Geography
Introductory Statement and Rationale
The Board of Management in partnership with the school personnel and parents endeavours to provide an environment which will enable each pupil to learn and grow to their full potential.
This Policy is formulated to conform to the principles outlined in the revised Primary Curriculum and the Curriculum for pupils with severe/profound learning disabilities.
Vision and Aim
The Board of Management and the school staff value the uniqueness of all the children within the school environment. We recognise that the Geography programme is an essential part of the learning and teaching that occurs both formally and informally within the school.
We aim to meet the needs of our pupils through a multi sensory approach and to provide a vivid and memorable learning opportunity for our pupils.
The Geography programme endeavours to allow each child to:
Content of Plan The curriculum content is divided into the following strands as per the Junior Infant Curriculum:
Methodology An approach to geography for our pupils needs to help them engage fully with their environment both human and natural.
The sensory approach is an important methodology for our pupils.
Auditory - nature, animal, human sounds, soundbeam.
Visual – communication aids, photographs, puppets, masks.
Tactile – objects of reference, varieties of natural materials i.e., water, sand etc.
Olfactory – variety of smells, natural and chemical.
Movement – variety of movements, movements within the local environment.
Gustatory – food tastes.
Note: Some children maybe sensitive and have possible allergies to food, smells, etc.
Staff Development
The BOM supports and recognises the importance of staff development. Teachers are made aware of opportunities for further professional development through in-service and courses available in Education Centres and /or other venues. Skills and expertise within the school are shared through regular collaboration and through inputs at staff meetings.
Collaborative Approach
Partnership with Parents
The BOM and staff of Kolbe Special School acknowledge the valuable role parents play in the education of their children. Therefore, collaboration between home and school is essential and encouraged for the holistic development of each child.
Parent involvement:
Assessment
See Record Keeping and Assessment Policy.
Resources
The BOM acknowledges the importance of adequate resources in order to implement specific programmes. The Board will endeavour to make available adequate resources through funding from the Department of Education.
Resources are stored both centrally and in each classroom. An inventory will be provided for each class of equipment available. Materials purchased with BOM funds will remain the property of the school. Our local theatre and library is a valuable and well-used resource.
Community Links
The BOM encourage the fostering of good relationships between the school and the broader community. Kolbe Special School will liase with other special educational programmes and mainstream schools for suitable activities.
Success Criteria
The success of this plan will be measured using the following criteria:
Review
Progress made during the school year will be reviewed at the December staff meeting annually and will be based on teacher’s observations, evaluations and views as to the effectiveness of the plan.
Introductory Statement and Rationale
The Board of Management in partnership with the school personnel and parents endeavours to provide an environment which will enable each pupil to learn and grow to their full potential.
This Policy is formulated to conform to the principles outlined in the revised Primary Curriculum and the Curriculum for pupils with severe/profound learning disabilities.
Vision and Aim
The Board of Management and the school staff value the uniqueness of all the children within the school environment. We recognise that the Geography programme is an essential part of the learning and teaching that occurs both formally and informally within the school.
We aim to meet the needs of our pupils through a multi sensory approach and to provide a vivid and memorable learning opportunity for our pupils.
The Geography programme endeavours to allow each child to:
- Recognise the role familiar people play in his/her life.
- Foster a sense of personal, class, school and local identity.
- Develop an understanding of how people use their environment.
- Develop an understanding of pupil’s immediate and local physical environment.
- Recognise that each pupil is part of a wider community.
- Become aware that there is a rich variety of natural materials in their environment.
- Become aware of the weather and the changing seasons.
Content of Plan The curriculum content is divided into the following strands as per the Junior Infant Curriculum:
- · Human environments.
- · Natural environments.
- · Environmental awareness and care.
Methodology An approach to geography for our pupils needs to help them engage fully with their environment both human and natural.
The sensory approach is an important methodology for our pupils.
Auditory - nature, animal, human sounds, soundbeam.
Visual – communication aids, photographs, puppets, masks.
Tactile – objects of reference, varieties of natural materials i.e., water, sand etc.
Olfactory – variety of smells, natural and chemical.
Movement – variety of movements, movements within the local environment.
Gustatory – food tastes.
Note: Some children maybe sensitive and have possible allergies to food, smells, etc.
Staff Development
The BOM supports and recognises the importance of staff development. Teachers are made aware of opportunities for further professional development through in-service and courses available in Education Centres and /or other venues. Skills and expertise within the school are shared through regular collaboration and through inputs at staff meetings.
Collaborative Approach
Partnership with Parents
The BOM and staff of Kolbe Special School acknowledge the valuable role parents play in the education of their children. Therefore, collaboration between home and school is essential and encouraged for the holistic development of each child.
Parent involvement:
- Sheds valuable light on the strengths and needs of their child
- Fosters mutual respect and trust
- Recognises parents as valued members of the team caring for and educating their child
- Offers an appreciation of the careful thought and planning of their child’s programmes and an opportunity to be directly involved in the prioritising process
- Achieves a greater understanding of consistency between home and school
- Strengthens good communication between home and school, particularly in regard to special needs or necessary curtailment of activities.
Assessment
See Record Keeping and Assessment Policy.
Resources
The BOM acknowledges the importance of adequate resources in order to implement specific programmes. The Board will endeavour to make available adequate resources through funding from the Department of Education.
Resources are stored both centrally and in each classroom. An inventory will be provided for each class of equipment available. Materials purchased with BOM funds will remain the property of the school. Our local theatre and library is a valuable and well-used resource.
Community Links
The BOM encourage the fostering of good relationships between the school and the broader community. Kolbe Special School will liase with other special educational programmes and mainstream schools for suitable activities.
Success Criteria
The success of this plan will be measured using the following criteria:
- Ongoing evaluations will show that pupils are acquiring an understanding of concepts appropriate to their ability
- Classroom planning – term plans and weekly plans
- Ongoing observation, evaluation and assessment of individual programmes
- I.E.P’s and parent/teacher meetings
- Team meetings
Review
Progress made during the school year will be reviewed at the December staff meeting annually and will be based on teacher’s observations, evaluations and views as to the effectiveness of the plan.