Transcript Planning Presentation

Geography Planning
Revised Syllabus
Why participate in subject planning?
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To save time
To use resources efficiently
A result of the introduction of a revised
syllabus.
Part of school self-evaluation
Element of overall School Development
Planning.
Due to a subject inspection.
Syllabus Planning
Ordinary Level
Higher Level
CU 1
CU 2
CU 3
Physical
Regional
Geog. Investigation & Skills
Opt 6
Global Interdependence
Opt 7
Geoecology
One of the following electives
Opt 8
Culture and Identity
Opt 9
Ocean & Atmosphere
EU 4
Economic Activities
EU 5
Human Environment
Core
Physical
Tectonic cycle
Rock cycle
Landform development
Human interaction
Regional
Concept of a region
Dynamics of regions
Complexity – interaction
Complexity – boundaries
Skills
Maps and photographs
Satellite imagery
Figure interpretation
Census
Weather maps
Textual
GIS
Investigation
Electives
Economic
Economic development
Distribution of economic activities
Global economy
Ireland and EU
Environmental impact
Human
Population change
Population impacts on development
Population movements
Settlement site, situation and function
Urban land use change
Problems from urban growth
Options
Global interdependence
Views of development
Interdependent global economy
Empowering people
Sustainable development
Geoecology
Soil development
Soil characteristics and processes
One major biome
Human impact on biomes
Culture and identity
Physical and cultural indicators
Nationality and nation states
European case study
Atmosphere Ocean environment
Composition of the atmosphere
Distribution of solar energy
Water cycle
Circulation of atmosphere and oceans
One global climate
Climate and economic development
Reflecting on experience
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How did I tackle the revised syllabus?
- sequence of content
- integration of skills
- methodology
- timing
What worked well?
What needs improving?
Core 1
What worked well
What I would change
Methodology and
Resources
Core 2
Core 3
Elective
Option
Planning questions
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A linear or integrated approach?
Sequence of material?
How to integrate skills?
Which Elective?
Which Option?
Which Investigation?
How to deal with different levels?
Syllabus Statement
Core
Physical
Tectonic cycle
Rock cycle
Landform development
Human interaction
Regional
Concept of a region
Dynamics of regions
Complexity – interaction
Complexity – boundaries
Skills
Maps and photographs
Satellite imagery
Figure interpretation
Census
Weather maps
Textual
GIS
Investigation
Electives
Economic
Economic development
Distribution of economic activities
Global economy
Ireland and EU
Environmental impact
Human
Population change
Population impacts on development
Population movements
Settlement site, situation and function
Urban land use change
Problems from urban growth
Options
Global interdependence
Views of development
Interdependent global economy
Empowering people
Sustainable development
Geoecology
Soil development
Soil characteristics and processes
One major biome
Human impact on biomes
Culture and identity
Physical and cultural indicators
Nationality and nation states
European case study
Atmosphere Ocean environment
Composition of the atmosphere
Distribution of solar energy
Water cycle
Circulation of atmosphere and oceans
One global climate
Climate and economic development
Methods, Resources, Skills
Statement
Core
Physical
Tectonic cycle
Rock cycle
Landform development
Human interaction
Regional
Concept of a region
Dynamics of regions
Complexity – interaction
Complexity – boundaries
Skills
Maps and photographs
Satellite imagery
Figure interpretation
Census
Weather maps
Textual
GIS
Investigation
Electives
Economic
Economic development
Distribution of economic activities
Global economy
Ireland and EU
Environmental impact
Human
Population change
Population impacts on development
Population movements
Settlement site, situation and function
Urban land use change
Problems from urban growth
Options
Global interdependence
Views of development
Interdependent global economy
Empowering people
Sustainable development
Geoecology
Soil development
Soil characteristics and processes
One major biome
Human impact on biomes
Culture and identity
Physical and cultural indicators
Nationality and nation states
European case study
Atmosphere Ocean environment
Composition of the atmosphere
Distribution of solar energy
Water cycle
Circulation of atmosphere and oceans
One global climate
Climate and economic development
Methods
Whole class teaching
One to one tuition
Individual assignments
Group assignments
Pair/group work
Role play
Reflective learning
Structured discussion
Students undertake research
Student’s reflective journal
Student self assessment
Decision making
Problem solving
Practical activities
Fieldtrips
Using computers
Using videos/television
Making films
Making radio programmes
Creating displays
Outside speaker
Oral presentations
Project work
Statement 1.5
Landform
development
All surface processes
One in detail
(Mass movement)
Fluvial processes
(Coastal processes)
(Glacial processes)
Core
Physical
Tectonic cycle
Rock cycle
Landform development
Human interaction
Regional
Concept of a region
Dynamics of regions
Complexity – interaction
Complexity – boundaries
Skills
Maps and photographs
Satellite imagery
Figure interpretation
Census
Weather maps
Textual
GIS
Investigation
Electives
Economic
Economic development
Distribution of economic activities
Global economy
Ireland and EU
Environmental impact
Human
Population change
Population impacts on development
Population movements
Settlement site, situation and function
Urban land use change
Problems from urban growth
Options
Global interdependence
Views of development
Interdependent global economy
Empowering people
Sustainable development
Geoecology
Soil development
Soil characteristics and processes
One major biome
Human impact on biomes
Culture and identity
Physical and cultural indicators
Nationality and nation states
European case study
Atmosphere Ocean environment
Composition of the atmosphere
Distribution of solar energy
Water cycle
Circulation of atmosphere and oceans
One global climate
Climate and economic development
Methods
Whole class teaching
One to one tuition
Individual assignments
Group assignments
Pair/group work
Role play
Reflective learning
Structured discussion
Students undertake research
Student’s reflective journal
Student self assessment
Decision making
Problem solving
Practical activities
Fieldtrips
Using computers
Using videos/television
Making films
Making radio programmes
Creating displays
Outside speaker
Oral presentations
Project work
Statement 2.2
Irish region
Physical processes
Climate
Soils
Relief
Drainage
Economic processes
Primary
Farming
Forestry
Fishing
Mining/energy
Secondary
Manufacturing
Tertiary
Tourism
Transport
Human processes
Language
Religion
Urban development
Rural development
Population dynamics
Core
Physical
Tectonic cycle
Rock cycle
Landform development
Human interaction
Regional
Concept of a region
Dynamics of regions
Complexity – interaction
Complexity – boundaries
Skills
Maps and photographs
Satellite imagery
Figure interpretation
Census
Weather maps
Textual
GIS
Investigation
Electives
Economic
Economic development
Distribution of economic activities
Global economy
Ireland and EU
Environmental impact
Human
Population change
Population impacts on development
Population movements
Settlement site, situation and function
Urban land use change
Problems from urban growth
Options
Global interdependence
Views of development
Interdependent global economy
Empowering people
Sustainable development
Geoecology
Soil development
Soil characteristics and processes
One major biome
Human impact on biomes
Culture and identity
Physical and cultural indicators
Nationality and nation states
European case study
Atmosphere Ocean environment
Composition of the atmosphere
Distribution of solar energy
Water cycle
Circulation of atmosphere and oceans
One global climate
Climate and economic development
Methods
Whole class teaching
One to one tuition
Individual assignments
Group assignments
Pair/group work
Role play
Reflective learning
Structured discussion
Students undertake
research
Student’s reflective
journal
Student self assessment
Decision making
Problem solving
Practical activities
Fieldtrips
Using computers
Using videos/television
Making films
Making radio
programmes
Creating displays
Outside speaker
Oral presentations
Project work
Statement
Sequence of content
Methods used
Target Skills
Regional template
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Aim: to explore the suitability of different
regions
Relate statements to regions
Can be done on regional template
Ireland 1
Ireland 2
Statement
Europe 2
Sub continental
Ireland 1
Ireland 1
Eastern Ireland
Crust
Position in relation to plates now and in the past
Europe 1
Mezzogiorno
Position in relation to plates
now and in the past
Earthquakes
Volcanoes
BMW
Crust
Position in relation to plates now and in the
past
Statement
Tectonic cycle
Internal structure
Plate tectonics model
Plate boundaries
Geography of earthquakes and
volcanoes and how they can be predicted
Sub continental
India
Crust
Position in relation to plates now and in
the past
Earthquakes
Europe 2
Paris Basin
Crust
Subject Planning
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www.sdpi.ie
Establish Formal Subject Groups.
Subject Methodology Planning.
Curriculum Content Planning
Whole School Policy Development.
Resources for Planning
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A Guide to Subject Inspection at Second Level.
(DES, 2004)
Looking at our School: An Aid to SelfEvaluation. (DES, 2003).
www.education.ie
www.sdpi.ie