Geography Policy /Social Studies

1. [Geography plan]
[Academic Year 2016-17]
Prepared by,
Abdul Ghafoor Chhachhar
[Social Studies departmental policy]

2. Introductory Statement
This plan was developed in 2014, has been reviewed in October 2015 and again in March 2016 after a
process of consultation and curriculum research within the staff.
Rationale
In keeping with the guidelines we focused on this area of planning to ensure that the revised curriculum for
Geography is delivered in our school in a well-planned and organised manner. This plan will benefit teaching
and learning within our school.
Vision
We recognise that Geography is an integral part of the Social, Environmental and Scientific Education of our
pupils. In our school SESE provides opportunities for the child to explore, investigate and develop an
understanding of the natural, human, social and cultural environment in which he/she lives. Through our
school’s Geography programme in American curriculum, we aim to help pupils to come to an understanding
of and take an interest in the natural and human environments around them and the wider world.
Environmental activities encouraged in our school will foster a positive attitude and sense of responsibility
among our pupils for the natural environment and its relationship with the human environment. We recognise
the role of Geography in providing children with a truly balanced and child centred environmental education.
Aims
We endorse the aims of the SESE Geography curriculum as outlined in the Geography Curriculum P. 14:
• 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 of
environmental problems
• To develop an understanding of appropriate geographical concepts
In addition we will undertake the following to promote and develop Geography education in our school:
– continue in the School’s project
– each class to undertake a Geography fieldtrip and produce a survey/trail
– Set up a weather station
– Have a member of the local community visit our classes – Postman, Guard.
Curriculum Planning
Strands and Strand Units
Each teacher is familiar with the strands and strand units, content objectives for his/her class level. Having
read the Curriculum documents and Teacher Guidelines we understand that all strands and all strand units
must be covered each year but not all the content objectives need be addressed within a strand unit. We will
ensure that that the pupils receive a broad and balanced range of topics and objectives.
The three strands of the Geography curriculum are:

3. Human Environments
Natural Environments
Environmental Awareness and Care.
9TH
and 10th
Classes have selected one contrasting part of UAE, one European country and one country from
the rest of the world to study each year. Each class will take part in local studies each year but at a greater
depth throughout the school. We are aware of the guiding principle behind the Geography curriculum that
children move for the local, to the wider locality, country, Europe,and the World.
Skills Development
We are aware that the development of Geographical skills is of equal importance to strand content in this
curriculum.
The skills of Geographical Investigation include,
– a sense of place and space
– maps, globes and graphical skills
– geographical investigation skills
These skills will be developed through the content of the strands and strand units.
Strategies for development of these skills may involve the children being actively involved in fieldwork and
outdoor investigations. The use of maps, globes and atlases will be used in an age appropriate way, for 9th
and 10th
classes. We are aware of the progression and development of these skills in mentioned grades.
By following the content of this curriculum and by developing the geographical skills the children in our
school are given opportunities to work as geographers.
Children’s Ideas
We plan to use the children’s ideas of places and space as a starting point for all geographical activity.
We will find out what the children already know by
• Picture representation
• Talk and discussion
• Open questioning and problem solving
• Active listening
• Annotated drawings
• Brainstorming
• Concept maps
• Free investigation of Geography materials
• Teacher designed tasks and tests
Children in our school will be encouraged to question and openly investigate. We do this to build on the
children’s prior knowledge and awareness of the subject area.
Approaches and Methodologies
We plan to use the key methodologies of the Secondary Curriculum in the teaching of Geography
• Active learning
• Problem solving
• Developing skills through content
• Talk and discussion
• Co-operative learning
• Use of the environment.
Teachers will follow the recommended sequence for Geography – local, regional, national, European and
global and then reflecting it back to the child’s own location.

4. In learning about our own natural and human environments we intend to use methodologies specific to
Geography:
• Fieldwork
• Survey
• Interview
• Models
• Maps
• Photographs
• Artefacts
• Trails
In learning about places we will use these approaches and methodologies:
• Artefacts
• Atlases, maps and globes
• Interviews
• ICT
• Photographs
• School textbooks
Linkage and Integration
The linkage of the three strand units in Geography is encouraged.
When studying the local environment, we will study both the natural and human environments and the effect
one has on the other.
When studying distant places under the Human Environment strand, we also learn about the natural
environments of these places.
The strand Environmental Awareness and Care is by its nature, linked strongly with the other two strands.
The Geography curriculum lends itself to integration with other curricular areas, particularly within the SESE
framework. We will explore possibilities to integrate the SESE subjects at 9th
and 10th
classes and use the
following topics for thematic approach for integration in SESE.
Homes Communications
Food Water
Clothes Shopping
Myself Buildings
Transport Play
School Toys
In particular the use of environmental trails in geography will complement the study of living things in
science while the strand of Environmental Awareness is common in both curricula. The use of trails will also
lead to the study of how places and features have been shaped by the actions of people in the past and so
integrate naturally with the Local studies in History.
Opportunities that exist for integration with other subject areas are:
• SPHE: the development of the child’s sense of identity and citizenship.
• Mathematics: skills that are outlined in mapping and graphicacy.
• Visual Arts: Aesthetic awareness in the environments and making drawings/maps.
• Physical Education: Outdoor and adventure activities.

5. • Language- discussion of ideas and relationships in geography. The language of location, direction and
position.
Assessment and Record Keeping
As in all subject areas of the curriculum, assessment is an integral part of the teaching and learning of SESE
and, in some form it will be part of every lesson in geography, history and science. We as a staff understand
the purpose of assessment and the ways in which the progress of children in geography will be assessed,
documented and reported.
Assessment in geography in our school will fulfil the following roles :
• A diagnostic role- to identify the areas of difficulty in order to respond to the needs of the child.
• A summative role- to establish the outcomes of learning after completing the unit of work.
• An evaluative role- to assist teachers in assessing their own practice, methodologies, approaches and
resources.
We recognise the assessment techniques that we use in geography, as outlined below, aim to assess progress
in
(a) The children’s knowledge of the environment and of the world.
(b) Children’s ability to use geographical skills.
(c) Children’s development of attitudes.
The assessment tools we will use include the following:
• Self- assessment
• Conferencing
• Portfolio and project assessment
• Questioning
• Concept mapping
• Teacher designed tests and tasks
• Teacher observation
• Discussion
These records will inform the teacher of the progress of the child, the effectiveness of teaching
methodologies employed and will also inform future planning. This information will also be relayed at Parent
Teacher Meetings and in annual school reports.
Children with Different Needs
Our geography policy and school plan aims at ensuring that every child will have the opportunities to engage
in learning activities appropriate to their abilities, therefore experiencing a rounded and environmental
education. We endeavour to use the following approaches as means of differentiation:
• Teachers will use a mixture of whole-class teaching and group work, with different groups set tasks
of various complexities.
• Teachers will develop their questioning techniques spanning from simple recall to more complex and
analytical skills so that all pupils will have opportunities for success.
• Content and pace may be varied as the need arises
• Map work will be graded for the less able and the more able students.
• Different ways of recording and communicating findings will be encouraged: drawing, ICT, written
records, oral reports and models
• All children benefit from active involvement in the environment so all will be encouraged to
participate in fieldwork.
• The exceptionally able child will be encouraged to undertake additional research and record their
geographical findings in a variety of ways.
• Children who were born abroad or who have lived in other countries will be invited to share their
experiences with the other pupils.
• Children will be provided with opportunities to work co-operatively.

6. • School’s assistance and collaborative work with resource teachers will be encouraged as and when
the need arises.
Equality of Participation and Access
The geography programme in our school allows children to learn and value the diversity of people; cultures
and societies in UAE and throughout the wider world and so promote cultural awareness. Our policy
provides that:
Equal opportunity is given to every child to experience all strands.
• All children have equal opportunity to participate in geography lessons and activities.
• Children with physical difficulties will be provided for so that they can access the geography
curriculum.
• Children whose first language is not English will be supported in accessing the geography
curriculum.
Resources and ICT
• Education resource packs from various organisations are used to support the curriculum.
• Textbooks are used as a resource in our teaching of geography.
• We will add to our supply of age appropriate equipment, where needed.
• We will add to our photographs of local human and natural environment which will be used as a
methodology for teaching geography.
• Environmentalists in the community may be interviewed/asked to talk to the children and share their
knowledge of the local area.
• We will continue to invite guest speakers to talk to the children.
In order to create a map rich environment we intend to use the following resources for mapping:
• Ordnance Survey maps of county.
• UAE wall maps.
• Europe wall maps.
• World wall maps.
• Atlases.
• Satellite maps- www.met.ie, Google earth.
In relation to ICT
• Software with geographical focus for use in our computers and interactive whiteboards.
• The internet using the web as a geographical resource.
Health and Safety
Refer to school’s Health & Safety Policy and Preparing for Fieldwork and other related activities.
Individual Teacher’s Planning and Reporting
• Teachers will keep long-term and weekly/fortnightly plans
• Teachers will use the Whole School Plan and Yearly plans to inform their classroom planning.
• Teachers will use the History Curriculum strands and strand units when planning.
• Teachers will report on work completed on a Monthly Report template - These are kept in individual
teacher’s planning folders and in a central folder in the HOD’s office.
Staff Development
Teachers are encouraged to participate in history courses running locally. Teachers are encouraged to try
out/pilot different teaching methodologies and to share this with peers. Teachers have access to reference
books and materials to further their knowledge.
Parental Involvement

7. We welcome parental involvement at every level in our school. Parents are encouraged to come to our school to help
out in the delivery of the geography programme by
• Sharing local knowledge with the children.
• Participating in surveys and interviews.
• Talking to the children about their lives, work, cultural and leisure interests.
Community Links
• People in the local community who have an interest in and knowledge of the environment will be
invited to speak to the children.
• The local library will be a source of knowledge for the children.
• Information/materials will be obtained from various sources such as school, parents, and ministries.
• Cultural heritage
Places of geographical interest in our locality:
• Monuments.
• Heritage village
• Old religious
• Museum
• Park and Outdoor Classroom
• Old Stone Walls
Success Criteria
We shall review this whole school plan in the future under the following headings:
• Individual teacher response to how they find their preparation, planning and teaching reflects this
plan.
• How methodologies listed in this whole school plan are working practically in the classroom.
• Extent to which the geographical content and concepts are learnt by the children.
• Extent to which the children’s geographical skills are progressing: a sense of place and space,
geographical investigation skills and mapping.
• Achievement/progress of short-term aims.
Implementation
Teachers will be responsible for the implementation of the geography programme in their own classes.
Review
It will be necessary to review this plan on a regular basis to ensure optimum implementation of the
geography curriculum. We will review this plan in April 2017.
Communication
This plan was presented by the Abdul Ghafoor Chhachhar in October 2014.
Signed: ________________________________________
Abdul Ghafoor Chhachhar