Geography - Leaving Certificate Syllabus (PDF Format 246KB)

LEAVING CERTIFICATEGEOGRAPHYSYLL ABUS(ORDINARY AND HIGHER LEVELS)

L E AV I N G C E R T I F I C AT E G E O G R A P H Y S Y L L A B U S CONTENTSIntroduction .2Rationale .2Aims .2Objectives .2Syllabus structure.4Format .4Settings .4Geographical skills.4Differentiation .5Units of study—Ordinary level.5Units of study—Higher level .5The Geographical Investigation .5Assessment .6Core units .7Core Unit 1:Patterns and processes in the physical environment .9Core Unit 2:Regional geography .13Core Unit 3:The Geographical Investigation and skills unit .17Elective Units .21Elective Unit 4:Patterns and processes in economic activities .23Elective Unit 5:Patterns and processes in the human environment.27Optional Units .31Optional Unit 6: .Global interdependence .33Optional Unit 7: .Geoecology .36Optional Unit 8: .Culture and identity .39Optional Unit 9: .The atmosphere—ocean environment .421

L E AV I N G C E R T I F I C AT E G E O G R A P H Y S Y L L A B U S INTRODUCTIONRationale7. To develop and promote active citizenship and toGeography is concerned with the study of people andencourage informed participation, through lifelongtheir environment. A study of geography will helplearning, in society at local, national, European andstudents develop an understanding of their physical andglobal level.human surroundings. It examines the changing inter-8. To encourage the use of information andrelationships between the physical and human worlds.communication technologies in the teaching andThrough their study of geography, students will developlearning of geography.geographical skills that will help them make informed9. To assist students to become well-informed andjudgements about issues at local, national, andresponsible citizens and to enable them to progress tointernational levels.further studies or to enter the world of work.10.To provide students, through their study ofAimsgeography, with an interesting and enjoyable1. To develop a knowledge and understanding of aexperience and imbue in them a lifelong love of theirselection of contrasting physical and human (social,natural and cultural environment.economic, and cultural) environments and of therelationships that exist between them.Objectives2. To promote an awareness of the spatial, structural,and temporal patterns of environmental phenomena,The course objectives list the knowledge andboth physical and human, at a variety of scales, andunderstanding, concepts, skills and attitudes whichto realise that these patterns can change with time.students should acquire through their study of LeavingCertificate geography. They are based on, and progress3. To understand the opportunities for, and challengesfrom, the objectives in the Junior Certificate geographyof, global interdependence.syllabus.4. To promote the conservation and sustainedmanagement of the earth’s resources for the welfare1. Knowledge and understandingand happiness of its inhabitants and for futureFrom this syllabus, students should acquire knowledgegenerations.and develop an understanding, from a local, nationaland international perspective of5. To recognise, and be sensitive to other people and basic spatial relationshipstheir culture, here in Ireland and elsewhere. physical and environmental phenomena and6. To develop a variety of geographical skills which canprocessesbe applied to the world of work and to many otheraspects of life. social, cultural, and economic phenomena andprocesses2

L E AV I N G C E R T I F I C AT E G E O G R A P H Y S Y L L A B U S the interaction and inter-relationships between- information and communication technologyphysical, environmental, social, cultural, andsources (e.g. computerised data and packages,economic phenomenaTV and radio programmes, internet, audio anddigital sources) GIS and satellite imagery. the practical aspects of these different phenomena asthey relate to the student’s local environment and presentation and communication skillscommunity.-present and communicate information and ideasin a variety of ways (including maps, figures,statistics, written, and oral)2. Course conceptsStudents should understand the key concepts of investigative skills location-select and use a variety of modes of investigation spatial distribution-carry out a geographical investigation using both areal association inter-relationship spatial interactionalone or in groups, following instructions, densityteamwork and co-operation, use of verbal pattern region change over time.primary and secondary sources of information social skills-develop social skills (e.g. working effectivelycommunication to find out, debate and pass oninformation) evaluation skills-synthesise, analyse, interpret and evaluateStudents, while developing their ability to use and applyinformation (e.g. distinguish fact from opinion,these concepts, should also develop their problem-draw conclusions, prove simple hypotheses, makesolving skills, and understand processes and systemsinformed judgements, suggest sensible solutionsrelevant to each concept.to problems and, where appropriate, suggestrealistic plans for action).3. SkillsStudents should have the opportunity to develop the4. Attitudesfollowing skills, where appropriate, as they study allStudents should be encouraged to develop positiveaspects of the syllabus:attitudes towards themselves, others, and theirenvironment. Such attitudes include: information gathering skills- a willingness to perceive and evaluate natural andmaps of various scales including Ordnancecultural phenomena from the point of view of othersSurvey maps and synoptic weather maps-figures (line graphs, bar graphs, pie charts, an appreciation of social, cultural, anddiagrams and pictorial models)-statistics-photographs, including aerial and satelliteenvironmental diversity an awareness of the dangers of all types ofstereotyping and prejudicephotographs-pictures, including cartoons-textual sources with geographical terminology sensitivity to the aesthetic quality of the natural andcultural environment, leading to a desire to maintainand enhance this quality.3

L E AV I N G C E R T I F I C AT E G E O G R A P H Y S Y L L A B U S SYLLABUS STRUCTUREThe syllabus is presented in the form of core, elective,Geographical skillsand optional areas of study. The development ofThe learning, use, and application of geographical skillsgeographical skills should permeate teaching andis central to a student’s experience of Leaving Certificatelearning across all aspects of the syllabus, as appropriate.geography. Geographical skills are central to all parts ofthe syllabus. The core geographical skills are listed forstudy in Core Unit 3 and are to be studied by allFormatstudents. A list of skills is also included in theThe syllabus for Ordinary level is presented in the formintroduction to each of the syllabus units. These listedof core and elective units. For Higher level it isskills should be integrated into the teaching of all thepresented in the form of core, elective and optionalsyllabus units as appropriate. These core geographicalunits. Each unit is sub-divided into statements andskills will also be used and applied in the preparation oftopics for study. Each unit is presented in four columns:the geographical investigation at both Higher andOrdinary levels. The student’s competency in the Unit numberapplication and use of geographical skills will be Content descriptionexamined in the context of the terminal writtenexamination and the geographical investigation. National settings International settingsThe Geographical InvestigationThe content description column contains the mainThe geographical investigation is a core area of studyguiding statements for the unit and a detailedand as such is compulsory for all students. Field studiesbreakdown of study areas under topics for study.and investigations using primary and secondary sourcesare central to the geographical education and experienceSettingsof all students. The investigation will allow the studentAt all times teachers should endeavour to explainto experience the practical application of the coregeographical phenomena by using local examples, wheregeographical skills that are central to all units of theavailable and appropriate, to illustrate the topics. Insyllabus. The geographical investigation will allow theaddition, national and international examples are alsostudent to experience the key aims of the syllabus in theprovided throughout the syllabus. These settings are notcontext of their own environment. The investigation alsoprescriptive and are for guidance only. Teachers are alsoencourages students to develop positive attitudes by bothgiven the freedom to choose their own settings and caseexperiencing and questioning relationships and issues instudies to illustrate the topics for study. Teachers shouldtheir own environment. The investigation represents thelink, where appropriate, each of the topics for studypractical application of the core geographical skills listedthroughout the syllabus to Core Unit 2 - regionalin the syllabus. The students, having studied andgeography - and vice versa. This will allow regionalpracticed the geographical skills listed, will then applygeography to provide appropriate settings and to becomethe appropriate skills to the investigation topic. In thea natural and cohesive part of the overall syllabus.process of completing the geographical investigationstudents will be required to4

L E AV I N G C E R T I F I C AT E G E O G R A P H Y S Y L L A B U S Units of study — Higher level devise a strategy and identify aims, objectives, andhypotheses to allow for the effective investigation ofHigher level students are required to study:the topicCore Unit 1 select methods of collection and gatheringPatterns and processes in thephysical environmentappropriate to the investigation topic use appropriate methods of gathering and collectionof informationCore Unit 2Regional geographyCore Unit 3Geographical Investigationand Skills prepare a reportOne of the following two electives: analyse and interpret results and draw validconclusions.Elective Unit 4Patterns and processes ineconomic activitiesDifferentiationElective Unit 5Patterns and processes inthe human environmentThe structure of the syllabus has a clear differentiationbetween Higher and Ordinary levels. The introductionOne of the following four optional areas of study:to each of the syllabus units shows clear differentiationbetween the outcomes for Higher and Ordinary level.Only Higher level students must study an optional unit.Units of study — Ordinary levelOrdinary level students are required to study:Optional Unit 6Global interdependenceOptional Unit 7GeoecologyOptional Unit 8Culture and identityOptional Unit 9The atmosphere—oceanenvironmentCore Unit 1Patterns and processes in thephysical environmentCore Unit 2Regional geographyCore Unit 3Geographical Investigationand SkillsOne of the following two electives:Elective Unit 4Patterns and processes ineconomic activitiesElective Unit 5Patterns and processes inthe human environment5