A sense of place

• Explore and become familiar with the distinctive natural and human features of the locality, the county and Ireland – people and communities living in the area, homes, other buildings; economic and leisure activities, townland, parish and county bondaries, a major regions in each year (Burren / Golden Vale), transport
• Become familiar with the distinctive natural and human features of some places in Europe and other parts of the world

A sense of space

• Acquire an understanding of the relative location and size of major natural and human features – the major features of Count Dublin, the county, provincial and other boundaries in Ireland
• Begin to develop an understanding of the names and relative locations of some natural and human features of Europe and the world – a small number of major natural features, some countries, capitals and major cities, continental boundaries
• Estimate and measure distances and establish cardinal directions during exploration of the locality
• Develop some awareness of the directions in wider environments
• Use and record directions and routes on maps

Maps, globes and graphical skills

Using pictures, maps and models

• Develop familiarity with and engage in practical use of maps and photographs – maps of Swords, Fingal, County Dublin, Ireland, Europe and the world; bus, train and other route maps, aerial photographs, maps on CD-ROMs and other electronic sources
• Develop an understanding of and use common map features and conventions – symbols, key, index, simple grid-style references, align a map of the locality, scale
• Use maps to record routes and directions
• Construct some simple maps and models of natural and human features in the local environment

Maps and globes

• Compare maps, globes, aerial photographs and satellite photographs
• Recognise key lines of latitude and longitude on the globe – Equator, the Tropics, Arctic, Antarctic, latitude and longitude of Ireland
• Develop some awareness of problems of map construction – perspective and bias, effect of map projections on relative size of countries

Geographical investigation skills

Questioning

• Ask questions about natural and human features in the environment and their interrelationships – What makes this place different from other places ? How does the farmer use this land? How have humans changed this place? Why should a factory be located in this place?

Observing

• Observe, discuss and describe natural and human features and processes in the environment and their interrelationships – shapes and sizes of natural features, colours and textures of buildings and streetscapes, building styles and materials, varying farm and settlement patterns in rural landscapes

Predicting

• Offer suggestions based on observations about the likely results of an investigation
• Make inferences based on suggestions and observations
• Propose ideas which might be tested by experimentation

Investigating and experimenting

• Carry out simple investigations and collect information from a variety of sources – observations and experiments in the classroom and environment – photographs, books, maps, electronic media, ICT

Estimating and measuring

• Use appropriate instruments and equipment to collect data – improved rain gauge, trundle wheel, compass, record sheet
• Use appropriate standard units of measurement – mm of rainfall, distances in m and km, wind speed using Beaufort scale

Analysing

• Sort, group and classify data on people, features, events and natural phenomena using a range of appropriate criteria – types of plant in an environment, types of shops or buildings in Swords, group buildings according to their use, group fields according to crops grown

• Look for and recognise patterns and relationships in the environment –daily patterns in traffic flow on a road, link between wind direction, temperature and rainfall

• Interpret information and offer explanations

• Draw conclusions from aspects of evidence collected

Recording and communicating

• Record and present findings and conclusions using a variety of methods including oral, written, pictorial, photographic, diagrammatic and graphical forms and using ICT.

Evaluation

• Review the methods used in investigations and assess their usefulness

Human environments

People living in the local area and people living and working in a contrasting part of Ireland

People and communities

• Learn about the people who live and work in Swords and in a contrasting part of Ireland (the area to be contrasted is the choice of individual teachers) – members of the school and local community, how people help each other, the various people and groups in the community (see environmental studies notes), links with people in other parts of Ireland,  interdependence of local people and people in other parts  of the world

Natural environmental features and people

• Become aware of the natural features of Swords and in a contrasting part of Ireland and their relationship to the lives of the people – prominent features – hills, estuary, rivers (Ward, Broadmeadow), flora and fauna; place names and their origins in natural features (cf. Local History notes), changes to natural environments and their causes (M50 and Estuary)

Settlement: homes and other buildings

• Explore and investigate the major features of the built environment and in a contrasting part of Ireland – origin of settlement, place names, street names, homes and locations, the variety of homes in the area; other buildings (See Local History notes), instances of conservation (Teachers’ Residences on North Street and Seatown Road); materials used to construct buildings; colours, patterns and textures in buildings, streetscapes, path, street and road surfaces; services to home and another buildings (water supply, sewerage, heating system, electricity, cable television, telephone service; simple plans, maps and models of streets and buildings, effect of weathering and pollutions on appearances of buildings (See local history notes – differences in buildings over a twenty year period)

People at work

• Explore and investigate a small number of common economic activities in the locality and in a contrasting part of Ireland (one economic activity might be taken in 5th Class and one in 6th Class) – investigate location, buildings and layout of a local farm, influence of soils and other factors on farming, work of farmer throughout the year, changes in agriculture; forestry; fishing; industry; services (Fingal County Council, Dublin Airport, An Post, Eastern Health Board, Library); Tourism

Transport and communication

• Learn about the methods of transport in the locality

• Become aware of the advantages and disadvantages of different methods of transport

• Learn about available methods of communication

• Become familiar with the work of people in these activities

People and other lands

• Study some aspects of the environments and lives of people in one location in Europe (a different EU country in 5th and 6th Classes ) and one location in another part of the world under the following headings: location, peoples and communities, myths and stories, play and pastimes, features of natural environment, settlements – homes and other buildings, settled and nomadic lifestyles, major cities, shanty towns, transport and communications,  food and farming, work and work places, similarities and contrasts to Ireland, trade, historic and other links these peoples have to Ireland
• Develop an awareness of the interdependence of these people and the people of Ireland
• Become aware of various ethnic, religious and linguistic groups of peoples in Ireland, Europe and the wider world
• Learn to value and respect diversity
• Develop a sense of belonging to local, county, national, European and global communities

County, regional and national centres

• Become aware of the location of the counties of Ireland, towns and cities, the origin and significance of their place names
• Identify some of the important buildings, features, facilities, parks and work spaces
• Become familiar with the names, locations and some well-known features of the capital cities of the EU

Trade and development issues

Trade (5th Class)

• Explore, through the study of some major world commodities, trade issues such as – commodities used by people  in Ireland (sugar, tea, coffee, bananas, oil); where and how produced, environment  in which produced, work of people, trading of products, manufacturing, sale and distribution in Ireland, terms of trade

Famine (6th Class)

• Become aware of the causes and effects of famine – environmental factors, natural disasters, social and economic factors, effects on families and communities, on land and environment, on population movements
• Examine the work  of relief agencies
• Discuss possible short and long term solutions
• Compare the experience of famine in Ireland with that of other countries

Natural environments

The local natural environment

• Investigate and learn about the main features of County Dublin – aspects such as names and origins, location, size, shape and appearance, features such as streams, rivers, lakes, hills, valleys, mountains, lowlands, beaches, headlands, cliffs, bays
• Observe and develop simple understanding of the links between these features- marsh or bog between drumlins; erosion of coastline and resulting beaches; run-off and drainage patterns in the locality
• Investigate the influence of these features on plants and on the lives of animals and people – range of flora and fauna, homes, economic activities, transport and communications
• Become aware of the ways in which people, plants or animals have exploited and / or altered these features – water collection and supply; power generation, mining, removal of peat, farming. Tourism

Lands, rivers and seas of Ireland

• Become familiar with the names and locations of some major natural features in Ireland – mountain ranges, rivers, lakes, bays, headlands, islands
• Become familiar with the relationship of these features with each other, with elements of the built environment and with significant natural features of Ireland – towns built near rivers, harbours in bays, links between local stream and major river
• Understand some of the interrelationships between these natural features and the lives of plants, animals and humans

Physical features  of Europe and the World

• Learn about a small number of the major natural features of Europe – Alps Rhine, Mediterranean Sea
• Become familiar with the names and approximate location of a small number of major world physical features – major mountain ranges, major rivers, deserts, continents and oceans

Rocks and soils

Rocks

• Collect and identify some common rocks in the locality
• Identify and explore the use of stone in building and other human activities
• Develop simple understanding of the structure of the Earth using terms such as crust, lava flow, earthquake
• Learn about the characteristics of some common rock types

Soils

• Collect and examine some soil samples
• Compare soil samples from different parts of the locality
• Learn about the relationship of plants and farming to soil types
• Be familiar with some ways of changing and /or improving soil structure

Weather, climate and atmosphere

Weather observations

• Use simple equipment to make detailed weather observations
• Record and display simple weather observations in systematic way using graphs, charts and common meteorological symbols
• Use analysis of weather recordings to begin to associate simple descriptions of clouds, amount of cloud cover, wind direction and other conditions with particular types of weather; make and test weather predictions
• Compare temperatures indoors and outdoors in shade and sunlight, on different sides of the same building, and explore reasons for differences
• Collect weather lore from the locality

Weather and climate

• Study weather variations during the year and their influences on plants, animals and humans
• Begin to appreciate the difference between climate and weather
• Begin to appreciate the importance of solar energy for the Earth
• Develop some awareness of weather and climate patterns and their relationship with plant, animal and human life in some environments in other parts of the world
• Explore the relationship between climatic factors and aspects of building construction
• Become aware of the characteristics of some major climatic regions in different parts of the world
• Explore the relationship of climate to plant, animal and human life
• Collect and record weather lore from the locality

The atmosphere

• Develop simple understanding of some atmospheric features – nature  of atmosphere, properties of air, global wind movements, the water cycle, atmospheric pollution, storms and weather disasters

Planet Earth in space

The Earth and the sun

• Observe, describe and record the positions of the sun when rising and setting and the changing lengths of day and night during the seasons
• Investigate shadows, directions and sunlight
• Observe the changing lengths of day and night during the seasons
• Understand the importance of sunlight as a source of energy for plants and animals
• Become aware of influence of the sun on weather and atmospheric conditions
• Become aware of the dangers of sunlight for skin and eyesight

The Earth, moon and solar system

• Recognise that the Earth, the moon, the sun, other planets and their satellites are separate bodies and are parts of the solar  system
• Develop a simple understanding of the interrelationship of these bodies, including day, night and seasonal movements
• Recognise a  few of the major constellations – the Great Bear and Pole Star, Orion

Environmental awareness

• Identify, discuss and record aspects of the local and natural environment which are considered attractive or unattractive – Fingal County Council Offices, Swords Estuary, the Ward (at the back of the Castle Shopping Centre)
• Explore some examples of the interrelationship of climate, natural features, flora, fauna and human life in different environments in Ireland and in some of the main climatic regions of the world – in the locality (ecosystem of tree, hedgerow, stream); in Ireland (boglands, mountains, Burren, rivers;  in other areas (rainforest, grasslands, tundra, desert)
• Recognise how the actions of people may have an impact on environments – planting or felling trees, removing hedgerows, draining marshes, new buildings, roads (M50 across the Estuary), dumps, bridges, deforestation,  activities which produce biodegradable, and non-biodegradable waste; activities which affect the quality of air or water; activities which affect flora and fauna; role of recycling
• Become aware f the importance of the Earth’s renewable and non-renewable resources
• Foster an appreciation of the ways in which people use the Earth’s resources  - mining, fishing, forestry, agriculture, using wind, water, fossil fuels or nuclear energy to generate power; using the environment for leisure activities; processing raw materials for manufacturing
• Come to appreciate the need to conserve the Earth’s resources

Caring for the environment

Identify and discuss a local, national or global environmental issue (one per year) from the following list: litter in Swords, need for new roads or buildings, pollution of Swords Estuary; need for cycle way near school; need to conserve / protect Swords Estuary, global warming, ozone depletion, changes in farming practices

Realise that there is a personal and community responsibility for taking care of and conserving environments

Contact Us

Home ¦ Class Photographs ¦ Dates for Diary ¦ General Interest |Information ¦ Local History ¦ Newsletters ¦ Our Work ¦ Sporting Activities ¦ Useful Links ¦ Web Safety

© St. Colmcille's B.N.S., Chapel Lane, Swords, Co. Dublin