Statements of Learning

Geography supports a broad range of learning experiences at junior cycle. The following table shows how Junior Cycle Geography is linked to central features of learning and teaching in junior cycle.


The statement Examples of possible relevant learning
SOL 9: The student understands the origins and impacts of social, economic, and environmental aspects of the world around her/him. Students explore and engage with areas of learning such as population, settlement, development and globalisation.
SOL 10: The student has the awareness, knowledge, skills, values and motivation to live sustainably. Students learn about the importance of living sustainably.
SOL 16: The student describes, illustrates, interprets, predicts, and explains patterns and relationships. Students engage with topics relating to physical and human geography to describe, illustrate, interpret, predict and explain patterns and relationships.
SOL 18: The student observes and evaluates empirical events and processes and draws valid deductions and conclusions. Students identify how geographical processes shape the landscape.
SOL 6: The student appreciates and respects how diverse values, beliefs and traditions have contributed to the communities and culture in which she/he lives. Students compare life opportunities for young people in different countries.
SOL 7: The student values what it means to be an active citizen, with rights and responsibilities in local and wider contexts. Students evaluate the role of Development Assistance.
SOL 8: The student values local, national, and international heritage, understands the importance of the relationship between past and current events and the forces that drive change. Students consider factors that influence human settlement in relation to origin, location, and sustainable change.