach to teachingGeography. The plan will form the basis for teacher’s long and short-term planning. It will also informother members of the school community of the approaches and methodologies used in our school.

2. Vision.We hope that this Whole School Plan will ensure that we cater for students of all abilities and thateach student is encouraged and challenged to achieve their best, with due regard to individual needs.

3. Aims and Objectives:We endorse the aims of the Primary School Curriculum for Geography as follows: To develop knowledge and understanding of local, regional and wider environments and their

interrelationships To encourage an understanding and appreciation of the variety of natural and human

conditions on the Earth To develop empathy with people from diverse environments and an understanding of human

interdependence To develop the ability to use a range of communicative methods, especially those concerned

with the development of graphicacy To encourage the development of a sense of place and spatial awareness To encourage the development of caring attitudes and responsible behaviour towards the

environment, and involvement in the identification, discussion, resolution and avoidance ofenvironmental problems

To develop an understanding of appropriate geographical concepts

4. Current PracticeWe currently have three class teachers with six children in each class. Individual class teachers teachGeography formally in the classroom.

5. Strands and Strand UnitsAll teachers are familiar with the strands, strand units and content objectives in the GeographyCurriculum and refer to them regularly when planning for their pupils ensuring all strands and strandunits are covered. Curriculum objectives are at the core of each Geography lesson, and teachersrefer to the curriculum objectives in their own planning. The curriculum is divided in to four levels—infant classes, first and second classes, third and fourth classes, and fifth and sixth classes—and isdivided into three strands: Human Environments, Natural Environments and EnvironmentalAwareness and Care Each of these strands is further subdivided into a number of strand units or topicareas that contain particular objectives.


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Human Environment Natural Environment EnvironmentalAwareness and Care

Junior and Senior InfantsLiving in the localcommunity

The local NaturalEnvironment

Weather

Planet Earth in Space

Caring for my locality

First and Second ClassesLiving in the localcommunity

People and Places in Otherareas

The local NaturalEnvironmentWeatherPlanet Earth in Space

Caring for my locality

Third and Fourth ClassesPeople living and workingin the local area

People living and workingin a contrasting part ofIreland

People and Other lands


Land, rivers and seas ofmy county

Rocks and Soils

Weather, Climate andatmosphere


Environmental Awareness

Caring for the Environment

Fifth and Sixth ClassesPeople living and workingin the local area

People living and workingin a contrasting part ofIreland

People and Other lands

County, regional andnational centres

Trade and Developmentissues


Land, rivers and seas ofIreland

Physical features ofEurope and the World

Rocks and soilWeather, Climate andatmosphere


Environmental Awareness

Caring for the Environment

6. Skills and Concepts

In order to ensure that there is a balance between skills development and acquisition of knowledgethroughout the programme, geographical topics are introduced and discussed with increasing levelsof detail in each class.


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The strategies used by each class teacher to develop the child’s skills and concept developmentcome under three headings:

1. A Sense of Place and Space2. Maps, Globes, and Geographical Skills3. Geographical Investigation Skills

1. A Sense of Place and Space

2. Maps, Globes, and Graphical Skills Using pictures, maps and models Maps and Globes

3. Geographical Investigation Skills Questioning Observing Predicting Investigating and Experimenting Estimating and Measuring Analysing Recording and Communicating Evaluating

7. Approaches and MethodologiesThe following approaches and methodologies are used to teach the Geography curriculum:

Active learning Problem solving Developing skills through content Talk and discussion Co-operative learning Use of the environment

Teachers follow the recommended sequence for geography – starting at local level, then moving onto regional, national, European, and global, before finally reflecting back on their own location.

Place is central to geography. When children are engaged in the exploration of the locality theyshould be encouraged to

Discover where places and features are located Study distribution patterns and look for order and reason in them Identify links and lines of communication Search for causes, relationships, and changes that occur


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Photographs, internet, e-mail, exploratory trails and interviews help greatly to stimulate thepupil’s interest.

The children should have the opportunity to visit and explore the local environment. Geographicalfieldwork is vital for a number of reasons.

It stimulates children’s interest in the environment It enables the child to come to know the locality in which he lives, and to develop a sense of

what is distinctive about his place. Fieldwork encourages a questioning, critical approach to geography. Children are stimulated to

ask questions, to recognise and investigate patterns, and so develop critical thinking skills. It provides real situations in which geographical skills are seen to be necessary and relevant Geographical fieldwork fosters the critical foundation on which a sense of care of the

environment is based It involves group work which encourages the development of many of the social skills outlined

in the SPHE programme It provides children with a basis from which they can begin to compare and contrast the

features of other environments in Ireland and other parts of the world Geographical fieldwork can be used to integrate many elements of the primary curriculum,

including history, science, language, and mathematics with geography

Learning in the environment is exciting and rewarding for both teacher and pupils. Successfulfieldwork can add greatly to a pupil’s knowledge and appreciation of his local area and further afield.

Planning Fieldwork

Good preparation is very important and teachers should note the following guidelines

Explore and get to know the environment thoroughly Identify and note potential hazards – Carry out a risk assessment following the Health & Safety

Policy Prepare the pupils Inform parents, obtain parental consent Organise what the teacher and pupils should bring Ensure adequate supervision Complete follow-up work Evaluate the learning experience

The approaches and methodologies used to investigate human environments are:

Observing and sketching features in the environment Interviewing people e.g.,

How people travel The disposal of waste


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Conservation of heat Conducting an environmental appraisal

Note pleasant and unpleasant aspects of our immediate environment Plotting Routes

Local routes for younger classes, more distant routes for senior classes Traffic Survey

Counting and analysing the types of vehicles travelling through an area Planning, carrying out, and evaluating experiments in the external environment and in the

classroom Noise levels Air pollution Water cleanliness

Useful techniques for exploring the natural environment:

Recognising and examining features in photos Using simulations and models Observing and sketching features in the environment Conducting experiments and investigations Keeping a wildlife garden

8. Linkage, Integration and Multi-grade teachingMost class groupings in our school are mixed grade. Teachers must take this in to account whenplanning units of work. Theme based activities are used to support multi-grade teaching andintegration. Themes and topics are chosen at the beginning of the school year by class teachers andrecorded in the school plan. Integration across all curricular subjects is recommended and adopted byteachers.

9. Using the EnvironmentOur school is situated in the grounds of the Phoenix Park. School staff carried out a Geography Audit(Appendix A) and collected information on our local environment for use in planning the GeographyCurriculum.

10. Assessment and Record KeepingAssessment is a central part of the everyday learning and teaching process in Geography. It canprovide valuable information on the child’s progress and on the effectiveness and suitability of theprogramme and the teaching methods being used. Assessment information is kept in each child’sLearning Folder as evidence of achievement and progress.

The following formal and informal assessment tools are used when assessing Geography: Teacher observation Teacher-designed task


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Portfolios and projects

11. TimetableGeography is timetabled as an integral part of the SESE time allocation of three hours per week.

12. Individual Teachers’ PlanningTeachers should base their yearly and short term plans on the approaches set out in this wholeschool plan for Geography. Work covered will be outlined in the Cuntas Míosúil, which will besubmitted to the principal at the end of each month.

13. Staff DevelopmentTeachers are made aware of any opportunities for further professional development throughparticipation in courses available in Education Centres or other venues. Skills and expertise within theschool is shared and developed through input at staff meetings.

14. Resources and ICTGeography resources are stored in the Resource Room. There is an inventory of Geographyresources stored on the common file. Teachers can request to purchase equipment for Geography asthe need arises. Teachers and SNAs will begin to create a bank of resources that can be used bycolleagues as themes are taught.

There is a selection of technologies available in the school that can be used when teachingGeography. All classes have access to the internet and all classes have access to a laptop and PC. Arange of useful website addresses will be collated and stored on the common file. Other technologiesavailable in the school include: Video camera Digital camera iPads and apps CD - Roms

15. Health and SafetyTeachers must refer to the school’s health and safety policy with regard to activities connected to theGeography curriculum, such as: Geography fieldwork Handling artifacts

16. Community LinksMembers of the local community may be invited to assist the school’s Geography programme.Proposed invitations must be discussed in advance with the Principal. Examples of appropriate visitsinclude local Park Ranger, Geologists, Ordnance Survey Staff etc.


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17. Policy LinksThe Geography plan has direct links with the following policies and plans: Whole School Plans for SESE Health and Safety Child Protection Policy (Visitors)

18. Roles and Responsibilities B.O.M. → ratify plan & support implementation. Parents → be aware of content of school plan & support Geography through involvement in

homework Principal → oversees implementation and support staff. Teachers → follow school plan and implement Geography accordingly. Pupils → Co-operate and participate in class lesson. Other staff → be aware of contents of this plan and follow procedures.

19. Implementation, Review and RatificationThis plan will be distributed to teachers in January 2013. It will be revised and redrafted over thecourse of Term 3 as the school review of Geography progresses. The final draft will be presented tothe Board of Management and parents. The Board will then ratify the plan.

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Date Created January 2013

Date Ratified

Date for Review January 2015

Chairperson’s Signature: _______________________


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